Part Time Academic Task Force Specialist

Part Time Academic Task Force Specialist

Texas ESC Region 16 Remote - Amarillo, Texas

Job : 5668530
Final date to receive applications: Posted until filled
Posted: Apr 24, 2026 5:00 AM (UTC)
Starting Date: Immediately

Primary

Purpose:

The Academic Task Force Specialist serves as a high-impact, strategic catalyst for academic transformation. Operating within an elite, rapid-response framework, the Specialist is responsible for stabilizing and accelerating student achievement within identified districts. Unlike traditional instructional roles, the Academic Task Force Specialist functions as a short-term intervention expert, delivering "high-octane" multi-tiered instruction focused on targeted standards. The primary objective is to execute a proven, high-fidelity instructional model that serves as a successful proof-of-concept for district-wide scalability and long-term academic sustainability.

• Bachelor's degree required
• Master's degree preferred
• Texas teaching certification required

• Expertise in adapting general education curriculum for all students in all contexts
• Experience providing job-embedded instructional coaching to teachers
• Proficiency in modifying curriculum internalization protocols to address diverse learner needs
• Strong data literacy skills, including the ability to analyze curriculum-based assessment and screening data
• Proven ability to deliver content-specific professional development as well as systemic best practice (e.g., campus-wide/district-wide) professional development
• Proven ability to train and coach personnel in various school roles (e.g., teachers, support staff, principals, central office staff)
• Must be service-oriented and display initiative
• Demonstrated ability to work within a team setting required
• Demonstrated ability to contribute to team/organizational goals

• Tools/Equipment Used:
  Standard office equipment including personal computer and peripherals
• Posture:
  Must be physically able to tolerate prolonged sitting, frequent standing; occasional bending/stooping, pushing/pulling, twisting, and standing
• Motion:
  Must be physically able to tolerate frequent standing and walking, repetitive hand motions, frequent keyboarding and use of mouse; occasional reaching, occasional driving
• Lifting:
  Must be physically able to tolerate regular light lifting and carrying (less than 15 pounds); may require occasional heavy lifting and carrying (45 pounds or more)
• Environment:
  Must be physically able to work inside; tolerate frequent district wide travel and occasional statewide travel; regular exposure to noise
• Mental Demands:
  Must be able to work with frequent interruptions; maintain emotional control under stress; work prolonged or irregular hours on occasion
• Regular Attendance is an essential function

• Deliver direct, high-quality multi-tiered instruction in core content areas (RLA, Math, or Targeted Intervention) to students in designated grades and subject areas.
• Focus exclusively on highest-priority standards (readiness standards) to maximize student growth.
• Use real-time student performance data to pivot instructional strategies and close achievement gaps immediately.
• Demonstrate the "See It, Name It, Do It" co‑teaching model, serving as a blueprint for traditional district personnel who will assume the classroom model post-pilot.
• Design, develop, and deliver professional learning experiences focused on adapting general education curriculum to meet the diverse needs of students receiving education services.
• Collaborate with program staff to analyze student performance and screening data for students, to identify trends and set measurable instructional goals.
• Lead data‑driven planning sessions that support differentiated instruction and improve instructional alignment with core academic standards.
• Serves as an active, contributing member of the MTSS Task Force
• Research, pilot, and disseminate evidence-based strategies that promote effective curriculum adaptation and delivery models.
• Collaborates with colleagues in and beyond the ESC to identify professional development needs through detailed data analysis and…