Job Title: Content Instructional Specialist

Exemption Status/Test: Exempt/Professional
Reports to: Principal 
Dept./School: Splendora High School

Primary Purpose:
Provide identified students with learning activities and experiences designed to help them fulfill their potential for intellectual, emotional, physical, and social growth. Develop or modify curricula and prepare lessons and other instructional materials to match student ability levels. Work in self-contained, team, departmental, or itinerant capacity as assigned.

Qualifications:
Education/Certification:
Master's degree preferred
Bachelor’s degree from accredited university with the appropriate teacher certification
A minimum of 3 years of successful teaching 
Capacity to lead content-area teaching teams for the purpose of improving instruction and student achievement.

Special Knowledge/Skills:
Capacity to lead content-area teaching teams for the purpose of improving instruction and student achievement.
Knowledge of how to model teaching strategies and techniques to improve teacher instruction quality
Knowledge of how to adapt curriculum and instruction for students to improve student achievement
Effective communication skills

Experience:
3 years teaching experience as a classroom teacher in the content area associated with the assignment

Major Responsibilities and Duties:
Instructional Strategies
Coordinate with district curriculum department to ensure the fidelity of curriculum and instruction.

Coordinate the implementation of Differentiated Instruction into assigned content.
Coordinate with the classroom teacher and administration staff to provide assistance in student achievement interventions including the Response to Intervention (RtI) model.
Participate in selection of books, equipment, and other instructional media.
Guide the teams through data analysis to adjust first-time instruction and/or to focus re-teaching.
Student Growth and Staff Development
Collaborate with teams and attend all weekly planning meetings (PLC) to ensure lesson and assessment development is aligned with the content scope/sequence and TEKS.
Facilitate the campus's representation at each grade-level, content-area share session and professional development and ensure information is shared with all team/department members.
Coach teachers to use a variety of current research-based instructional strategies, technology, and content-specific knowledge through participation in continued professional development.
Facilitate vertical alignment of instructional strategies among grade levels
Coach teachers to increase rigor at all levels and student engagement in all classrooms.
Model expert lessons, observe classroom instruction, and follow-up with coaching sessions.

Support teachers in their classroom to ensure proper delivery and implementation of lessons.

Other:
Serve as a communication liaison between teachers, campus administration, and district curriculum staff so that information is disseminated in an accurate and effective way.
Establish and maintain open communication by conducting conferences with parents, students, principals, and teachers.
Maintain professional relationships with parents, students, and colleagues.
Participate in staff development activities to improve job-related skills.
Keep informed of and comply with federal, state, district, and school regulations and policies for reading improvement/dyslexia teachers
Compile, maintain, and file all physical and computerized reports, records, and other documents required.
Attend district meetings as appropriate for the job. Attend and participate in faculty meetings and serve on staff committees as required.
Meet regularly with the principal and director of instruction to share/discuss progress towards campus goals. Perform other duties as assigned by the principal.

Supervisory Responsibilities:
Direct the work of instructional aide(s).

Mental Demands/Physical Demands/Environmental Factors:
Tools/Equipment Used: Personal computer and peripherals, and other instructional equipment
Posture: Prolonged standing; frequent kneeling/squatting, bending/stooping, pushing/pulling, and twisting
Motion: Frequent walking
Lifting: May require regular heavy lifting (45 pounds or more) and positioning of students with physical disabilities, control behavior through physical restraint, assist nonambulatory students, and lift and move adaptive and other classroom equipment; may work prolonged or irregular hours
Environment: Exposure to biological hazards
Mental Demands: Maintain emotional control under stress

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.