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How much do director rising academy network jobs pay per year?

As of Jul 7, 2026, the average yearly pay for director rising academy network in the United States is $130,243.00, according to ZipRecruiter salary data. Most workers in this role earn between $83,500.00 and $148,500.00 per year, depending on experience, location, and employer.

What is the difference between Director Rising Academy Network vs Education Program Manager?

AspectDirector Rising Academy NetworkEducation Program Manager
Required CredentialsBachelor's degree, experience in education leadershipBachelor's or master's in education or related field, project management experience
Work EnvironmentNonprofit or educational organization, strategic planning focusSchool or educational program setting, operational management
Employer & Industry UsageUsed in nonprofit education networks, educational consortiaCommon in schools, district offices, educational organizations
Comparison Search IntentUnderstanding leadership roles in education networksManaging educational programs and initiatives

The main difference is that the Director Rising Academy Network typically oversees strategic initiatives within a network of schools or educational organizations, focusing on leadership and policy. In contrast, an Education Program Manager handles the day-to-day management of specific educational programs, ensuring their successful implementation. Both roles require relevant education credentials but differ in scope and responsibilities.

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What cities are hiring for Director Rising Academy Network jobs? Cities with the most Director Rising Academy Network job openings:
What are the most commonly searched types of Rising Academy Network jobs? The most popular types of Rising Academy Network jobs are:
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Director Rising Academy Network jobs near you
Infographic showing various Director Rising Academy Network job openings in the United States as of July 2026, with employment types broken down into 1% As Needed, 92% Full Time, and 7% Part Time. Highlights an 98% Physical, and 2% Remote job distribution, with an average salary of $130,243 per year, or $62.6 per hour.
Teacher Assistant III/Literacy First (Leadership Academy Network)

Teacher Assistant III/Literacy First (Leadership Academy Network)

Fort Worth Independent School District

Fort Worth, TX • On-site

$24K - $29K/mo

Full-time

Re-posted 17 days ago

Fort Worth Independent School District rating

5.4

Company rating: 5.4 out of 10

Based on 20 frontline employees who took The Breakroom Quiz

465th of 559 rated elementary and secondary schools

Job description

Position Type:
Supporting - Educational Paraprofessional/Teacher Assistant
Date Posted:
5/21/2026
Location:
Leadership Academy
Closing Date:
Open Until Filled
Teacher Assistant III/Literacy First (Leadership Academy Network)
Reports to: Literacy First Director - Leadership Academy Network
Pay Grade: 603
PCN: 24822, 24823, 24824, 24825, 24826, 24827, 24828, 24829
Salary Range: $24,888 - $29,983
Days: 183
FSLA Status: Non-Exempt
Position Purpose
Under direct supervision of a certified staff member, assists certified instructional staff and Literacy First Director with students in the classroom to meet instructional goals and objectives. Assist certified campus professional employees from non-professional duties to enable them to contribute to other aspects of the educational program. Provide targeted, data-driven literacy intervention to students in Kindergarten through 2nd grade through one-on-one tutoring aligned to the Literacy First program. Supports student growth in foundational reading skills by delivering structured instruction, monitoring progress, and maintaining accurate data. Collaborate with campus staff to ensure effective program implementation and positive student engagement.
ESSENTIAL JOB FUNCTIONS
  • Provide one-on-one and small group literacy tutoring to assigned K 2 students using the Literacy First curriculum
  • Deliver structured, explicit instruction to reinforce reading, language arts, mathematics, and other foundational skills aligned to campus instructional goals
  • Assist professional staff in implementing instructional activities, administering assessments, and reinforcing learning objectives based on individual student needs
  • Assist students with physical, social, or cognitive needs to support participation in instructional and school-related activities
  • Administer student assessments and conduct progress monitoring to track student performance/growth
  • Maintain accurate and organized documentation of instructional materials and student progress
  • Collect, record, and enter student data into database(s), as appropriate
  • Monitor student progress and adjust instructional support in alignment with program expectations
  • Assist in classroom preparation, including organizing materials and supporting instructional delivery to reinforce targeted skills
  • Support classroom management by promoting appropriate student behavior, maintaining a safe and orderly learning environment, and ensuring students remain engaged and on task
  • Assist with supervision of students in instructional and non-instructional settings, including lunch, arrival/dismissal, hallways, and other assigned areas
  • Accompany and supervise students during field trips and other school activities as assigned
  • Follow all applicable safety rules, procedures, and regulations, including those related to supporting students with special needs
  • Attend and participate in campus data meetings and collaborate with teachers, Literacy First staff, and campus personnel to communicate student progress and support instructional planning
  • Assist with record-keeping procedures and preparation of instructional materials, including copying, organizing, and distributing resources
  • Support communication with families to promote student success and engagement
  • Attend required pre-service training and ongoing professional development for the Literacy First program
  • Maintain confidentiality of student records and information in accordance with district policies

Safety
  • Follows established safety procedures and techniques to perform job duties, including lifting and climbing; operates tools and equipment according to established safety procedures
  • Corrects unsafe conditions in the work area and promptly reports any conditions that are not immediately correctable to the supervisor

Supervisory Responsibilities
  • None

Personal Work Relationships
  • All Fort Worth ISD employees must maintain a commitment to the District's mission, vision, and strategic goals
  • Exhibits high professionalism, standards of conduct and work ethic
  • Demonstrates high quality customer service; builds rapport/relationship with the consumer
  • Demonstrates cultural competence in interactions with others; is respectful of co-workers; communicates and acts as a team player; promotes teamwork; responds and acts appropriately in confrontational situations

Other Duties as Assigned
  • Performs all job-related duties as assigned and in accordance with Board rules, policies and regulations. All employees are expected to comply with lawful directives in rare situations driven by need where team effort is required

Knowledge, Skills & Abilities
?
  • Knowledge of developmentally appropriate skills for elementary-aged students across social, emotional, cognitive, and communication domains
  • Knowledge of foundational literacy development, including phonics, fluency, reading readiness, and writing readiness
  • Skill in building positive, supportive relationships with students to promote engagement, motivation, and learning
  • Skill in interpersonal communication, including tact, patience, and professionalism when working with students, staff, and families
  • Skill in organization and record-keeping and maintaining accurate documentation
  • Skill in basic data entry and instructional technology, including spreadsheets, databases, and word processing tools
  • Ability to support instruction in reading, writing, mathematics, and other foundational skill areas
  • Ability to follow written and verbal instructions and implement structured instructional programs
  • Ability to monitor student progress and respond to instructional needs with instructional staff
  • Ability to communicate effectively, both orally and in writing, with students, staff, and supervisors
  • Ability to work collaboratively with a diverse group of students, staff, and families
  • Ability to establish and maintain professional relationships
  • Ability to build supportive and compassionate relationships with diverse student populations
  • Ability to organize and prioritize tasks to meet program and campus expectations
  • Ability to report information accurately to supervisors as required
  • Ability to maintain confidentiality of student and staff information in accordance with district policies

Travel Requirements
  • Travels to school district buildings and professional meetings as required

Physical & Mental Demands, Work Hazards
  • Tools/Equipment Used: Standard office equipment, including computer and peripherals; standard instructional equipment
  • Posture: Prolonged sitting and standing; occasional stooping, squatting, kneeling, bending, pushing/pulling, crouching, crawling, and twisting
  • Motion: Frequent repetitive hand motions, including keyboarding and use of mouse; occasional reaching; frequent use of hands for fine manipulation, handle or feel with hands and arms; frequent walking and climbing stairs
  • Lifting: Occasional light lifting and carrying (less than 20 pounds); may require frequent heavy lifting (45 pounds or more) and positioning of students with physical disabilities, control behavior through physical restraint, assist non-ambulatory students, and lift/move adaptive equipment
  • Exerting: Frequently 10-25 pounds of force to move objects; occasionally 20-50 pounds
  • Environment: Works in an office setting; frequent talking and listening; may require occasional irregular and/or prolonged hours
  • Attendance: Regular and punctual attendance at the worksite is required for this position
  • Mental Demands: Maintains emotional control under stress; works with frequent interruptions

Minimum Required Qualifications
  • Education: Accredited High School diploma, GED, or Texas Certificate of High School Equivalency required
  • Experience: One year of experience working with children
  • Language: Bilingual (English/Spanish) preferred in some settings

This is a grant-funded position and is contingent on availability of funds.
This document is intended to describe the general nature and level of work being performed by people assigned to this job and is not an exhaustive list of all responsibilities and duties that may be assigned or skills that may be required.

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