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Early Intervention Director Jobs in Spring, TX (NOW HIRING)

Protouch Staffing

Speech Therapist

The Woodlands, TX

$42 - $45/hr

... and early intervention programs. * Develop and implement individualized, evidence-based treatment plans. * Provide direct therapy to improve speech, language, voice, fluency, and swallowing.

Fast Track ABA Center

Behavior Technician

Katy, TX · On-site

$14 - $16/hr

  • Medical

  • Dental

  • Vision

  • PTO

We specialize in early intervention and create individualized functional based plans using ... Provides direct client care in one on one and group settings while utilizing a combination of ...

Fast Track ABA Center

Registered Behavior Technician

Katy, TX · On-site

$16.75 - $21.75/hr

  • Medical

  • Dental

  • Vision

  • PTO

We specialize in early intervention and create individualized functional based plans using ... Provides direct client care in one on one and group settings while utilizing a combination of ...

Fast Track ABA Center

Registered Behavior Technician

Katy, TX · On-site

$18 - $22/hr

  • Medical

  • Dental

  • Vision

  • PTO

We specialize in early intervention and create individualized functional based plans using ... Provides direct client care in one on one and group settings while utilizing a combination of ...

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All JobsEarly Intervention JobsEarly Intervention Director JobsEarly Intervention Director Jobs in Spring, TX

Early Intervention Director information

See Spring, TX salary details

$27.1K

$43K

$73.9K

How much do early intervention director jobs pay per year?

As of Aug 12, 2026, the average yearly pay for early intervention director in Spring, TX is $42,993.00, according to ZipRecruiter salary data. Most workers in this role earn between $31,100.00 and $47,200.00 per year, depending on experience, location, and employer.

What are some common challenges faced by Early Intervention Directors in managing multidisciplinary teams?

Early Intervention Directors often oversee teams composed of professionals such as speech therapists, occupational therapists, and special educators. A common challenge is ensuring effective communication and collaboration across disciplines to provide coordinated care for children and families. Directors must balance the needs and perspectives of various specialists while maintaining compliance with state and federal regulations. Additionally, managing caseloads, staff training, and resource allocation are ongoing responsibilities that require strong leadership and problem-solving skills.

What does an Early Intervention Director do?

An Early Intervention Director oversees programs that provide support and services to infants and young children with developmental delays or disabilities, as well as their families. They are responsible for managing staff, coordinating services, ensuring compliance with state and federal regulations, and developing program policies. Early Intervention Directors also work with families, community organizations, and educators to ensure children receive the resources they need to reach their developmental milestones.

What is the difference between Early Intervention Director vs Early Childhood Special Education Teacher?

AspectEarly Intervention DirectorEarly Childhood Special Education Teacher
CredentialsMaster's degree in special education or related field, state licensureBachelor's or Master's degree in special education, state certification
Work EnvironmentAdministrative offices, program oversight, team managementClassroom settings, direct student interaction, individual and group instruction
Employer & IndustryEarly intervention agencies, healthcare organizations, school districtsPublic and private schools, early childhood programs
Search & Comparison IntentUnderstanding leadership roles in early interventionTeaching roles in early childhood special education

The Early Intervention Director focuses on program management, team coordination, and policy implementation within early intervention services. In contrast, the Early Childhood Special Education Teacher provides direct instruction and support to young children with special needs. Both roles require specialized credentials but differ in responsibilities and work settings.

What are the key skills and qualifications needed to thrive as an Early Intervention Director?

To thrive as an Early Intervention Director, you need expertise in early childhood development, program management, and a relevant degree such as in education, psychology, or social work, often with state-specific licensure. Familiarity with Individualized Family Service Plans (IFSPs), early intervention software, and regulatory compliance systems is typically required. Exceptional leadership, communication, and problem-solving skills help in managing teams and collaborating with families and community partners. These competencies ensure effective program delivery, regulatory adherence, and positive developmental outcomes for children and families.
What are the most commonly searched types of Early Intervention jobs in Spring, TX? The most popular types of Early Intervention jobs in Spring, TX are:
What are popular job titles related to Early Intervention Director jobs in Spring, TX? For Early Intervention Director jobs in Spring, TX, the most frequently searched job titles are:
What job categories do people searching Early Intervention Director jobs in Spring, TX look for? The top searched job categories for Early Intervention Director jobs in Spring, TX are:
What cities near Spring, TX are hiring for Early Intervention Director jobs? Cities near Spring, TX with the most Early Intervention Director job openings:
Early Intervention Director jobs near you

Early Intervention Program Manager

Davies Institute for Speech and Hearing

Katy, TX • On-site

$65K - $70K/yr

Full-time

Posted 2 days ago

New

Job description

CDA or childcare directorship is REQUIRED for this position. Please do NOT apply if you do not qualify.

Want a UNIQUE job that combines Deaf Education, early childhood development, and early intervention?

Then Davies Development is the right place for you!

JOB SUMMARY:
The Education Manager is the operational and educational leader of the Davies Development Center. This role owns the day-to-day execution, staff leadership, curriculum fidelity, parent engagement, student progress, and compliance of the early intervention school serving children from 12m to 5yr in age.

The Education Manager is accountable for ensuring the program runs smoothly, consistently, and in alignment with the DISH mission, while producing measurable student outcomes, high family satisfaction, and a well-supported, high-performing staff.

This is a leadership role that requires decisiveness, follow-through, and the ability to balance multiple projects with compassion with clear expectations.

SUPERVISORY RESPONSIBILITIES:
  • DDC Teaching Staff, Instructional Assistants, LSL Coordinator, DDC Administrator, and temporary or support staff as assigned.
  • Reports directly to the Executive Director and collaborates closely with the Clinic Manager and multidisciplinary team.

DUTIES/RESPONSIBILITIES:
PRIMARY PURPOSE OF THE ROLE:
To lead, manage, and continuously improve a high-quality early intervention program that:
  • Produces peer-level developmental outcomes for students.
  • Educates and empowers families as well as staff.
  • Maintains fidelity to Total Communication and/or Listening and Spoken Language (LSL) principles.
  • Operates within compliance, budget, and organizational standards.


CORE RESPONSIBILITIES & EXPECTATIONS:
Lead and Manage Daily DDC Program Operations:
  • Oversee all daily DDC operations, staffing coverage, and classroom readiness.
  • Ensure uninterrupted supervision, safety, and compliance at all times.
  • Monitor administrative task systems daily and ensure deadlines are met.
  • Conduct daily walkthroughs of classrooms and common areas.
  • Identify and resolve operational issues or escalate appropriately.
  • Ensure staff alignment with DISH mission, policies, and licensing standards.

Expectation: Daily operations run smoothly with no gaps in coverage, safety, or communication.

Supervise, Train, and Evaluate DDC Staff:
  • Onboard new staff to DDC expectations, protocols, and instructional standards.
  • Conduct weekly classroom observations and group or individual check-ins.
  • Provide timely, clear verbal and written feedback.
  • Conduct regular one-on-one meetings with staff.
  • Complete quarterly staff evaluations with documented goals.
  • Address performance concerns with improvement plans when needed,
  • Escalate HR or disciplinary matters appropriately

Expectation: Staff are competent, accountable, supported, and continuously improving.

Oversee Curriculum Planning, Instruction, and LSL Fidelity:
  • Review curriculum plans and lesson submissions weekly.
  • Observe instructional delivery across classrooms.
  • Collaborate closely with the LSL Coordinator, Lead SLP, and audiology team.
  • Ensure student data, progress monitoring, and assessments are completed consistently.
  • Identify instructional gaps and implement corrective actions.
  • Train staff on curriculum updates and instructional expectations

Expectation: High-fidelity Total Communication and/or LSL instruction with measurable student progress and minimal regression.

Manage Classrooms, Equipment, and Facility Standards:
  • Ensure classrooms are clean, safe, organized, and instructionally prepared.
  • Maintain inventory of equipment and supplies within budget.
  • Ensure proper and compliant use of audiological devices.
  • Enforce daily, weekly, and deep-cleaning protocols.
  • Report maintenance or safety concerns immediately.
  • Coordinate with the Administrative Director for repairs and purchases

Expectation: Classrooms consistently meet safety, cleanliness, and instructional standards.

Lead Parent Communication and Engagement:
  • Monitor Brightwheel daily for attendance, messaging, and updates.
  • Respond to parent inquiries and concerns within 24 hours.
  • Maintain an accurate and up-to-date Brightwheel calendar.
  • Lead parent conferences with professionalism and confidence.
  • Support families through enrollment, transitions, and graduation.
  • Escalate sensitive or unresolved concerns appropriately.

Expectation: Parents feel informed, supported, respected, and confident in the program.

Monitor Student Development and Placement:
  • Conduct regular student observations.
  • Review assessments, progress data, and teacher input.
  • Monitor new students during probationary periods.
  • Communicate concerns to families proactively.
  • Collaborate with staff and clinical team on placement decisions.
  • Document progress, concerns, and outcomes clearly.

Expectation: Students are appropriately placed and progressing toward peer-level outcomes.

Plan and Execute DDC Events and Schedules:
  • Plan academic calendars, closures, holidays, and training days in advance.
  • Coordinate staffing coverage and ratios at all times.
  • Plan and execute parent events and enrichment activities.
  • Communicate schedules and events to families with sufficient notice.
  • Ensure events are organized, compliant, and aligned with program goals.

Expectation: Events and schedules are proactive, organized, and minimally disruptive.

Maintain Compliance, Systems, and Documentation:
  • Ensure Brightwheel, EMR, and internal systems are accurate and current.
  • Maintain up-to-date student profile binders.
  • Enforce health, safety, and emergency protocols.
  • Conduct regular audits of documentation and compliance.
  • Train and retrain staff on systems and procedures as needed

Expectation: Zero compliance gaps and audit-ready documentation at all times.

Maintain Compliance with Annual and Monthly Budget:
  • Operate within approved annual and monthly budgets.
  • Review spending regularly and assess program needs.
  • Submit purchase requests appropriately.
  • Adjust plans proactively to avoid budget overruns.
  • Communicate budget concerns or variances promptly

Expectation: Program needs are met without exceeding approved financial limits.
 
Performance KPI’s and Statistics: Performance is evaluated based on:
  • Student progress and placement outcomes.
  • Staff performance, retention, and satisfaction.
  • Parent satisfaction and engagement.
  • Compliance and documentation accuracy.
  • Program stability and operational effectiveness.
  • Adherence to budget and organizational standards.

Other Duties:
  • Be adaptable and flexible as responsibilities evolve with the growth of the organization.
  • Participate in professional development and represent the DDC at community and professional events.

REQUIRED SKILLS/ABILITIES:
  • Strong leadership and staff management skills.
  • Experience in early childhood education and/or deaf education.
  • Working knowledge of Listening and Spoken Language principles.
  • Excellent organization, communication, and problem-solving skills.
  • Ability to manage multiple priorities and make decisions under pressure.
  • Proficiency with Brightwheel, EMR systems, and Microsoft Office.
  • Professional, calm, and respectful communication style.

EDUCATION AND EXPERIENCE:
  • Bachelor’s degree in Deaf Education, Early Childhood Education, Child Psychology, or related field.
  • Valid Texas CDA, Child Development Associate Certification.
  • A minimum of 5 years of management experience with positive outcomes.
  • Proficiency with work productivity software such as Microsoft Word, Excel, Outlook.
  • Ability to handle high pressure or stressful situations, including conflict resolution and controversial political or public issues.

PHYSICAL REQUIREMENTS: Physical demands of the job, including bending, sitting, lifting, and walking.

OTHER DUTIES: Being flexible with job responsibilities and duties as it may change or adapt over time depending on the growth of the company.