Model Classroom Teacher; MCT; Reading​/ELAR; Federal Funded

Model Classroom Teacher (MCT) - Reading/ ELAR (Federal Funded) @ Mahanay Elementary

Alief Independent School District MAHANAY ELEMENTARY - Houston, Texas Open in Google Maps

Job : 5816292

Final date to receive applications: Posted until filled

Posted: Jul 06, 2026 5:00 AM (UTC)

Starting Date: Aug 3, 2026

Model Classroom Teacher (MCT) - Reading/ ELAR (Federal Funded) @ Mahanay Elementary

Internal employees: Set to your account to internal before applying at

• Serves as a campus-based instructional leader who provides a living laboratory for teaching excellence. The Model Classroom Teacher supports the implementation of Alief ISD’s Instructional Frameworkandhigh-quality instructional materials (HQIM) to strengthen Tier 1 instruction. This role advances instructional coherence, accelerates student learning, and promotes equity-driven practices that help every student meet or exceed grade-level expectations.

Education/Certification:

• Bachelor’s degree from an accredited college or university required
• Appropriate Reading/ELAR Teaching Certification
• Reading Academy Credentials (obtained within first year if not current)
• Master’s degree preferred

Special Knowledge/

Skills:

• Deep knowledge of current, evidence-based Literacy content & concepts, research-based instructional strategies (RBIS) and pedagogy
• Understanding of lesson internalization and differentiation strategies that support all learners
• Proficiency in analyzing student data to inform instruction and design action plans
• Knowledge of district-adopted High-Quality Instructional Materials (HQIM) and lesson alignment
• Strong written and verbal communication skills, including professional presentation delivery
• Skill in coaching, modeling, and facilitating adult learning
• Ability to build trusting relationships and collaborate effectively with teachers and administrators
• Ability to design, lead, and monitor coaching cycles and PLCs
• Proficiency with Microsoft Office 365 (Outlook, PowerPoint, Excel, Word)
• Commitment to equity-driven, student-centered instructional practices

• Minimum of three (3) years of successful Reading/ELAR teaching experience with evidence of increased student achievement required
• Experience in a diverse, multicultural district preferred
• Experience facilitating or presenting professional learning required
• Leadership experience (e.g., instructional coach, team lead, department chair, or grade-level leader) preferred

The Model Classroom Teacher provides direct instruction and executes teacher duties for a proportioned minimum of 50% of the instructional day, inclusive of delivery to an exemplar model lesson directly to a class for at least one block of the day. This level of instruction enables an opportunity to demonstrate a live lab setting for on‑the‑job professional development. This teacher models highly effective literacy instruction while building the capacity of colleagues through professional learning, real‑time coaching, data analysis, and classroom‑based collaboration.

It is a district expectation that the role is 90% directly correlated to instructional duties weekly, as documented via Outlook Calendar.

• Teach the proportioned equivalency of direct instruction with section or block as the teacher of record, maintaining a roster that meets TIA requirements. The 50% of the instructional day also includes a planning period for the MCT and other teacher‑like duties (grades, conferencing, etc.)
• Provide high‑quality Literacy instruction, demonstrating best practices in conceptual understanding, literacy foundations, vocabulary, and comprehension.
• Use the classroom as a professional lab for observation, coaching, and learning walks.

• Partner with campus administrators and teachers to deliver real‑time coaching, modeling, and feedback that strengthen Tier 1 instruction.
• Develop strategic coaching rotations and effective feedback to improve literacy instruction and student outcomes.
• Support small‑group instruction for students beyond assigned rosters using evidence‑based high‑impact tutoring…