Expanded Impact - Specialized Teacher; Secondary; General or Title Funded - School Year 2025-2026

Expanded Impact - Specialized Teacher (Secondary) (General or Title Funded) - School Year

: 7149

• Position Type: Opportunity Culture/ Professional
• Date Posted: 1/8/2025

Spring Branch Independent School District

Job Title: Expanded Impact - Specialized Teacher (Secondary)

Reports To: Building Principal

Classification: Professional

Wage/Hour Status: Exempt

Days: 188

Salary: See Compensation Plan

Contract: Probationary/Term

Date Revised: 11/15/2023

Primary Purpose: The Expanded Impact Specialized Teacher plans and delivers in-person instruction with an increased student load. This may be accomplished through increased class sizes or innovative scheduling. The specialized teacher will spend most of the school day teaching or planning instruction, in the subject area of their expertise, leaving other subjects, homeroom, most administrative work, and transitions to other staff members.

The EIT specialized teacher is responsible for planning, preparing, and delivering instruction, and monitoring student progress to determine instructional needs. The teacher reviews student progress and changes instruction to ensure high-progress learning for every child.

Education/Certification:

• Bachelor’s degree in related field.
• Valid Texas Teacher Certificate or Teaching Certificate from out of state appropriate for position.
• Certification must meet requirements for becoming and remaining qualified for this position in a manner required by Federal and/or State Law.

Special Knowledge/Skills:

• Knowledge of subject matter being taught.
• Ability to instruct students and manage their behavior.
• Excellent organizational, communication and interpersonal skills.
• Proficient in the effective use of technology.
• Prior evidence of high-progress student outcomes in the relevant subjects (in the top 25% compared to other teachers in a state or on national tests) or, at entry level, evidence of prior academic achievements, and organizing and influence skills indicating very high potential to perform at this level. Entry-level teacher works under close supervision of a high-progress teacher until similar student gains have been demonstrated.
• Levels:
  • EIT Specialized Teacher I – 3 years required - expanded impact ≥ 30%
  • EIT Specialized Teacher II – 4+ years required - expanded impact ≥ 50%

Experience:

• Three (3) years of teaching experience required for Level I.
• Four plus (4+) years of teaching experience required for Level II.

Planning and Preparation:

• Set high expectations of achievement that are ambitious and measurable for students.
• Plan backward to align all lessons, activities, and assessments in designated subject(s).
• Design in-person instruction that is enriched (developing higher-order thinking skills) and personalized (reflecting learning levels and interests of individual students) according to guidelines established by Texas Education Agency, board policies, and administrative regulations.
• Design assessments that accurately assess student progress.
• Collaboration with multiple teams.

Classroom Environment:

• Hold students accountable for high expectations of behavior and engagement that are ambitious and measurable.
• Create physical classroom environments conducive to collaborative and individual learning.
• Establish a culture of respect, enthusiasm, and rapport.
• Manage student behavior in accordance with the Student Code of Conduct in the Student Handbook.

Instruction:

• Hold students accountable for ambitious, measurable standards of academic achievement.
• Identify and address individual students’ social, emotional, and behavioral learning needs and barriers.
• Identify and address individual students’ development of organizational and time-management skills.
• Invest students in their learning using a variety of influence techniques.
• Incorporate questioning and discussion in student learning.
• Incorporate small-group and individual instruction to personalize and tailor instruction to individual needs including working cooperatively with special education teacher to modify curricula as needed for special education students according to guidelines established in Individual Education Plans (IEP).
• Incorporate age…