Leadership and Instructional Foundations Texas; LIFT Campus Coach Elementary Math and RLA

Leadership and Instructional Foundations for Texas (LIFT) Campus Coach for Elementary Math and RLA

• Position Type: Specialist/Education Specialist I
• Date Posted: 2/18/2026
• Location: Education Service Center Region 13 - 600

Job Title: Leadership and Instructional Foundations for Texas (LIFT) Campus Coach for Elementary Math and RLA

Reports To: Director, Leadership, and Instructional Foundations for Texas

Salary: This is a full-time, twelve (12) month position at 232 days, grant-funded position for 3 years with a salary in the range of $67,158 to $74,302. Position duration is 3 years but is dependent upon grant funds provided to ESC Region
13 from the Texas Education Agency.

LIFT Campus Coaches will drive campus level strategy in coordination with LIFT District Coaches and campus leaders. They work directly with campus leaders, including principals, assistant principals, and instructional coaches, and may also provide training directly to teachers.

• Graduation from an accredited four-year college or university
• Texas Teacher Certification in requested content area(s)
• At least five (5) years of experience in teaching, instructional coaching, supervisory or administrative roles relevant to education in the content area within school districts, education service centers, university settings, and/or statewide initiatives
• Experience in public presentations and communicating complex information
• Experience developing effective working relationships with diverse individuals and groups including district administrators, teachers, education experts, and all other relevant stakeholders
• Success leveraging different strategies and interpersonal skills to move the work forward, demonstrating flexibility and adaptability when presented with a change of course and deadline

• Advanced degree

• Effective communication with a variety of stakeholders specifically as it relates to instructional strategies
• Ability to positively self-reflect, give/receive feedback and continuously improve
• The LIFT Campus Coach Must Understand:
  • Effective structures and practices for building strong instructional systems anchored by school wide routines, PLCs, and teacher coaching.
  • Effective structures and practices for implementing HQIM at the campus and classroom levels, including internalization and aligned observation and feedback.
  • Design principles of Bluebonnet Learning instructional materials, including RBIS and embedded scaffolds and supports for all students and special populations.

• Serve as a representative of ESC Region 13 displaying courtesy, tact, consideration, and discretion in all interactions with other members of the educational community and with the public
• Plan and manage change strategically and sustainably by:
  • Cultivating strong relationships within and across organizations.
  • Between themselves and campus leaders and teachers.
  • Among campus leaders and between campus leaders and teachers.
  • Between themselves, their LIFT District Coach, and the LIFT Lead.
• Build capacity and ownership through training and job-embedded support:
  • Provide or support upfront training to build campus leaders' knowledge and shared understanding of effective systems and practices.
  • Provide or support upfront training to build teachers' knowledge and shared understanding of effective practices.
  • Provide or support targeted implementation support to build campus leaders' ability to align systems and practices to system goals and strategy.
  • Provide or support individualized coaching to close gaps in practice, using high-leverage action steps grounded in data from artifacts and observations.
  • Build campus leaders' ownership of new systems and practices over time to ensure sustainability beyond the life of grant-funded supports.
  • Support campus leaders to deliver targeted coaching to teachers, using high-leverage action steps grounded in data from artifacts and observations to close gaps in practice.
  • Support campus leaders to build teacher capacity and ownership of new routines and practices over time.
• Perform other duties as assigned

The above statements are intended to describe the general purpose and responsibilities assigned to this job and are not intended to represent an exhaustive list of all responsibilities, duties and skills that may be required.

• Follow Policies and Procedures
• Communicates effectively (verbal and written)
• Visual acuity with printouts and with computer monitors
• Reading, writing, proofreading
• Light lifting and carrying (up to 20 pounds)
• Ability to handle stress
• Multi-task environment

• General office equipment, Windows computer and peripherals, audio/visual equipment, and other equipment as requirements change.