Title MS Academic Specialist; SY Job Irving area,Texas USA,Education / Teaching

Position: Title I MS Academic Specialist (26-27 SY) - Bowie MS

Title I Middle School Academic Specialist

Assist the school principal in the overall improvement of the instructional program by supporting/coaching teachers in planning for instruction, including small groups, utilizing district curriculum and resources, and determining the school's instructional focus by analyzing data.

Minimum

Education/Certification:

Master's Degree Preferred
Valid Texas Teacher's Certificate

Special Knowledge/

Skills:

Knowledge of curriculum and instruction.
Knowledge of and keen ability to model quality instructional techniques and strategies.
Knowledge of Professional Learning Community.
Excellent communication and interpersonal skills.
Experience in leading and presenting school-based and district-wide professional development.
Experience in coaching and mentoring.
Ability to prioritize and manage multiple tasks in a complex and diverse school system.
Knowledge of Texas Assessment Program (STAAR), district curriculum, and Texas Essential Knowledge and Skills.
Demonstrate a working knowledge of the MTSS process, Special Services and Advanced Academics to guide teachers within departments.
Strong and effective communication, interpersonal, and organizational skills.

Minimum Experience:

Three years of successful classroom experience delivering core content in English, Reading, Mathematics, Science or Social Studies.

Major

Responsibilities and Duties:

Instructional Responsibilities:

Plan and conduct weekly purposeful planning meetings with grade level or department teacher teams to guide the content focus, instructional methodologies, and intervention practices.

Serve as an instructional coach and mentor to campus teaching staff by developing and conducting model lessons, co-teaching, or observing teachers during classroom instruction. Provide timely feedback to teachers regarding lesson implementation to target areas for growth in support of student achievement.

Ensure that all teachers understand the TEKS and provide support in designing lessons aligned with the TEKS, district curriculum, and structured literacy practices.

Visit classroom teachers regularly to observe content area instruction/intervention implementation and provide timely feedback regarding observations of strengths/weaknesses.

Mentor new teachers and teachers new to the campus/district.

Provide instructional coaching by assisting teachers with implementing district curriculum, selecting high-quality instructional materials/resources, selecting intervention techniques/programs, and integrating technology into lesson designs.

Prepare reports using available data systems to assist teachers in preparation for addressing specific TEKS that need to be spiraled within curriculum units and assist teachers with differentiation techniques for lesson design.

Attend professional development opportunities and district Academic Specialist meetings to collaborate with other Title I Academic Specialists and learn new information, ideas, and teaching strategies.

Collaborate with teacher teams to identify students struggling with Tier I instruction, design tutorial schedules, and assist with implementing intervention programs as determined by the SSP process.

Participate in data analysis discussions with administrative and teacher teams to determine campus strengths/weaknesses and collaborate to determine instructional focus to address campus needs.

Work with the district-level coordinators to audit and rewrite the curriculum based on student achievement data.

Leadership Responsibilities:

Work collaboratively with campus administration and teacher teams to develop an instructional coaching model that will build on improving teaching and learning. The plan should follow a continuous improvement cycle that includes training, implementing and monitoring campus/district initiatives, and reflecting on the learning process.

Actively participate in campus and district decision-making processes and discussions related to curriculum and instruction.

Inform campus and district personnel when support is needed for course content, instructional practices/resources, and coaching/mentoring issues.

Provide a venue for two-way communication between the campus and the…