Academic Support Teacher - Middle School

Plano ISD; United States; On-site; USD 50,000 - 70,000; Full time

Job summary

Plano ISD seeks an Academic Support Teacher for Bowman Middle School to support at-risk students and coordinate 504 and Dyslexia services. The role focuses on RTI implementation, data-driven instruction, and collaboration with general and special education staff.

The position emphasizes reading, language arts, math, and science interventions, differentiation, and professional development to improve campus outcomes.

Qualifications

• Master's degree preferred.
• Valid Texas teaching certification with endorsements for assigned subject/level.
• Experience with RTI (Tier II & III) and 504 accommodations preferred.

Responsibilities

• Provide RTI support (Tier II & III) and monitor student progress.
• Maintain accurate records for all Academic Support students.
• May implement the campus Dyslexia Program and provide related resources.
• Offer small group or individual instruction in collaboration with classroom teachers.
• Assist in identification and monitoring for 504 and at-risk students.
• Collaborate with Special Education and CMIT as needed.
• Analyze student data to guide instructional decisions.

Skills

Curriculum knowledge

Data-driven instruction

Dyslexia support

Differentiation

Professional development

Interpersonal skills

Team collaboration

Communication

Education

Master's degree

Texas teaching certification

Tools

Data analysis tools

Educational technology

Job description

Academic Support Teacher - Middle School JobID: 1305

• Position Type:
  Middle School Teaching/ Teacher (6-8)
• Date Posted:
  10/9/2026
• Location:
  Bowman Middle School
• Provides support at the secondary level to students who are at-risk as well as those who are identified for 504 services and is the dyslexia contact for the campus

Qualifications:

Education/Certification:

• Master's Degree (preferred)
• Valid Texas teaching certification with required endorsements for training for subject and level assigned

Special Knowledge/Skills:

• Demonstrate a working knowledge of curriculum, instruction, staff development, best teaching practices, and technology
• Ability to analyze, interpret, and use data to guide instruction in all content areas
• Ability to plan, monitor, and evaluate outcomes of targeted intervention in Reading/Language Arts, including Dyslexia, Mathematics, and Science
• Ability to facilitate differentiation of the instructional program
• Ability to deliver effective professional development
• Ability to evaluate instructional programs
• Demonstrate strong organizational, communication, public relations, and interpersonal skills
• Ability to work as part of a team

Experience:

• Three years of elementary teaching experience (preferred)
• Experience as a team leader (preferred)
• Campus leadership (preferred)

Major Responsibilities and Duties:

Instructional Strategies

• Provide academic support directly or monitor implementation of Response to Intervention (Tier II & III)
• Maintain accurate records on all students served by Academic Support
• May facilitate and implement the Dyslexia Program for the campus
• Provide small group or individual instruction in collaboration with the classroom teacher for students identified with academic needs
• Provide student support in areas of organization, study skills and test-taking strategies
• Assist in the identification process for students who qualify as needing services under 504 or are at-risk, provide intervention, and monitor progress
• Serve as a member or leader of the CMIT committee
• Assist classroom teachers with student data analysis
• Work closely with Special Education on behalf of students qualifying for testing and those qualifying for dismissal
• Provide diagnostic testing for new students who are struggling and Assist with Testing
• Work with parents seeking additional support for SAT/ACT testing
• Maintain and transfer all academic support records for At Risk, 504, and Dyslexia Students
• Meet with feeder schools to ensure successful transition of At Risk, 504, and Dyslexia Students
• Disseminate accommodations for At Risk, 504, and Dyslexia Students to appropriate staff members
• Monitor student progress and meet with students, teachers, and parents
• May assist with student mentoring program
• Assist with testing accommodations / environments for students
• Campus liaison for students receiving Homebound service

School Improvement

• Assist in clarifying and pursuing a common vision for district and campus improvement
• Actively support the efforts to achieve district goals and objectives and the campus academic performance objectives
• Support implementation of district and campus assessment strategies
• Monitor student achievement data and interpret, report, and act on results

Professional Growth and Development

• Attend and participate in district and campus training sessions, committee meetings, and work sessions as required to support the instructional program and 504 regulations and processes
• Monitor professional research and disseminate ideas and information to other professionals, and provide leadership in identifying trends and opportunities, as well as solve problems related to instruction

Supervisory Responsibilities:

• None

Working Conditions:

Mental Demands:

• Ability to communicate effectively (verbal and written); ability to instruct; maintain emotional control under stress

Physical Demands/Environmental Factors:

• Frequent district-wide and occasional statewide travel; occasional prolonged and irregular hours; frequent standing, stooping, bending, kneeling, pushing and pulling; occasional lifting up to 50 pounds; prolonged use of computer and repetitive hand motions

Postings current as of 10/11/2026 4:11:51 AM CST.