Title I MS Academic Specialist (26-27 SY) - Travis MS

Irving ISD; Irving (TX); On-site; USD 65,000 - 76,000; Full time

Job summary

Irving ISD seeks a Title I Middle School Academic Specialist to support the principal in improving instruction. The role focuses on coaching teachers, planning with departments, and using data to guide instructional focus within TEKS and MTSS.

The position emphasizes professional development, collaboration with campus and district staff, and targeted interventions to boost student achievement across core content areas.

Qualifications

• Master's degree preferred and Texas teaching certificate required.
• Experience in leading professional development and coaching.
• Knowledge of STAAR, TEKS, MTSS, and district curriculum.

Responsibilities

• Plan and conduct weekly planning meetings with grade level/department teams to guide content focus and interventions.
• Serve as instructional coach by modeling lessons, co-teaching, and providing feedback to teachers.
• Ensure lesson design aligns with TEKS and district curriculum; support with intervention strategies.
• Visit classrooms to observe instruction and provide constructive feedback on strengths and areas for growth.
• Mentor new teachers and those new to campus/district; support curriculum audits.
• Prepare data-driven reports to target TEKS strands and differentiate instruction.
• Participate in district PD and collaborate with other Title I Academic Specialists.
• Support Tier I interventions and SSP-determined interventions with staff coaching.

Skills

Curriculum knowledge

Instructional techniques

Professional learning

Communication

Mentoring/coaching

MTSS knowledge

TEKS knowledge

Organization

Team collaboration

Education

Master's degree preferred

Teacher certification (Texas)

Job description

Qualifications

JOB TITLE: Title I Middle School Academic Specialist WAGE/HOUR STATUS: Exempt

REPORTS TO: Campus Principal PAY GRADE: Teacher Salary Schedule (187 + 10 Days)

DEPARTMENT: School Leadership DATE REVISED: 03/2024

Disclaimer: This is a grant-funded position. Funds for this position are expected to be available up to the end of the school year. In addition to other specified conditions of employment, the applicant understands that no guarantee of continued employment beyond the availability of the grant funds is expressed or implied by Irving Independent School District.

PRIMARY PURPOSE: Assist the school principal in the overall improvement of the instructional program by supporting/coaching teachers in planning for instruction, including small groups, utilizing district curriculum and resources, and determining the school's instructional focus by analyzing data.

Qualifications

Minimum Education/Certification:

• Master's Degree Preferred
• Valid Texas Teacher's Certificate

Special Knowledge/Skills

• Knowledge of curriculum and instruction.
• Knowledge of and keen ability to model quality instructional techniques and strategies.
• Knowledge of Professional Learning Community.
• Excellent communication and interpersonal skills.
• Experience in leading and presenting school-based and district-wide professional development.
• Experience in coaching and mentoring.
• Ability to prioritize and manage multiple tasks in a complex and diverse school system.
• Knowledge of Texas Assessment Program (STAAR), district curriculum, and Texas Essential Knowledge and Skills.
• Demonstrate a working knowledge of the MTSS process, Special Services and Advanced Academics to guide teachers within departments.
• Strong and effective communication, interpersonal, and organizational skills.

Minimum Experience

Three years of successful classroom experience delivering core content in English, Reading, Mathematics, Science or Social Studies.

Instructional Responsibilities

MAJOR RESPONSIBILITIES AND DUTIES:

• Plan and conduct weekly purposeful planning meetings with grade level or department teacher teams to guide the content focus, instructional methodologies, and intervention practices.
• Serve as an instructional coach and mentor to campus teaching staff by developing and conducting model lessons, co-teaching, or observing teachers during classroom instruction. Provide timely feedback to teachers regarding lesson implementation to target areas for growth in support of student achievement.
• Ensure that all teachers understand the TEKS and provide support in designing lessons aligned with the TEKS, district curriculum, and structured literacy practices.
• Visit classroom teachers regularly to observe content area instruction/intervention implementation and provide timely feedback regarding observations of strengths/weaknesses.
• Mentor new teachers and teachers new to the campus/district.
• Provide instructional coaching by assisting teachers with implementing district curriculum, selecting high-quality instructional materials/resources, selecting intervention techniques/programs, and integrating technology into lesson designs.
• Prepare reports using available data systems to assist teachers in preparation for addressing specific TEKS that need to be spiraled within curriculum units and assist teachers with differentiation techniques for lesson design.
• Attend professional development opportunities and district Academic Specialist meetings to collaborate with other Title I Academic Specialists and learn new information, ideas, and teaching strategies.
• Collaborate with teacher teams to identify students struggling with Tier I instruction, design tutorial schedules, and assist with implementing intervention programs as determined by the SSP process.
• Participate in data analysis discussions with administrative and teacher teams to determine campus strengths/weaknesses and collaborate to determine instructional focus to address campus needs.
• Work with the district-level coordinators to audit and rewrite the curriculum based on student achievement data.

Leadership Responsibilities

• Work collaboratively with campus administration and teacher teams to develop an instructional coaching model that will build on improving teaching and learning. The plan should follow a continuous improvement cycle that includes training, implementing and monitoring campus/district initiatives, and reflecting on the learning process.
• Actively participate in campus and district decision-making processes and discussions related to curriculum and instruction.
• Inform campus and district personnel when support is needed for course content, instructional practices/resources, and coaching/mentoring issues.
• Provide a venue for two-way communication between the campus and the central office Curriculum and Instruction Department.
• Maintain classroom observation records and anecdotal information for periodic discussion and review. Collaborate with the administrative team to identify instructional strengths and weaknesses of the campus teaching staff.
• Actively pursue opportunities for life-long learning and professional growth.
• Other duties as assigned.

Supervisory Responsibilities

None

Working Conditions

Mental Demands/Physical Demands/Environmental Factors: Maintain emotional control and objectivity under stress. Perform tasks with frequent interruptions. Prolonged and careful attention to detail. Occasionally lift and/or move up to 40 pounds. May require in-district travel. Prolonged use of a computer. Bending, stretching, and light lifting of boxes of supplies and materials. Occasional prolonged and irregular hours.

Safety: Contribute to the prevention of accidents and injuries by observing safety rules and District policy, practicing the principles and skills taught in safety training, wearing personal protective equipment as required, reporting injuries and incidences immediately to the supervisor, and being proactive in the ongoing efforts to improve and maintain workplace safety.

The information contained in this job description is for compliance with the Americans with Disabilities Act (ADA) and foregoing statements describe the general purpose and responsibilities assigned to this job and are not an exhaustive list of all responsibilities, duties, and skills that may be required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.