2026-2027 Bilingual In Class Support (ICS) Teacher @ Martin Elementary

Young World Physical Education; Houston (TX); On-site; USD 50,000 - 70,000; Full time

Job summary

A local educational organization in Houston is seeking a Bilingual In Class Support Teacher to provide tailored instruction for students with disabilities. The role requires a Bachelor's degree and Texas certification in special education, along with effective communication skills in English and Spanish. The teacher will design lesson plans, assess students, and maintain positive relationships with parents and staff. Proficiency with digital tools and the ability to implement sheltered instruction are essential. The position is full-time with a starting date of Aug 3, 2026.

Qualifications

• Bachelor’s degree and Texas certification in special education required.
• Direct work experience with individuals with disabilities preferred.
• Bilingual proficiency in English and Spanish is necessary.

Responsibilities

• Provide individualized plans for students' intellectual and social growth.
• Plan and implement instruction aligned with TEA standards.
• Maintain communication with parents and colleagues.

Skills

Bilingual in English and Spanish

Ability to implement sheltered instruction

Effective oral and written communication skills

Strong organizational and interpersonal skills

Knowledge of specially designed instruction

Education

Bachelor’s degree from an accredited university or college

Texas certification standards for special education

Tools

Google Suite

Microsoft 365

ARD/IEP software

Learning Management Systems

Job description

Starting Date: Aug 3, 2026

2026-2027 Bilingual In Class Support (ICS) Teacher

Provide students with appropriate learning activities and experiences to help them fulfill their potential for intellectual, emotional, physical, and social growth. Develop and implement individualized plans for specially designed instruction for students to develop competencies and skills to maximize opportunities, independent living, economic self‑sufficiency and full participation in society.

Qualifications

Education/Certification:

• Bachelor’s degree from an accredited university or college
• Texas certification standards for special education, including bilingual, as required by the State Board for Educator Certification (SBEC)

Special Knowledge / Skills / Abilities:

• Ability to implement sheltered instruction across all content areas
• Effective oral and written communication skills in English and Spanish
• Ability to instruct students and manage their behavior
• Strong organizational, communication, and interpersonal skills
• Knowledge of specially designed instruction to address student needs related to disability conditions
• Proficiency in digital tools including Google Suite, Microsoft 365 ARD/IEP software, and Learning Management Systems
• Knowledge of district bilingual and ESL programs
• Bilingual required

Experience:

• Direct work experience with individuals with disabilities preferred

Major Responsibilities and Duties

• Serve a diverse population of students who may be participating in state/federal programs as well as general education by sheltering instruction across contents.
• Establish and maintain a professional relationship and open communication with parents, students, colleagues, and community members.
• Abide by the Alief ISD Code of Civility.
• Maintain an acceptable attendance rate – 94% annually (excluding approved leaves and emergencies).
• Confer with and foster professional relationships with students, parents, colleagues, and administrators regularly per building and district guidelines.
• Plan and participate in all meetings and provide appropriate documentation for students regarding admissions, reviews, progress, grades, dismissals, conferences, etc.
• Translate oral and/or written communications, as needed.
• Comply with state and federal laws, district policies, rules, regulations, and administrative directives as they exist or may be amended.

Instructional Strategies

• Plan and deliver instruction in English or Spanish, as appropriate, aligned with Texas Education Agency (TEA) standards, district mandates, approved curricula, and Individualized Education Programs (IEPs). Multiple course preparations may be required.
• Design and implement lesson plans aligned with TEA standards, district curriculum, and students’ IEPs, with written evidence of preparation.
• Plan and use appropriate instructional strategies, learning activities, materials, equipment, and technology that reflect an understanding of students’ learning styles and individual needs.
• Assess ongoing accomplishments and needs of students; maintain records; provide immediate feedback and progress reports regularly.
• Implement instructional and linguistic modifications and accommodations per ARD and/or LPAC decisions with students receiving services under all federal and state guidelines.
• Work cooperatively with general education teachers to support students receiving special education services according to IEP guidelines.
• Determine instructional goals, objectives, and specially designed instruction according to the student’s needs and language of instruction.
• Supervise the implementation of IEP goals/objectives by a paraprofessional, including specially designed instruction required by the IEP.

Classroom Management and Organization

• Create an inviting, risk‑free, supportive, and warm learning environment appropriate to the developmental level and interests of students.
• Implement an appropriate and effective discipline management system for the classroom in alignment with building and district policies and/or rules governing student life and conduct.
• Manage student behavior in accordance with behavior intervention plans, the Student Code of Conduct, and the student handbook.
• Take all necessary and reasonable precautions to protect students, equipment, materials, and facilities.
• Assist in selecting books, equipment, and other instructional materials.
• Compile, maintain, and file all reports, records, and other documents required.
• Provide or supervise any specially designed instruction related to behavior.

Professional Growth and Development

• Participate in professional development activities to improve job‑related skills and student achievement.
• Comply with state, district, and federal laws; district and campus regulations and policies for classroom teachers.
• Attend and participate in faculty meetings, Professional Learning Communities (PLCs), and serve on staff committees as required.

Other Responsibilities

• Demonstrate and maintain competence in delivering PCS in accordance with IEP requirements.
• Perform PCS tasks as specified in each student’s IEP.
• Maintain timely and accurate documentation of all SHARS billable PCS activities.
• Plan and monitor services required by the IEP when provided by a paraprofessional.
• Follow district safety protocols and emergency procedures.
• Maintain an appropriate level of technology competence to meet current and future needs of Alief.
• Implement alternative methods of instruction as needed.
• Perform other duties as assigned.

Supervisory Responsibilities

None

Evaluation

Performance of this job will be evaluated in accordance with provisions of the Board’s policy on evaluation of teachers and the Texas Teacher Evaluation and Support System (T‑TESS).

Mental, Physical, and Environmental Demands

• Tools/Equipment Used: Standard office equipment including computer and peripherals.
• Posture: Standing, prolonged sitting, occasional kneeling/squatting, bending/stooping, pushing/pulling, and twisting.
• Motion: Repetitive hand motions; frequent keyboarding and use of mouse; occasional reaching; may also require climbing stairs and reaching over head.
• Lifting: Moderate lifting and carrying (up to 15 pounds); occasional heavy lifting and carrying (15–45 pounds).
• Environment: May work prolonged or irregular hours; possible district‑wide travel; all campuses are temperature‑controlled with hard surface floors.
• Mental Demands: Work with frequent interruptions; maintain emotional control under stress.