Demonstration Teacher - Secondary English Language Arts/Reading (High School)

Demonstration Teacher – Secondary English Language Arts/Reading (High School) Job ID: 7457 Reports to: Campus Principals FLSA Status: Exempt Duty Days: 187 days Pay Grade: Teacher Salary Schedule (Eligible for TIA) This is a grant-funded position and is contingent on availability of funds. This role exists to support the Title I program. Position Purpose This position is a campus-based position in the content area of English Language Arts/Reading. Teaches no more than two STAAR tested core content periods or sections as the teacher of record that is the length of the standard class period in the identified area while providing exemplary classroom instruction to be utilized as a lab setting for on-the-job professional development. Builds English Language Arts/Reading capacity of teachers campuswide across targeted grade levels/subjects at the respective campus through professional learning, real-time coaching, and in classroom support with curriculum, whole and small group instruction, assessment, and student-centered, equity driven instructional practices. In collaboration with the campus instructional leadership team and administrators, co‑facilitate professional learning communities for teachers to ensure vertical and horizontal alignment of best practices, strengthening instructional coherence and accelerating student achievement to meet or exceed campus improvement goals. Supports teachers in implementing high quality instructional materials, daily demonstrations of student learning, and lesson internalization. Engages in data‑driven conversations to support student and teacher growth. ESSENTIAL JOB FUNCTIONS Teaches at least one but no more than two standard class periods as the teacher of record to be utilized as a lab observation setting for on‑the‑job observations for other teachers. Maintains a class roster that meets Teacher Incentive Allotment (TIA) requirements. Develops and implements strategic acceleration models campuswide that provide instructional support for students below grade level. Supports and provides small group instruction beyond their roster of students weekly, following evidence‑based high‑impact tutoring practices, while tracking student progress and growth in collaboration with campus administration and Mathematics teachers to ensure targeted interventions and improved student outcomes. Develops and implements strategic coaching rotations and sprints with campus administration to support content area teachers by delivering targeted instructional strategies and intentional feedback that drive campus student achievement. Works with campus administrative staff to support teachers through real time coaching for instructional skill development to increase student academic progress. Supports teachers with instructional needs specific to the content area through observation/feedback, modeling, co‑teaching, real time coaching and professional learning. Debriefs and conducts professional conversations with teachers regarding instructional delivery. Demonstrates a growth mindset in working with and building strong relationships with teachers. Assists with providing on campus professional development that is in alignment with district priorities and Strategic Plan. Serves as a co‑facilitator in collaboration with campus administrators weekly on‑campus professional learning community (PLC) time for the assigned content area. Collaborates with teachers on planning, internalization, and delivering standards‑aligned lessons and daily demonstrations of student learning aligned to district adopted high quality instructional materials. Participates in mandatory professional development as required to perform and improve required skills as offered by the Learning and Leading department and as applicable to the position. Participates in train‑the‑trainer programs and delivers campus and district professional development to support high‑quality Mathematics instruction. Leverages their classroom as a model learning environment by creating high‑quality instructional videos that showcase best practices using district‑adopted high‑quality instructional materials, reinforcing the district's instructional framework and serving as a professional learning resource for educators. Supports and participates in developing and implementing content‑focused parent/guardian engagement activities and events in collaboration with campus administration to strengthen family partnerships and student learning. Maintains accurate and timely records to document support. Attends department meetings, training, and professional learning as assigned. Responds promptly to telephone and email inquiries from campus staff and central administration. Maintains cooperative and professional working relationships with peers, students, administration, and other school/district employees. Eligible for Bilingual and ESL Stipends if teaching and roster criteria are met. Ensure instruction is aligned to district‑adopted high‑quality instructional materials and support campus‑based curriculum implementation as assigned. Demonstration Teacher extra duty days will align with their job responsibilities and be defined by Learning and Leading in collaboration with the campus principal. Demonstration Teachers' evaluations are conducted by the campus principal with validation from the Learning and Leading school leadership executive director. Safety Performs preventative maintenance on tools and equipment and ensures equipment is in safe operating condition. Follows established safety procedures and techniques to perform job duties including lifting and climbing; operates tools and equipment according to established safety procedures. Corrects unsafe conditions in work area and promptly reports any conditions that are not immediately correctable to supervisor. Personal Work Relationships All Fort Worth ISD employees must maintain a commitment to the district's mission, vision, and strategic goals. Exhibits high professionalism, standards of conduct and work ethic. Demonstrates high quality customer service; builds rapport/relationship with the consumer. Demonstrates cultural competence in interactions with others; is respectful of co‑workers; communicates and acts as a team player; promotes teamwork; responds and acts appropriately in confrontational situations. Other Duties as Assigned Performs all job‑related duties as assigned and in accordance with Board rules, policies and regulations. All employees are expected to comply with lawful directives in rare situations driven by need where a team effort is required. Knowledge, Skills & Abilities Knowledge of current, evidence-based English Language Arts/Reading teaching methods and educational pedagogy, as well as differentiation of instruction necessary to create effective and productive student‑centered learning environments. Knowledge of assigned content facts, concepts, theories, and principles that are being taught. Knowledge of data information systems, data analysis, and the formulation of action plans. Knowledge of correct English usage, grammar, spelling, punctuation, and vocabulary. Knowledge of multicultural diversity issues in the workplace. Skill at the intermediate level, working with Microsoft Office 365, especially Outlook, PowerPoint, Excel, and Word. Skill in demonstrating multicultural experiences and experience with emerging bilingual, student with disabilities, and historically underserved student groups. Skill in professional learning, technical assistance, and consultation. Skill in planning and providing professional learning on lesson internalization with core content teachers. Skill in researching and interpreting relevant data. Skill at the college level, in writing, speaking, and interpersonal communication skills, including principles of English and grammar usage. Ability to be flexible with personal time, to work after school and /or on Saturdays to provide professional learning activities and/or facilitate/accomplish other needed activities. Ability to conduct classroom observations and decide what professional learning to provide for teachers. Ability to consider academic, social, and emotional needs of students in making decisions about academic settings and accommodations for individual students. Ability to facilitate and conduct group meetings. Ability to handle office files and records of a confidential nature. Ability to lead, develop, and direct professional learning. Ability to aggregate and analyze student outcome data; gain and communicate insights to teachers. Ability to use software to access databases, email, status work assignments, and do work processing. Ability to work effectively in collaborative teams and to lead and direct PLCs. Ability to communicate effectively, both orally and in writing with staff and the community in a multi‑ethnic educational environment. Ability to engage in self‑evaluation with regard to performance and professional growth. Ability to establish and maintain cooperative working relationships with others contacted in the course of work. Knowledge of federal and state guidelines and district policies and procedures regarding education and students. Travel Requirements Travels to school district buildings and professional meetings as required. Physical & Mental Demands, Work Hazards Tools/Equipment Used: Standard office and instructional equipment, including computer, peripherals, and Promethean Board. Posture: Prolonged sitting and standing; occasional stooping, squatting, kneeling, bending, pushing/pulling, and twisting. Motion: Frequent repetitive hand motions, including keyboarding and use of mouse; occasional reaching. Lifting: Occasional light lifting and carrying (less than 15 pounds). Environment: Works in an office or classroom setting; may require occasional irregular and/or prolonged hours. Attendance: Regular and punctual attendance at the worksite is required for this position. Mental Demands: Maintains emotional control under stress; works with frequent interruptions. Minimum Required Qualifications Education: Bachelor's degree from accredited college or university required. Major in Education, a Content Area, or a related field to subject being taught required. Master's degree from accredited college or university preferred. Certification/License: Valid Texas Teaching Certification required. ESL or Bilingual Certification preferred. Experience: 3 years teaching experience in secondary English Language Arts/Reading with a track record of significantly increasing student achievement required. Experience with diverse student population, especially in a large multicultural urban district preferred. Experience facilitating or presenting professional learning required.\li> Experience as an instructional coach, department head, team lead, grade level‑lead, lead content teacher, or teacher leader with a track record of significantly increasing student achievement preferred. Language: Bilingual working proficiency (English/Spanish) preferred in some settings. This document is intended to describe the general nature and level of work being performed by people 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. This is a grant-funded position and is contingent on availability of funds. #J-18808-Ljbffr