| Location | TX |
Job
Title:
Support
Teacher
Title
I
Exemption
Status/Test:
Exempt
Reports
to:
Campus
Principal
Date
Revised:
February
2025
Dept./School:
Assigned
Campus
Pay
Grade :
100
Primary
Purpose:
To
provide
training,
support,
and
coaching
for
teachers
to
implement
high-quality
instruction
and
interventions
that
help
close
student
learning
gaps.
This
role
focuses
on
developing
teachers
by
embedding
intervention
strategies
into
their
instruction
through
small
group
instruction,
teacher
modeling,
and
in-the-moment
coaching.
The
goal
is
to
ensure
effective
instructional
practices
that
drive
student
achievement,
particularly
in
early
literacy,
response
to
intervention
(RTI),
and
Multi-Tiered
System
of
Supports
(MTSS),
to
meet
the
needs
of
all
learners.
Qualifications:
Education/Certification:
Bachelor's
Degree
in
a
related
field
Valid
Texas
Teaching
certification
EC-6,
Elementary
1-8,
or
EC-4
ESL
Supplemental
Certification
Experience:
Minimum
of
five
(5)
years
of
successful
classroom
teaching
experience
at
the
elementary
level
in
public
education
at
the
primary
grade
levels
Some
experience
in
early
literacy
instruction,
MTSS,
and
response
to
intervention
strategies.
Some
experience
in
providing
instructional
support
to
teachers
and
leading
small
group
interventions.
Special
Knowledge/Skills/Abilities:
Knowledge
in
providing
small-group
intervention
for
at-risk
students.
Ability
to
collaborate
with
teachers
to
plan,
deliver,
and
analyze
lessons
using
effective
strategies.
Knowledge
of
sheltered
instruction
pedagogy,
the
Science
of
Reading,
and
culturally
responsive
teaching
practices.
Knowledge
in
using
data
to
inform
instruction
and
interventions.
Ability
to
model
best
practices
in
the
classroom
and
the
ability
to
implement
instructional
strategies
that
promote
and
enhance
the
academic
achievement
of
all
learners.
Demonstrated
leadership
skills
in
instructional
settings.
Familiarity
with
MTSS
frameworks
and
the
ability
to
support
tiered
intervention
models
across
academic
and
behavioral
domains.
Primary
Responsibilities
and
Duties:
1.
Provide
direct
instructional
support
by
working
with
teachers
to
plan,
deliver,
and
assess
small-group
instruction
and
interventions
in
the
primary
grades.
2.
Model
best
practices
in
early
literacy
and
math,
MTSS,
and
intervention
strategies
for
teachers.
3.
Assist
in
the
coordination
and
delivery
of
Tier
2/3
intervention
programs
for
students,
ensuring
the
alignment
with
the
MTSS
framework
and
the
district's
tools
for
assessment
(iReady)
and
data
collection
(Edugence).
4.
Lead
professional
development
sessions
to
support
the
effective
implementation
of
instructional
strategies,
intervention
models,
and
MTSS
practices.
5.
Collaborate
with
teachers
to
analyze
student
data,
identify
instructional
needs,
and
plan
differentiated
lessons,
ensuring
the
use
of
data
in
decision-making
processes
within
MTSS.
Instructional
and
Program
Management/
Teacher
Coaching
and
Professional
Learning:
6.
Foster
a
collaborative
environment
for
professional
learning
communities
to
share
strategies,
resources,
and
insights
for
improving
learning.
7.
Help
teachers
integrate
early
learning
best
practices
into
their
daily
routines,
including
scaffolding,
differentiation,
and
relevant
teaching
strategies
within
the
MTSS
framework.
MTSS
Support
and
Monitoring:
8.
Assist
in
implementing
the
MTSS
framework
by
supporting
teachers
in
identifying
students'
academic
and
behavioral
needs,
providing
tiered
interventions,
and
monitoring
progress.
9.
Collaborate
with
the
MTSS
team
to
ensure
consistent
implementation
of
interventions
across
tiers.
10.
Use
data
from
universal
screeners,
progress
monitoring
tools,
and
other
assessments
to
evaluate
the
effectiveness
of
interventions
and
support
continuous
improvement.
11.
Provide
support
and
instructional
assistance
with
Edugence
to
ensure
that
progress
monitoring
and
intervention
minutes
are
accurately
recorded.
Curriculum
and
Instruction
12.
Work
in
conjunction
with
the
Instructional
Support
Teacher
(if
applicable)
to
provide
support
for
using
TEKS-based
instruction.
13.
Assists
teachers
with
identifying
needs
and
instructional
strategies
for
at-risk
students,
emergent
bilingual
students,
and
other
special
populations
Data
Analysis
and
Action
Planning
14.
15.
Analyzes
district-approved
machine
learning
data
to
support
teachers
in
creating
personalized
learning
plans
for
students
16.
Develops
a
plan
to
ensure
teachers
are
progress
monitoring
and
goal
setting
with
students
and
using
data
to
plan
for
and
drive
small
group
instruction
that
yields
increasing
levels
of
student
achievement.
Learning
Facilitator
17.
Delivers,
plans,
and
creates
effective
professional
development
for
classroom
teachers
based
on
teacher
&
campus
needs,
including
iReady
implementation
18.
Participates
in
and
supports
grade-level
PLCs
19.
Participates
in
all
required
professional
development
trainings
and
meetings
20.
Delivers
district
professional
development
training
at
the
campus
level
using
a
"train-the-trainer"
model.
Additional
Responsibilities:
21.
Supports
and
follows
federal,
state,
and
local
rules
and
policies
22.
Uses
appropriate
and
effective
communication
skills
to
present
information
accurately
and
clearly
23.
Communicates
to
district
staff,
parents,
students,
and
community
members
in
a
manner
that
conveys
respect,
concern,
and
high
expectations
24.
Establishes
and
maintains
a
professional
relationship
and
open
communication
with
teachers,
staff,
administrators,
parents,
and
community
members
25.
Uses
appropriate
and
effective
techniques
to
encourage
community
and
parent
involvement
26.
Pursues
professional
development
through
reading,
attending
conferences,
and
being
involved
with
related
agencies
and
organizations
27.
Performs
all
other
duties
as
assigned
Supervisory
Responsibilities:
None
Mental
Demands/Physical
Demands/Environmental
Factors:
Mental
Demands:
Work
with
frequent
interruptions;
coordinate
multiple
tasks
simultaneously;
maintain
emotional
control
under
stress;
Tools/Equipment
Used:
Standard
office
equipment,
including
personal
computer
and
peripherals
Posture:
Occasional
bending/stooping,
pushing/pulling,
and
twisting
Motion:
Frequent
walking
hand
motions,
frequent
keyboarding,
and
use
of
a
mouse;
occasional
reaching
Lifting:
Occasional
light
lifting
and
carrying
(less
than
15
pounds)
Environment:
Occasional
district-wide
travel;
frequent,
prolonged,
and
irregular
hours
This
document
describes
the
general
purpose
and
responsibilities
assigned
to
this
job.
It
is
not
an
exhaustive
list
of
all
responsibilities,
duties,
or
skills
that
may
be
assigned.
Reviewed
by
Date
Received
by
Date