2026-2027 SCHOOL YEAR OPENING
RESUME MUST BE SUBMITTED WITH APPLICATION
FEDERALLY FUNDED POSITION. STAFFING CONTINGENT UPON AVAILABILITY OF FUNDS
Location: Garner MS
Work Schedule: 10 Months
Work Type: Regular Full-Time
Exempt: Yes
SALARY RANGE $57,500- $66,315
REASONS TO JOIN NEISD
NEISD REWARDS TEACHER EXCELLENCE thru TIA -Teacher Incentive Allotment- Click to see eligible assignments
In addition, this assignment may qualify for the following stipends: Advanced Degree Stipends Performance and Other Supplemental Stipends Bilingual & ESL Stipends
Click here to view additional compensation information. Click here for Job Safety InformationIMPORTANT INFORMATION REGARDING CALCULATION OF PAY: The annual pay for this position is pro-rated based on the effective date of the assignment
Click here to calculate pro-rated compensation and further information
EDUCATION:
Bachelors Degree
Five years teaching experience in the content area Experience in a position of leadership: mentoring, DEIC, CIC, other campus and/or district committees, presenting professional learning for large groups and/or conferences CPE hours in the areas of: PLC, Teacher Clarity, Curriculum Design, Eduphoria AWARE, MAPSpanish speaker preferred
CERTIFICATION: Valid Texas Teaching Certificate by the State Board for Educator Certification with Bilingual Endorsement
High School Diplomas and college/university degrees must be obtained from an accredited program or university approved by the United States Department of Education and the Texas Education Agency. PRIMARY PURPOSE SUMMARY:
Focuses on facilitating improved educator practice in the classroom with the primary indicator being student achievement of at risk students, utilizing the coaching cycle to work with educators as equal partners towards these goals.
ESSENTIAL REQUIREMENTS AND RESPONSIBILITIES: Classroom Supporter
Provides direct support to Dual Language/ESL educators in their classrooms through co planning, co teaching, and modeling effective instructional strategies to support at risk students.
Models research based instructional practices.
Curriculum Specialist
Utilizes curriculum documents to unpack standards, create learning targets, and develop success criteria.
Empowers dual language/ESL educators to utilize effective formative and common assessment strategies to gain evidence of mastery of learning outcomes and inform instructional decisions in order to close achievement gaps.
Understands content standards and supports teachers in the development of and implementation of learning progressions.
Instructional Specialist
Assists dual language/ESL teachers in brainstorming and implementing instructional strategies to ensure at risk students successfully access and understand TEKS.
Supports dual language/ESL teachers to differentiate instruction.
Collaboratively plans, models, co teaches, observes and provides feedback to dual language/ESL teachers to increase instructional efficacy.
Encourages dual language/ESL teachers to design learning experiences that support higher order thinking and deeper understanding.
Empowers dual language/ELS teachers to maximize opportunities for all at risk learners to be active participants in the classroom through student engagement.
Attends district level workshops/meetings with each grade level team to ensure implementation of best teaching practices and effectively articulate the information with dual language/ESL teachers.
Fosters an expectation of participation and individual growth through collaboration within PLCs.
Learning Facilitator
Engages dual language/ESL teachers in inquiry and collaboration to design action plans based on areas of need to support at risk students.
Designs and leads various professional learning opportunities at the campus and district level.
Supports implementation of new learning in individual classrooms, team settings, and/or school wide initiatives to support at risk students.
Helps develop, implement, and monitor the campus professional learning plan.
Recommends professional learning based on data, at risk student and teacher needs.
Mentors new dual language/ESL teachers to use best instructional practices and resource materials.
Builds capacity of dual language/ESL teachers to effectively implement District curriculum programs.
Provides professional development in the effective use of District adopted textbooks, software and other resource materials related to Math, Science, ELAR, Social Studies and other dual language program resources.
Data Coach
Leads conversations that engage dual language/ESL teachers in analyzing and using a variety of data to strengthen instruction for at risk students.
Facilitates decision making based on student work, common assessments, MAP data and summative data in order to close learning gaps and accelerate learning.
Assists dual language/ESL teachers and leaders with utilizing at risk student data to drive decision making at multiple levels including: individual student, classroom, grade level, and school level.
Models and assists dual language/ESL teachers in reflective practices based on data.
Collaborates with dual language/ESL teachers and administration to examine student learning data, instructional strategies, and curriculum to support continuous improvement.
26.Coordinates and supports at risk student needs outside of the school day.
Catalyst for Change
Models and facilitates continuous improvement in the classroom and school level.
Challenges the status quo, asks questions and facilitates difficult conversations helping to shape the culture of the school and close achievement gaps.
Focus on continuous improvement through research based evidence and professional learning opportunities.
Collaborates in decision making with teachers and leaders to support educationally disadvantaged students.
Helps dual language/ESL teachers retain what they learn through practice and helps teachers transfer/synthesize their learning by co planning ways to use the information in new settings.
Actively listens and effectively communicates ideas to develop a shared vision and goals with dual language/ESL teachers.
Utilizes a partnership approach to problem solving.
Fosters a safe and trusting environment for dual language/ESL educators.
Respectfully shares alternatives and refinements for teacher instructional practice and curriculum revisions.
Advocate
Advocates first at risk student learning and all decisions derive with the best interest of students in mind.
Advocates for meaningful learning experiences that lead to at risk student achievement.
Individualizes coaching and teaching approaches to respect diverse learning needs and styles.
Builds dual language/ESL teacher efficacy by grounding efforts based on research based practices.
Coordinates family related programs and related parent involvement activities.
Other Roles and Responsibilities
Maintains curriculum materials collection and distribution system.
Effectively manages personal time, including maintaining a daily, weekly, and/or monthly log of activities.
Responsible for conducting informational dual language parent meetings.
Responsible for the recruitment of potential dual language participants at Middle and High School/
Responsible for managing and monitoring all state and federal compliance requirements with the assistance of the Bilingual/ESL Clerk.
Maintains confidentiality of information.
Reports to work on time every day.
QUALIFICATION REQUIREMENTS:
Fluent in speaking, reading and writing in Spanish
Knowledge of second language acquisition and bilingual/ESL education
General knowledge of curriculum and instruction
Ability to instruct emergent bilingual students and manage their behavior
Strong organizational, communication and interpersonal skills
Ability to adjust and be flexible to a multitude of situations as they occur
Ability to respond to common inquiries or complaints from customers, regulatory agencies, or members of the business community
Ability to effectively present information to top management, public groups, and/or boards of directors
Ability to concentrate, interpret policy and procedures, reason, understand verbal instructions, analyze, differentiate, memorize, read, coordinate, compile, compute, instruct, and maintain emotional control
Ability to manage several roles
Ability to work one on one with dual language/ESL teachers as well as to oversee a broader professional development effort in the school and district
Valid Texas Driver's License with driving record that meets the requirements of the District
PHYSICAL DEMANDS:
While performing the duties of this Job, the employee is regularly required to stand; walk and talk or hear. The employee is frequently required to use hands to finger, handle, or feel; reach with hands and arms and stoop, kneel, crouch, or crawl. The employee is occasionally required to sit; climb or balance and taste or smell. The employee must regularly lift and /or move up to 25 pounds and occasionally lift and/or move up to 50 pounds. Specific vision abilities required by this job include close vision, distance vision, color vision, peripheral vision, depth perception and ability to adjust focus. The employee is occasionally required to drive personal vehicle in the performance of assigned tasks.
WORK ENVIRONMENT:
The employee is frequently exposed to outside weather conditions. The employee is occasionally exposed to wet and/or humid conditions; moving mechanical parts; fumes or airborne particles; toxic or caustic chemicals and risk of electrical shock. The noise level in the work environment is usually moderate. Application to a specific job opening does not guarantee an individual will maintain this assignment permanently upon employment. All employees are subject to reassignment based on their qualifications and the needs of the District.
___ While all applications will be reviewed, not all applicants will be interviewed.
North East Independent School District does not to discriminate on the basis of age, race, religion, color, national origin, sex, marital or veteran status, disability (or relationship or association with an individual with a disability), genetic information or other legally protected status in its programs, services or activities as required by Title VI of the Civil Rights Act of 1964, as amended; Title IX of the Education Amendments of 1972; and Section 504 of the Rehabilitation Act of 1973, as amended.