Teacher, SE Dyslexia; Pool SY

Teacher, SE Dyslexia (Applicant Pool) 26-27 SY

Boerne Independent School District Special Programs - Boerne, Texas

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This job is also posted in Boerne ISD

Job : 5703932

Final date to receive applications: Posted until filled

Posted: May 11, 2026 5:00 AM (UTC)

Starting Date: Aug 3, 2026

Teacher, Dyslexia (Special Education)

Department: Special Education

Reports To: Campus Principal

Pay Grade: Teacher Pay Step Scale

Workdays: 187

Minimum Salary: $60,000

Type of Assignment: Exempt

Mid-Point Salary: N/A

Contract Status: Chapter 21

Funding: This position is locally funded.

Salary based on the Boerne ISD Teacher Step Scale. Consideration for directly related experience supported by an official service record or experience affidavit. Annualized pay may be pro‑rated based on actual start date.

Provide services to students who qualify for dyslexia/related disorders and possess specialized training and expertise in understanding and addressing the learning differences associated with dyslexia. Their primary role is to provide targeted instruction and support to students who struggle with reading, spelling, and related language skills. Prepares all IEP paperwork and serves as campus MDT representative for evaluations and ARD meetings.

• Bachelor’s degree in physical education or related field from an accredited college or university.
• Valid Texas teaching certificate Special Education Certification (EC-12).
• Must have satisfactory outcome of fingerprinting background check. Non‑refundable fee (approximately $50.00) paid by the candidate.

• Demonstrated competency of the current Texas Dyslexia handbook provided by the Texas State Board of Education (SBEC).
• Valid ESL certification (candidates without this certification will be required to obtain it within their first year of employment).

• Knowledge of special needs of students in assigned area.
• Comprehensive understanding of the current Texas Dyslexia handbook provided by the Texas State Board of Education (SBEC) and its implications for identification, instruction, and service delivery.
• Skilled in interpreting and analyzing data from various assessments, including screening tools and comprehensive evaluations, to determine dyslexia risk or eligibility based on the current Texas Dyslexia handbook provided by the Texas State Board of Education (SBEC).
• Ability to implement and monitor specially designed instruction using an explicit, systematic, sequential, and multisensory approach for students with dyslexia/dysgraphia.
• Knowledge of effective accommodations and/or modifications to support students with dyslexia and dysgraphia across diverse educational environments.
• Strong collaboration and communication skills to work effectively with general education teachers, special education staff, parents, and administrators.
• Proficiency in using technology and assistive technology to support instruction and student learning.
• Ability to effectively communicate complex information about dyslexia and related issues to various audiences in a clear and understandable manner.
• Ability to analyze data and implement decisions regarding student instruction and support.
• Effective organizational and time‑management skills to manage caseloads, schedule intervention groups and meet deadlines.

• Collaborate with students, parents, and staff to develop an IEP through the ARD Committee process.
• Present subject matter effectively and according to guidelines established by IEP.
• Participate in ARD Committee meetings on a regular basis.
• Conduct and interpret progress monitoring to write data-driven student goals.
• Establish a classroom environment conducive to learning and appropriate for the physical, social, and emotional development of students.
• Establish and maintain a professional relationship and open communication with parents, students, and colleagues.
• Facilitate staff development related to dyslexia to comply with state and district regulations.
• Collaborate with MTSS administrator to identify dyslexia risk for kindergarten and first grade students.
• Compile and maintain all reports, records, and required documents.
• Serve as campus point of contact and collaborate with registrar to report accurate dyslexia PEIMS coding.
• Take all necessary and reasonable precautions to protect students, equipment, materials, and facilities.
• Maintain professional relationships with parents, students, and colleagues.
• Participate in staff development activities to improve job-related skills.
• Keep informed of and comply with federal, state, district, and school regulations and policies for special education teachers.
• Compile, maintain, and file all physical and computerized reports, records, and other documents required.
• Attend and participate in faculty meetings and serve on staff committees as required.
• Perform other duties as assigned.

Tools/Equipment Used: Standard…