District-Wide ACE Content Specialist

Job Title: Texas ACE / 21st CCLC Content Specialist Reports To: ACE Project Director Organization: Tejano Center Division: RYSS Texas Public School Location: FLSA Status: Exempt Emp Employment Status: Full-Time Work Calendar Status: 11 Months (215 Days) Salary: $45,000 - $50,000 annually Revised: July 24, 2026

POSITION SUMMARY Lead the design, alignment, implementation, and continuous improvement of Project EMBRACE academic, enrichment, social-emotional, college/career, family engagement, and summer content across seven ACE centers. The Content Specialist develops coherent, evidence-based resources; aligns High-Impact Tutoring and enrichment with TEKS, HQIM, school-day instruction, and grant outcomes; coaches staff; analyzes progress data; and ensures students receive engaging, culturally responsive, accessible learning experiences that accelerate achievement and positive youth development

EDUCATION AND EXPERIENCE Education / Certification

• Bachelor's degree from an accredited institution in education, curriculum and instruction, reading/literacy, mathematics, STEM, educational technology, or a related field required; master's degree preferred.

• Texas teaching certificate or comparable instructional credential preferred; certification or advanced training in reading, mathematics, ESL/bilingual education, special education, or STEM is highly desirable.

• Clear and valid Texas driver's license; ability to travel frequently among RYSS campuses and partner sites.

• Must satisfy all criminal history, fingerprinting, and other screening requirements applicable to school personnel and grant-funded staff. Experience

• Three years of successful teaching, curriculum development, instructional coaching, intervention, or expanded learning experience.

• Demonstrated experience designing standards-aligned lessons and using assessment data to improve reading, math, STEM, or related student outcomes.

• Experience facilitating professional development and coaching teachers, tutors, mentors, or enrichment providers.

• Experience with high-need, emergent bilingual, economically disadvantaged, at-risk, immigrant, homeless, and/or special education students preferred.

• Experience in Texas ACE/21st CCLC, summer learning, grant-funded programming, or community partnerships preferred.

MAJOR RESPONSIBILITIES AND DUTIES Program Content and Instructional Design

• Develop and maintain a coherent districtwide scope and sequence for all four Texas ACE activity types across school-year and summer programming.

• Create standards-aligned lesson frameworks, unit plans, tutoring protocols, enrichment guides, pacing tools, and planning templates appropriate for varied grade bands.

• Ensure content reflects the approved Project EMBRACE grant, needs assessment, SMART goals, campus improvement priorities, and student interests.

• Design learning experiences that are rigorous, engaging, culturally responsive, language rich, developmentally appropriate, and feasible in an afterschool setting.

• Build a shared digital resource library containing approved lessons, activities, assessments, rubrics, family materials, and implementation guidance.

• Review and update content based on student data, staff feedback, partner input, new TEA guidance, and evidence-based practice. High-Impact Tutoring, HQIM, and Academic Acceleration

• Design and monitor small-group HIT structures in reading and math, including recommended group size, frequency, tutor consistency, progress monitoring, and alignment to student needs.

• Align tutoring and academic enrichment with TEKS, HQIM, school-day pacing, STAAR readiness, HB 1416 accelerated instruction, and campus intervention systems.

• Develop literacy supports addressing phonics, fluency, vocabulary, comprehension, writing, and academic language, including bilingual/dual- language resources as appropriate.

• Developing math supports addressing foundational skills, conceptual understanding, reasoning, problem solving, and real-world application through STEM and financial literacy.

• Select or recommend approved print/digital materials and adaptive tools; ensure resources are used with fidelity and do not replace required school-day instruction.

• Partner with teachers and intervention teams to define targeted student goals and monitor tutoring dosage and skill growth. Enrichment, SEL, and Positive Youth Development

• Design or curate student interest-based enrichment in STEM innovation, robotics, coding, arts, athletics, culture, service learning, leadership, and life skills.

• Embed project-based and experiential learning practices that build critical thinking, teamwork, creativity, communication, persistence, and student voice.

• Develop trauma-informed SEL, mindfulness, restorative, mentoring, and relationship-building activities aligned with campus behavior supports and student wellbeing needs.

• Ensure enrichment is purposeful and measurable while remaining distinct from traditional classroom instruction and responsive to student choice.

• Support Site Coordinators in rotating or adapting offerings based on attendance, engagement, survey results, and community resources.

• Coordinate age-appropriate student showcases, competitions, exhibitions, performances, and service projects that demonstrate learning and build belonging. College, Career, and Workforce Readiness

• Develop grade-band appropriate college awareness, career exploration, financial aid, dual-credit, TSI/SAT preparation, CTE, workplace skills, and postsecondary planning activities.

• Coordinate content with higher education and workforce partners to create mentoring, tutoring, campus visits, career speakers, internships, certifications, and applied learning opportunities.

• Embed employability skills such as communication, collaboration, problem solving, technology use, professionalism, goal setting, and financial literacy.

• Create resources that help first-generation students and families understand postsecondary pathways, requirements, costs, supports, and decision points.

• Align activities with RYSS CCMR priorities and document student participation and outcomes for continuous improvement. Family Engagement and Community Learning

• Develop bilingual family literacy, math, STEM, college/career, digital literacy, and student wellbeing activities that extend learning into the home.

• Create facilitator guides, take-home resources, and interactive activities for family nights, workshops, showcases, and parent-child learning events.

• Coordinate content with partners offering ESL, GED preparation, workforce training, health, mental health, and wraparound supports.

• Apply barrier-reducing and culturally responsive practices so materials are understandable, accessible, useful, and relevant to working families.

• Use family feedback and participation data to refine topics, formats, scheduling recommendations, and resources. Staff Development, Coaching, and Quality Assurance

• Plan and deliver initial and ongoing professional development for Site Coordinators, teachers, tutors, mentors, volunteers, and partner instructors.

• Model effective afterschool instruction, HIT routines, facilitation, questioning, differentiation, SEL integration, and positive behavior supports.

• Review lesson and activity plans, conduct site observations, provide actionable feedback, and coach staff toward consistent implementation.

• Develop quality checklists and contribute to QAP reviews, site walkthroughs, corrective action plans, and recognition of exemplary practice.

• Provide targeted support when data indicate weak tutoring outcomes, low student engagement, inconsistent pacing, or inadequate alignment.

• Promote cross-site collaboration, resource sharing, demonstration lessons, and professional learning communities. Data, Evaluation, Materials, and Compliance

• Collaborate with the Project Director and evaluator to identify measures, assessments, surveys, rubrics, and evidence needed to evaluate content quality and outcomes.

• Analyze benchmark, STAAR, grades, Lexile/screener, attendance, behavior, participation, and feedback data to recommend program modifications.

• Maintain documentation showing TEKS/HQIM alignment, tutoring dosage, instructional resources, staff training, lesson review, and continuous improvement actions.

• Support accurate reporting of activities and outcomes in TX21st/EZReports/ACE Navigator and the internal ACE dashboard.

• Coordinate ordering, distribution, inventory, maintenance, and responsible use of instructional materials, STEM equipment, technology, books, and consumable supplies.

• Ensure materials comply with grant allowability, copyright/licensing, accessibility, student privacy, safety, and RYSS purchasing requirements. Other

• Participate in required TEA, ESC, district, curriculum, evaluation, and partner meetings.

• Maintain current knowledge of research and policy affecting after school, summer learning, tutoring, literacy, math, STEM, SEL, and college/career readiness.

• Perform other duties as assigned consistently with the purpose and funding of the position.

SKILLS, KNOWLEDGE, AND ABILITIES

• Deep knowledge of TEKS, HQIM, High-Impact Tutoring, HB 1416 accelerated instruction, formative assessment, progress monitoring, and differentiated instruction.
• Knowledge of Science of Reading, evidence-based math intervention, project-based learning, STEM/robotics, college and career readiness, SEL, restorative practices, and positive youth development.
• Ability to design coherent scope-and-sequence documents, lesson templates, tutoring protocols, instructional resources, and staff training for afterschool and summer environments.
• Ability to analyze disaggregated academic, attendance, behavior, participation, and survey data and translate findings into instructional adjustments.
• Strong coaching, facilitation, observation, feedback, collaboration, organization, and written communication skills.
• Knowledge of accommodations and accessible instructional practices for emergent bilingual students, students with disabilities, and students experiencing other barriers.
• Proficiency with digital curriculum tools, adaptive software, learning management systems, dashboards, spreadsheets, and presentation tools.
• Bilingual English/Spanish communication skills preferred.

WORKING CONDITIONS AND PHYSICAL REQUIREMENTS Tools / Equipment Standard office and instructional equipment; computers and peripherals; digital curriculum, assessment, dashboard, presentation, STEM, robotics, and communication tools. Physical Demands

• Prolonged sitting, computer use, reading, writing, and development of instructional materials; frequent standing, walking, presenting, and classroom observation.
• Occasional bending, stooping, reaching, and lifting/carrying instructional materials or equipment up to 25 pounds.
• Ability to move among classrooms and campuses and demonstrate instructional or enrichment activities.

Environmental Factors

• Frequent travel among RYSS campuses and partner locations; occasional regional or statewide travel for training.
• Periodic afternoon/evening, summer, and weekend work for observations, training, family events, and program activities.
• Work in office, classroom, lab, gym, outdoor, and event settings with noise, interruptions, deadlines, and changing priorities.

Equal Opportunity Statement Tejano Center for Community Concerns is an Equal Opportunity Employer. The organization does not discriminate on the basis of race, color, national origin, sex, disability, age, religion, or any other protected status in accordance with applicable law.

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.

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