Salaries for new classroom teachers and librarians are based on the salary ranges below (10-month work schedule)
In accordance with House Bill 3, the ranges above include additional compensation for classroom teachers with more than five (5) years of experience.
All salary ranges are adopted annually by the Board of Trustees. The District ensures salary placement for new hires will be based on verified years of experience according to the Commissioner's Rules on Creditable Years of Service . These ranges should not be used to project salary amounts for subsequent years.
Experience in a position of leadership: mentoring, Grade Level Chair, 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, MAP
Valid Texas Teaching Certificate issued by the State Board for Educator Certification with Bilingual Endorsement
ESSENTIAL REQUIREMENTS AND RESPONSIBILITIES:
Classroom Supporter
1. Provides direct support to bilingual educators in their classrooms through co-planning, co-teaching, and modeling effective instructional strategies.
2. Increases the quality and effectiveness of classroom instruction as they partner with teachers.
3. Models research-based instructional practices.
Curriculum Specialist
4. Utilizes curriculum documents to unpack standards, create learning targets, and develop success criteria.
5. Empowers educators to utilize effective formative and common assessment strategies to gain evidence of mastery of learning outcomes and inform instructional decisions.
6. Understands content standards and supports teachers in the development of and implementation of learning progressions.
7. Facilitates vertical articulation of the respective PreK-5 content bilingual program.
Instructional Specialist
8. Assists bilingual teachers in brainstorming and implementing instructional strategies to ensure students successfully access and understand TEKS.
9. Supports bilingual teachers to differentiate instruction.
10. Collaboratively plans, models, co-teaches, observes, and provides feedback to bilingual teachers to increase instructional efficacy.
11. Encourages bilingual teachers to design learning experiences that support higher-order thinking and a deeper understanding.
12. Empowers bilingual teachers to maximize opportunities for all learners to be active participants in the classroom through student engagement.
13. Attends district grade level Bilingual/Math/Science/Literacy/Early Childhood workshops/meetings with each grade level team to ensure implementation of best teaching practices and effectively articulate the information with teachers.
14. Fosters an expectation of participation and individual growth through collaboration within PLCs.
Learning Facilitator
15. Helps coordinate and facilitate learning experiences for school staff.
16. Engages bilingual teachers in inquiry and collaboration to design action plans based on areas of need.
17. Designs and leads various professional learning opportunities at the campus and district level.
18. Supports the implementation of new learning in individual classrooms, team settings, and/or school-wide initiatives.
19. Helps develop, implement, and monitor the campus professional learning plan.
20. Recommends professional learning based on data, student, and teacher needs.
21. Mentors new teachers to use best instructional practices and resource materials.
22. Builds capacity of campus teachers to effectively implement District Bilingual/Math/Science/Literacy/Early Childhood curriculum programs.
23. Provides professional development in the effective use of District adopted textbooks, software, and other resource materials related to Math, Science, Literacy, and Early Childhood programs.
Data Coach
24. Lead conversations that engage teachers in analyzing and using a variety of data to strengthen instruction.
25. Facilitates decision-making based on student work, common assessments, MAP data, and summative data.
26. Assists bilingual teachers and leaders with utilizing student data to drive decision making at multiple levels including individual student, classroom, grade level, and school level.
27. Models and assists bilingual teachers in reflective practices based on data.
28. Collaborates with bilingual teachers and administration to examine student learning data, instructional strategies, and curriculum to support continuous improvement.
29. Coordinates and supports individual student needs outside of the school day.
Catalyst for Change
30. Models and facilitates continuous improvement in the classroom and school level.
31. Challenges the status quo, asks questions, and facilitates difficult conversations helping to shape the culture of the school.
32. Focuses on continuous improvement through research-based evidence and professional learning opportunities; change begins with the learning process.
33. Collaborates in decision-making with bilingual teachers and leaders.
34. Helps bilingual 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.
35. Actively listens and effectively communicates ideas to develop a shared vision and goals with teachers.
36. Utilizes a partnership approach to problem-solving.
37. Fosters a safe and trusting environment for educators.
38. Respectfully shares alternatives and refinements for teacher instructional practice and curriculum revisions.
39. Advocates for student learning and all decisions derive with the best interest of students in mind.
40. Advocates for meaningful learning experiences that lead to student achievement.
41. Individualizes coaching and teaching approaches to respect diverse learning needs and styles.
42. Builds bilingual teacher efficacy by grounding efforts based on research-based practices.
43. Coordinates family Math/Science/Literacy/Early Childhood related programs and related parent involvement activities.
Other Roles and Responsibilities
44. Maintains Math/Science/Literacy/Early Childhood curriculum materials collection and distribution system.
45. Attends and participates at all Instructional Coaches’ Meetings and Content Focus Meetings (monthly).
46. Meets with Principal following the meetings to share information and discusses plan for disseminating information to others.
47. Disseminates information (i.e., updates, deadlines, etc.) to campus and staff within one week following IC Meetings and Content Focus Meetings via GLC meetings, faculty meetings, PLCs, and/or purposefully crafted newsletters or bulletins.
48. Provides support to bilingual teachers based on the information learned at the meetings.
49. Provides professional development a minimum of once in the fall and once in the spring during designated campus professional development time.
50. Coordinates and facilitates one event for the campus community during the school year.
51. Completes a minimum of 3 coaching cycles with teachers and/or teacher teams.
52. Submits completed IC log and artifacts to the Content Assistant Director by May 1 of current school year.
53. Reports to campuses 3 days before teachers and work 3 days after teachers to fulfill any campus-assigned duties and/or expectations.
54. Effectively manages personal time, including maintaining a daily, weekly, and/or monthly log of activities.
55. Responsible for managing and monitoring all state and federal compliance requirements with the assistance of the Bilingual/ESL Clerk.
56. Responsible for conducting informational dual language parent meetings.
57. Responsible for the recruitment of potential dual language participants at Kindergarten and Middle School.
58. Maintains confidentiality of information.
59. Reports to work on time every day.
QUALIFICATION REQUIREMENTS:
• Fluent in Speaking, Reading and Writing in Spanish and knowledge of second language acquisition, bilingual/ESL education, and general knowledge of curriculum and instruction
- Strong organizational, communication, and interpersonal skills
- Ability to instruct bilingual/ESL students and manage their behavior
- Ability to adjust and be flexible to a multitude of situations as they occur
- Ability to respond to common inquiries or complaints from parents, 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 bilingual/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
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.
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