Academic Achievement Specialist, 2024-2025, DEAN MIDDLE SCHOOL

Qualifications

• Master's degree or higher from a recognized, accredited college or university;
• Appropriate administrator certification for the assignment required;
• Appropriate Leadership Training, Instructional Leadership Development (ILD), or Advancing Educational Leadership (AEL); certified training for teacher appraisal or eligible for such preferred;
• Minimum of (4) four years of successful experience as a classroom teacher;
• Demonstrated skill in leading, motivating, and communicating with secondary at-risk students.
  
  

Terms Of Employment

Probationary/Term Contract: 197 days

Salary

$66,314/IA-3

Salary Range (based on experience) as set by the Board of Trustees.

Essential Functions

• Provide support to the administrative team and campus staff which results in a school culture that practices building and maintaining positive relationships with all students.
• Provide support to teachers for iXplore and Lexmark scanning processes and data retrieval and reports through Cognos and/or iXplore.
• Collaborate with the director of instruction and other campus personnel to distribute and analyze disaggregated achievement data, including but not limited to District Progress Monitoring tests (DPM) and the State of Texas Academic Assessment Readiness (STAAR).
• Maintain, according to current district procedures, electronic databases necessary to track, document, and monitor individuals and targeted groups of students who did not meet expectations on the STAAR and DPMs.
• Submit electronic databases and provide information or reports sorted by targeted groups, programs, or interventions as requested by the principal, director of instruction, and/or coordinator of secondary programs and services.
• Assist in the identification of students for curricular intervention programs such as, but not limited to, READ 180, Reading Workshop, Reading Improvement, or Math Lab.
• Work with campus personnel to monitor attendance, progress reports, report cards, and assessment data (such as DPMs) for at-risk students and to facilitate interventions.
• Coordinate and/or facilitate the implementation of interventions for individual and targeted groups of students. Record and/or monitor the attendance of students in the interventions.
• Interventions include, but are not limited to:
• Individual conferences or goal-setting with students and/or staff members
• Mentor programs
• Adjustments to course placement
• Scheduling options per district guidelines
• Increased instructional time (e.g., campus and district pullouts, tutoring before, during, and after school, advisory activities, and Saturday School)
• PALS or Soccer Start as determined by campus programming
• Work with the administrative team to organize and attend Grade Placement Committee (GPC) meetings for grades 5 to 6 and 8 to 9; track students involved in this process and facilitate appropriate interventions.
• Provide the Student Intervention Team with the appropriate information as requested for "Response to Intervention" and/or the referral process for special education. Collaborate and participate with the Student Intervention Team.
• Collaborate with campus staff to create and/or facilitate activities that involve parents of at-risk students in their child's education.
• Attend at-risk conferences, professional development, and district meetings. Provide input to the coordinator and collaborate with other academic achievement specialists. Share information with campus personnel.
• Provide training to campus personnel on the use of district data.
• Perform other duties and responsibilities related to this position as required by the school principal, director of instruction, and director of middle school curriculum & instruction. Related activities may include but are not limited to assisting with the administration of STAAR or diagnostic testing and serving on campus committees such as CPOC or PBIS.
• Regular and reliable attendance is an essential job function.
  

Working Conditions

Mental Demands/Physical Demands/Environmental Factors:

Tools/Equipment Used: Standard office equipment including personal computer and peripherals

Posture: Prolonged sitting; occasional bending/stooping, pushing/pulling, and twisting

Motion: Repetitive hand motions, frequent keyboarding, and use of a mouse; occasional reaching

Lifting: Occasional light lifting and carrying (less than 15 pounds)

Environment: Frequent district-wide travel

Mental Demands: Work with frequent interruptions; maintain emotional control under stress

Application Information

Applications will be reviewed.

Not all applicants will be interviewed.

Hiring managers may choose to email you regarding this application. Please monitor your email regularly for any communication.