English and Personal & Academic Skills for Success (PASS) Teacher - (2026-2027

Job Title

Provide targeted support and instruction to students who need additional assistance in executive functioning and reading. Enable students to develop foundational literacy skills, organizational strategies, and a growth mindset. Teach students to understand and effectively use executive function strategies that promote academic and life success.

Education/Certification:

Bachelor's degree from accredited university

Valid Texas teaching certificate with required endorsements for secondary ELAR

Demonstrated competency in reading and writing intervention strategies

Special Knowledge/

Skills:

• Expertise in teaching foundational literacy skills
• Strong knowledge of reading and writing intervention strategies
• Ability to analyze and use assessment data to drive instruction
• Understanding of metacognitive strategy instruction
• Knowledge of strategies to support students in developing self-monitoring and organizational skills
• Understanding of growth mindset development and its implementation
• Strong organizational, communication, and interpersonal skills

Experience:

2 years of experience as a teacher in an English Language Arts setting, preferred

Instructional Strategies:

1. Develop and implement targeted intervention lessons that fulfill the requirements of the district's curriculum program.

2. Implement embedded scaffolding strategies while maintaining high academic expectations for struggling learners.

3. Monitor and assess student progress through formal and informal assessments.

4. Use a variety of data sources, including but not limited to MAP Growth Reading data and STAAR performance data, to identify student needs and plan appropriate interventions.

5. Design and implement strategies to develop students' growth mindset and build academic confidence.

6. Work cooperatively with ELAR teachers to ensure cohesive learning experiences that integrate foundational skills with grade-level content.

7. Prepare lessons that reflect accommodations for differences in individual student differences

Classroom Management and Organization:

8. Create classroom environment conducive to learning and appropriate for the physical, social, and emotional development of students.

9. Manage student behavior in accordance with Student Code of Conduct and student handbook.

10. Take all necessary and reasonable precautions to protect students, equipment, materials, and facilities.

11. Assist in selecting books, equipment, and other instructional materials.

12. Compile, maintain, and file all reports, records, and other documents required.

Communication:

13. Provide regular feedback to students about their development of executive function strategies and help them reflect on strategy effectiveness.

14. Establish and maintain a professional relationship and open communication with parents, students, colleagues, and community members.

15. Be a positive role model for students; support mission of school district.

Professional Growth and Development:

16. Participate in staff development activities to improve job-related skills.

17. Comply with state, district, and school regulations and policies for classroom teachers.

18. Attend and participate in faculty meetings and serve on staff committees as required.

Other:

19. Follow District safety protocols and emergency procedures.

Supervisory Responsibilities:

None

Mental Demands/Physical Demands/Environmental Factors:

Tools/Equipment Used :
Personal computer and peripherals; standard instructional equipment

Posture:
Prolonged standing; frequent kneeling/squatting, bending/stooping, pushing/pulling, and twisting

Motion:
Frequent walking

Lifting:
Regular light lifting and carrying (less than 15 pounds); may lift and move text books and classroom equipment Environment:
Work inside, may work outside; regular exposure to noise

Mental Demands:
Maintain emotional control under stress; work prolonged or irregular hours