Empregos de escritório remoto e em casa em del-valle ∙ Página 1

*** This is a Two Year GRANT FUNDED position*** 

Primary Purpose:

To lead and support the implementation of a comprehensive, data-driven framework that addresses the academic, behavioral, and social-emotional needs of all students through tiered interventions.

Minimum Qualifications: 

   Education/Certification

   Valid Texas Teaching Certificate with required endorsements for subject assigned

   Candidate must have satisfactory outcome of fingerprinting background check. Non-refundable fee (approximately $50) paid            

   by employee.

Experience:

Three (3) years’ teaching experience

Campus or District Administrator Experience Preferred

Knowledge/Skills:

• Deep understanding of MTSS frameworks (academic, behavioral, and social-emotional components) including Tier 1, Tier 2, and Tier 3 interventions
• Strong knowledge of data-based decision-making processes, including universal screening, diagnostic assessments, and progress monitoring
• Familiarity with intervention planning, data analysis, and evidence-based practices
• Familiarity with evidence-based intervention strategies and programs across multiple content areas
• Knowledge of special education laws, Section 504, IDEA, and how MTSS supports early identification and intervention
• Skill in analyzing and interpreting student performance data to inform instruction and intervention
• Ability to coach and build capacity among educators, interventionists, and school leaders
• Strong collaboration and facilitation skills to lead multi-disciplinary teams
• Effective project management and organizational skills to implement systems across campuses
• Proficiency in using data systems and digital tools (e.g., intervention tracking platforms, student information systems, Excel/Google Sheets)
• Strong written and verbal communication skills for professional development, documentation, and parent communication
• Commitment to equity and inclusion, with an understanding of how MTSS supports diverse learners
• Knowledge of behavioral supports and positive behavior intervention systems (PBIS) 
• Ability to manage confidential information with professionalism and discretion

Major Responsibilities and Duties:

(The following statements describe the general purpose and responsibilities assigned and should not be construed as an exhaustive list of all responsibilities, skills, efforts, or working conditions that may be assigned or skills that may be required.)

Professionalism 

The Educators' Code of Ethics is set forth in the Texas Administrative Code to provide rules for standard practices and ethical conduct toward students, professional colleagues, school officials, parents, and members of the community.

• Rule §247.1 Purpose and Scope; Definitions 
• Rule §247.2 Code of Ethics and Standard Practices for Texas Educators 

Instructional Management

• Collaborates with campus and district leaders to ensure MTSS practices are aligned with instructional priorities and curriculum goals
• Supports the implementation of evidence-based instructional strategies and interventions across all content areas and grade levels
• Analyzes academic and behavioral data to identify student needs, inform instruction, and monitor progress
• Guides teachers and instructional staff in developing and implementing tiered intervention plans
• Assists with the selection and implementation of intervention materials and assessments
• Provides training on intervention programs and assessments
• Coordinates with curriculum teams to ensure interventions are aligned with district standards and assessments
• Supports educators in setting student goals, adjusting instruction based on data, and documenting progress
• Promotes culturally responsive and inclusive instructional practices across all tiers of support
• Facilitates professional learning communities (PLCs) and data meetings to support instructional decision-making

Organizational Climate

• Promotes a positive, student-centered culture focused on equity, inclusion, and support for all learners
• Builds strong relationships with teachers, administrators, and support staff to foster collaboration and shared responsibility
• Encourages a growth mindset among staff in using data and interventions to support continuous improvement
• Creates a safe and respectful environment for staff to discuss challenges and share best practices
• Provides ongoing support and coaching that is responsive to campus needs and staff feedback
• Promotes open communication, active listening, and trust among all stakeholders
• Models professionalism, empathy, and a solutions-oriented approach when addressing student and staff needs
• Fosters a climate of accountability and shared ownership of student outcomes across teams   

Professional Growth and Development

• Designs and delivers professional development on MTSS practices, data analysis, intervention strategies, and progress monitoring
• Supports and monitors campus implementation of district required MTSS and PBIS practices
• Attend and support MTSS meetings at the school and district level
• Coaches teachers, interventionists, and campus leaders to build capacity in implementing tiered systems of support
• Provides ongoing, job-embedded support through modeling, co-planning, and collaborative problem-solving
• Stays current on research, state and federal guidelines, and emerging best practices related to MTSS, academic interventions, and behavior supports
• Actively participates in district- and region-level professional learning communities and trainings
• Reflects on personal practice and seeks feedback to improve leadership and instructional support skills
• Supports a culture of continuous improvement by encouraging reflective practice and professional learning among staff
• Assists in the development and implementation of training plans aligned with district goals and campus needs

Supervisory Responsibilities:

• None

Equipment:

Computer, computer software programs and peripherals, teacher resource materials and equipment, printer, scanner, copier, fax and other equipment applicable to the position.

Working Conditions

Mental Demands/Physical Demands/Environmental Factors: 

• Maintain emotional control under stress.
• Work with frequent interruptions.
• Work irregular hours and extended work hours to include holidays and weekends.
• Frequent walking, standing, stooping, bending, pulling and pushing, lifting, and carrying (may lift and move textbooks and classroom equipment).
• May be required under specific circumstances to provide physical restraint of students in danger of causing harm to themselves or others.
• Occasional district wide and statewide travel.
• Use a computer for prolonged periods resulting in repetitive hand motion.
• Frequent exposure to: temperature extremes (hot and cold), humidity extremes, noise, low or intense illumination vibration. 
• Occasional exposure to: biological hazards (communicable diseases, bacteria, etc.), work outside, work around moving objects or vehicles, work on uneven surfaces.

The foregoing statements describe the general purpose and responsibilities assigned to this job and are not an exhaustive list of all responsibilities and duties that may be assigned or skills that may be required.

The grantee certifies that the federally funded portion of this position and duties are reasonable, necessary, allowable and allocable under the applicable federal fund source. The grantee further certifies that it is in compliance with the federal requirement that the duties of this position funded by this grant are not required by state law, SBOE rules, or local board policy, i.e., it is a supplemental position. The grant-funded portion of this position and duties meet the purpose, goals, and objectives of the federal fund source. Documentation will be maintained locally by the district that clearly demonstrates the allowable and supplemental nature of the position and will provide such documentation to TEA upon request.  The LEA will maintain auditable documentation to ensure the position was determined through a needs assessment and is included in the campus improvement plan and district improvement plan.