2026-2027 MCT (Model Classroom Teacher) Pool - Elem./Intermediate/Middle/High @ Instruction Department
(Internal employees: Set to your account to internal before applying at https://aisd.schoolspring.com/internaljobsettings)
Model Classroom Teacher - Math
Primary Purpose:
The Model Classroom Teacher serves as a campus-based instructional leader who provides a living laboratory for teaching excellence. 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 instruction while building the capacity of colleagues through professional learning, real-time coaching, data analysis, and classroom-based collaboration.
In partnership with the campus instructional leadership team, the Model Classroom Teacher supports the implementation of Alief ISD's Instructional Framework and high-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. It is a district expectation that the role is 90% directly correlated to instructional duties weekly, as documented via Outlook Calendar.
Qualifications:
Education/Certification:
- Bachelor's degree from an accredited college or university required
- Appropriate Math Teaching Certification
- Master's degree preferred
- TIA Designation is Preferred
Special Knowledge/Skills:
- Deep knowledge of current, evidence-based Mathematics 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
Experience:
- Minimum of three (3) years of successful Mathematics 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
Major Responsibilities and Duties
Instructional Modeling and Teaching
- 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 Mathematics instruction, demonstrating best practices in conceptual understanding, numeracy, and problem-solving.
- Use the classroom as a professional lab for observation, coaching, and learning walks.
Coaching and Capacity Building
- Partner with campus administrators and teachers to deliver real-time coaching, modeling, and feedback that strengthen Tier 1 instruction.
- Develop strategic coaching rotations and sprints to improve mathematics instruction and student outcomes.
- Support small-group instruction for students beyond assigned rosters using evidence-based high-impact tutoring practices
- Lead professional learning aligned with district priorities and the Strategic Plan.
Professional Learning Communities and Collaboration
- Co-facilitate weekly PLCs in collaboration with campus administrators to ensure standards of alignment, lesson internalization, and student progress monitoring.
- Collaborate with teachers to plan and implement standards-aligned lessons and daily demonstrations of learning.
- Participate in district "training-of-trainer" programs and deliver campus/district professional development on high-quality Mathematics instruction.
Instructional Leadership and Communication
- Create model instructional videos showcasing best practices and reinforcing the district's instructional framework.
- Support parent and family engagement through mathematics-focused learning events.
- Maintain timely documentation of coaching, feedback, and professional learning activities.
- Respond promptly to communication from staff and administration.
- Maintain professionalism, cultural competence, and teamwork across all interactions.
Safety
- Ensure instructional tools and classroom equipment are maintained in safe operating conditions.
- Follow district safety procedures and promptly report unsafe conditions.
Other Duties
- Perform all other job-related duties as assigned in accordance with Board policies and administrative regulations.
- Position permits a maximum of 10% weekly to non-instructional duties or other duties assigned, as reflected via Outlook Calendar
- Participate in professional growth opportunities designated by the Curriculum & Instruction and Professional Learning departments.
- Serve as a campus and district ambassador for excellence in Mathematics instruction.
Model Classroom Teacher - Social Studies
- Primary Purpose: The Model Classroom Teacher - Social Studies serves as a campus-based instructional leader who provides a living laboratory for teaching excellence. 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 Social Studies instruction while building the capacity of colleagues through professional learning, real-time coaching, data analysis, and classroom-based collaboration.
- In partnership with the campus instructional leadership team, the Model Classroom Teacher supports the implementation of Alief ISD's Instructional Framework and high-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. It is a district expectation that the role is 90% directly correlated to instructional duties weekly, as documented via Outlook Calendar.
Qualifications:
Education/Certification:
- Bachelor's degree from an accredited college or university required
- Appropriate Social Studies Teaching Certification
- Master's degree preferred
- TIA Designation is Preferred
Special Knowledge/Skills:
- Deep knowledge of current, evidence-based Social Studies content & concepts, standards, instructional strategies 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
Experience:
- Minimum of three (3) years of successful Social Studies 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
Major Responsibilities and Duties
Instructional Modeling and Teaching
- 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 Social Studies instruction, demonstrating best practices in conceptual understanding, Social Studies standards, and comprehension.
- Use the classroom as a professional lab for observation, coaching, and learning walks.
Coaching and Capacity Building
- 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 Social Studies instruction and student outcomes.
- Support small-group instruction for students beyond assigned rosters using evidence-based high-impact tutoring practices
- Lead professional learning aligned with district priorities and the Strategic Plan.
Professional Learning Communities and Collaboration
- Co-facilitate weekly PLCs in collaboration with campus administrators to ensure standards of alignment, lesson internalization, and student progress monitoring.
- Collaborate with teachers to plan and implement standards-aligned lessons and daily demonstrations of learning.
- Participate in district "training-of-trainer" programs and deliver campus/district professional development on high-quality Social Studies instruction.
Instructional Leadership and Communication
- Create model instructional videos showcasing best practices and reinforcing the district's instructional framework.
- Support parent and family engagement through social studies-focused learning events.
- Maintain timely documentation of coaching, feedback, and professional learning activities.
- Respond promptly to communication from staff and administration.
- Maintain professionalism, cultural competence, and teamwork across all interactions.
Safety
- Ensure instructional tools and classroom equipment are maintained in safe operating conditions.
- Follow district safety procedures and promptly report unsafe conditions.
Other Duties
- Perform all other job-related duties as assigned in accordance with Board policies and administrative regulations.
- Position permits a maximum of 10% weekly to non-instructional duties or other duties assigned, as reflected via Outlook Calendar
- Participate in professional growth opportunities designated by the Curriculum & Instruction and Professional Learning departments.
- Serve as a campus and district ambassador for excellence in Social Studies instruction
Model Classroom Teacher - Science
- Primary Purpose: The Model Classroom Teacher - Science serves as a campus-based instructional leader who provides a living laboratory for teaching excellence. 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 exemplar model lessons directly to at least two classes (two sections or blocks) in elementary environments, and at least one class (one section or block) of the day in the secondary environment. This level of instruction enables an opportunity to demonstrate a live lab setting for on-the-job professional development. This teacher models highly effective science instruction while building the capacity of colleagues through professional learning, real-time coaching, data analysis, and classroom-based collaboration.
- In partnership with the campus instructional leadership team, the Model Classroom Teacher supports the implementation of Alief ISD's Instructional Framework and high-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. It is a district expectation that the role is 90% directly correlated to instructional duties weekly, as documented via Outlook Calendar.
Qualifications:
Education/Certification:
- Bachelor's degree from an accredited college or university required
- Appropriate Science Teaching Certification
- Master's degree preferred
- TIA Designation is Preferred
Special Knowledge/Skills:
- Deep knowledge of current, evidence-based Science content & concepts, exploration & inquiry strategies, best science practices 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
Experience:
- Minimum of three (3) years of successful Science 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
Major Responsibilities and Duties
Instructional Modeling and Teaching
- Teach the proportioned equivalency of direct instruction with sections or blocks as the teacher of record, maintaining a roster(s) that meet(s) 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 Science instruction, demonstrating best practices in conceptual understanding, science standards, lab execution, and problem-solving.
- Use the classroom as a professional lab for observation, coaching, and learning walks.
Coaching and Capacity Building
- Partner with campus administrators and teachers to deliver real-time coaching, modeling, and feedback that strengthen Tier 1 instruction.
- Develop strategic coaching rotations and efficient feedback to improve science instruction and student outcomes.
- Support small-group instruction for students beyond assigned rosters using evidence-based high-impact tutoring practices
- Lead professional learning aligned with district priorities and the Strategic Plan.
Professional Learning Communities and Collaboration
- Co-facilitate weekly PLCs in collaboration with campus administrators to ensure standards of alignment, lesson internalization, and student progress monitoring.
- Collaborate with teachers to plan and implement standards-aligned lessons and daily demonstrations of learning.
- Participate in district "training-of-trainer" programs and deliver campus/district professional development on high-quality Science instruction.
Instructional Leadership and Communication
- Create model instructional videos showcasing best practices and reinforcing the district's instructional framework.
- Support parent and family engagement through science-focused learning events.
- Maintain timely documentation of coaching, feedback, and professional learning activities.
- Respond promptly to communication from staff and administration.
- Maintain professionalism, cultural competence, and teamwork across all interactions.
Safety
- Ensure instructional tools and classroom equipment are maintained in safe operating conditions.
- Follow district safety procedures and promptly report unsafe conditions.
Other Duties
- Perform all other job-related duties as assigned in accordance with Board policies and administrative regulations.
- Position permits a maximum of 10% weekly to non-instructional duties or other duties assigned, as reflected via Outlook Calendar
- Participate in professional growth opportunities designated by the Curriculum & Instruction and Professional Learning departments.
- Serve as a campus and district ambassador for excellence in Science instruction.
Model Classroom Teacher - Reading/ELAR
- Primary Purpose: The Model Classroom Teacher - Reading/ELAR serves as a campus-based instructional leader who provides a living laboratory for teaching excellence. 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.
- In partnership with the campus instructional leadership team, the Model Classroom Teacher supports the implementation of Alief ISD's Instructional Framework and high-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. It is a district expectation that the role is 90% directly correlated to instructional duties weekly, as documented via Outlook Calendar.
Qualifications:
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
- TIA Designation is 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
Experience:
- 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
Major Responsibilities and Duties
Instructional Modeling and Teaching
- 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.
Coaching and Capacity Building
- 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 practices
- Lead professional learning aligned with district priorities and the Strategic Plan.
Professional Learning Communities and Collaboration
- Co-facilitate weekly PLCs in collaboration with campus administrators to ensure standards of alignment, lesson internalization, and student progress monitoring.
- Collaborate with teachers to plan and implement standards-aligned lessons and daily demonstrations of learning.
- Participate in district "training-of-trainer" programs and deliver campus/district professional development on high-quality Literacy instruction.
Instructional Leadership and Communication
- Create model instructional videos showcasing best practices and reinforcing the district's instructional framework.
- Support parent and family engagement through literacy-focused learning events.
- Maintain timely documentation of coaching, feedback, and professional learning activities.
- Respond promptly to communication from staff and administration.
- Maintain professionalism, cultural competence, and teamwork across all interactions.
Safety
- Ensure instructional tools and classroom equipment are maintained in safe operating conditions.
- Follow district safety procedures and promptly report unsafe conditions.
Other Duties
- Perform all other job-related duties as assigned in accordance with Board policies and administrative regulations.
- Position permits a maximum of 10% weekly to non-instructional duties or other duties assigned, as reflected via Outlook Calendar
- Participate in professional growth opportunities designated by the Curriculum & Instruction and Professional Learning departments.
- Serve as a campus and district ambassador for excellence in Literacy instruction.
Supervisory Responsibilities: None. Provides modeling, coaching, and peer leadership for teachers campus-wide.
Evaluation of Performance will be evaluated in accordance with the provisions of the Board's policy on evaluation of professional personnel.
Tools/Equipment Used
Standard classroom technology, computer and peripherals, instructional equipment (e.g., Promethean Board).
Mental Demands/Physical Demands/Environmental Factors:
Posture: Prolonged standing and sitting; occasional stooping, squatting, and bending
Motion: Frequent hand motions, keyboarding, and use of instructional technology
Lifting: Occasional light lifting (under 15 lbs)
Environment: Classroom and office settings; occasional irregular hours
Attendance: Regular and punctual attendance required
Mental Demands: Maintain emotional control under stress; handle frequent interruptions; adapt to changing instructional needs
This document describes the general purpose and responsibilities assigned to this job and is not an exhaustive list of all responsibilities and duties that may be assigned or skills that may be required.
The full job description for this position is included within this job posting. By applying for this position, you are accepting the responsibilities and duties of this position as they are listed in the job description.
Hiring administrators review applications, interview, and recommend for hire.
Probationary/Term contract - 187 days plus 4 days of Alief U professional development for a teacher new to the district
2025-2026 Salary Schedule
2026-2027 Salary Schedule not yet determined
Minimum teacher salary is $66,500 (base $64,100 + $2,400 Teacher Retention Allotment (TRA) Stipend)
Salary is based on 187 days. If working less than 187 days, the salary will be less.
If employee has not yet submitted data for TIA designation, the information below will indicate the schools and data capture stipend amounts for the initial year as an MCT (2026-27)
Tier 1 Campuses (Best, Collins, Klentzman) = $15,000 Data Capture Stipend
Tier 2 Campuses (Boone, Owens, Olle, Budewig) = $13,000 Data Capture Stipend
Non-Tiered Campus (All Other Campuses) = $5,000 Data Capture Stipend
- Current TIA Designation is Preferred*
Applicants must also review amd complete the information required on the link below:
https://forms.office.com/r/8MkJW8RZ4E
(Internal employees: Set to your account to internal before applying at https://aisd.schoolspring.com/internaljobsettings)