Title Campus-Intermediate Science Instructional Lead

Job Title

Title I Campus-Intermediate Science Instructional Lead

Travis Intermediate - 070

This supplemental position has been approved for the upcoming school year. This position is 100% funded under the ESSA Title I, Part A Program and will require time and effort in the form of biannual certification. In the absence of Title I, Part A funds and/or the needs of the district, continuation of this position can be rescinded.

Support student achievement in science by providing instructional support for teachers and delivering targeted science interventions for students. Work collaboratively with campus leadership to strengthen Tier 1 instruction and implement effective Tier 2 and Tier 3 interventions aligned with campus and district goals. This role is split equally between building teacher capacity (50%) and providing direct intervention services to students (50%).

• Partner with teachers to strengthen core science instruction.
• Support and ensure effective implementation of the district’s science curriculum and/or High-Quality Instructional Materials (HQIM).
• Cultivate a positive instructional culture by guiding teachers in planning, delivering, and assessing rigorous, standards-aligned science instruction.
• Lead and support the lesson internalization process to ensure purposeful, student-centered planning.
• Model effective science instructional practices and co‑teach in classrooms to demonstrate high-impact instructional strategies.
• Provide non‑evaluative, job‑embedded support through observation, feedback, co‑teaching, and collaborative lesson design that centers teacher voice and reflection.
• Facilitate Professional Learning Communities (PLCs) focused on data-driven instruction and continuous improvement.
• Analyze student performance data to inform instructional decisions, monitor progress, and identify trends.
• Support teachers in differentiating instruction to meet the diverse academic needs of all learners.
• Provide targeted small‑group and/or individual science interventions for students identified through MTSS/RtI processes.
• Develop and implement intervention plans aligned to grade-level standards.
• Monitor student progress and maintain accurate documentation of intervention data.
• Assist in differentiating instruction to meet diverse learner needs.
• Collaborate with classroom teachers to align intervention strategies with core instruction.
• Participate in MTSS/RtI meetings and contribute data to inform student placement and instructional adjustments.
• Communicate student progress with families as appropriate.
• Maintain accurate records of intervention services and progress data.
• Communicate regularly with families regarding student growth and support strategies.
• Stay current with research and best practices in science instruction and intervention.
• Support school-wide science initiatives and family science events.
• Maintain confidentiality.
• Perform other duties as assigned.

• Minimum 3–5 years of successful classroom teaching experience in science
• Experience with MTSS/RtI frameworks

Education/Certification:

• Valid state teaching certification in science or education in applicable grade levels

Special Knowledge/

Skills:

• Demonstrated expertise in science pedagogy and intervention strategies
• Strong knowledge of standards-based instruction and formative assessment practices
• Deep understanding of science content and instructional best practices
• Ability to analyze and interpret student data to drive instruction
• Strong modeling of Tier I best practices, communication, and facilitation skills
• Ability to build positive, collaborative relationships with staff and students
• Strong organizational and time-management skills to balance teacher support and intervention responsibilities
• Commitment to equity and high expectations for all students
• Strong working knowledge of technology platforms utilized to analyze data, implement curriculum, and provide feedback for teachers (student intervention platform/data frameworks, High Quality Instructional Materials resources, etc.)

• Tools/Equipment Used: Standard office equipment including personal computer and peripherals
• Posture: Prolonged standing/sitting, frequent kneeling/squatting, bending/stooping, pushing/pulling, twisting
• Motion: Repetitive hand motions, frequent keyboarding and use of mouse, frequent walking
• Lifting: Occasional lifting of instructional materials
• Environment: Split schedule between classrooms(support/modeling) and designated intervention settings; occasional district travel and prolonged hours
• Mental Demands: Maintain emotional control under stress

5-6

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