| Description | ***GRANBURY ISD requires three references from former employers, college professors, supervisors, etc. with at least a minimum of two references being from previous supervisors. Granbury ISD will not accept references from friends or family members.***
DUTY DAYS: 198
PRIMARY PURPOSE
Provide campus-based instructional leadership, coaching, and support to improve teacher effectiveness, student engagement, and student achievement across Career and Technical Education (CTE) programs and core academic content areas. Collaborate with campus and district leaders to align curriculum, instruction, assessment, intervention, and industry-based certification outcomes with district goals, state standards, accountability requirements, and college, career, and military readiness expectations.
QUALIFICATIONS
Education/Certification:
Master’s degree preferred
Valid Texas Teacher certificate
Special Knowledge/Skills:
Excellent organizational, communication, and interpersonal skills
Knowledge of curriculum and instruction programs in assigned areas
Ability to collaborate with others, listen well, and work as a team member
Ability to develop and deliver training to adult learners
Ability to analyze data
Ability to manage budget and personnel
Experience:
Four years successful teaching experience
MAJOR DUTIES AND RESPONSIBILITIES
Instructional Leadership and Coaching
- Provide coaching and instructional support to assigned CTE and core content teachers to strengthen lesson design, instructional delivery, student engagement, questioning, differentiation, assessment practices, and classroom management.
- Model effective instructional strategies, co-plan lessons, observe classroom instruction, provide non-evaluative feedback, and support teachers in implementing evidence-based instructional practices.
- Assist campus and district administrators in identifying instructional needs, monitoring progress, and implementing campus improvement strategies aligned to district goals.
- Collaborate with department chairs, team leaders, counselors, administrators, and district curriculum staff to support vertical and horizontal alignment across grade levels, courses, pathways, and content areas.
- Support new teachers, teachers new to CTE or high school instruction, and teachers needing additional instructional assistance through coaching, mentoring, and targeted professional learning.
Curriculum, Assessment, and Data
- Support implementation of district curriculum, TEKS-aligned instruction, scope and sequence documents, pacing guides, common assessments, intervention systems, and instructional resources.
- Assist teachers and teams in using formative, summative, benchmark, EOC, CCMR, industry-based certification, and other performance data to adjust instruction and improve student outcomes.
- Facilitate professional learning communities and data meetings to identify student needs, plan reteach and enrichment opportunities, and monitor the effectiveness of instructional responses.
- Assist with development, review, and refinement of curriculum documents, assessment items, instructional materials, and resources for CTE and core academic content areas.
- Support instructional practices that promote literacy, numeracy, academic vocabulary, critical thinking, problem-solving, and work-based learning connections across all assigned content areas.
CTE, CCMR, and Program Support
- Collaborate with CTE leadership, counselors, campus administrators, and teachers to support CTE programs of study, coherent course sequencing, student enrollment, pathway completion, and alignment to labor market and workforce needs.
- Support teachers in preparing students for industry-based certifications, work-based learning experiences, career awareness, employability skills, and postsecondary readiness.
- Assist with monitoring CTE instructional resources, equipment, safety expectations, certification testing procedures, and program quality indicators as assigned.
- Partner with campus and district staff to support CCMR outcomes, including industry-based certifications, dual credit, advanced coursework, career preparation, and other district-approved college and career readiness indicators.
Professional Learning and Communication
- Design, coordinate, andfacilitate professional development aligned to campus and district instructional priorities, CTE needs, core content needs, and student achievement data.
- Maintain regular communication with teachers and campus/district leadersregarding instructional priorities, professional learning needs, student performance trends, and program support needs.
- Serve as a liaison among campus leadership, CTE leadership, curriculum staff, counselors, and teachers to ensure coordinated support for students and staff.
- Maintain professional knowledge of current instructional practices, CTE requirements, accountability expectations, instructional technology, and state/federal program requirements.
Compliance, Records, and Other Duties
- Maintainaccurate documentation of coaching cycles, professional learning, data meetings, instructional support, program support, and assigned reports.
- Follow district policies, administrative regulations, ethical standards, and confidentiality requirements.
- Participate in campus and district meetings, committees, training, and special projects as assigned.
- Perform other duties as assigned by the supervisor andin accordance with the needs of the district.
SUPERVISORY RESPONSIBILITIES
None assigned. May provide leadership, coaching, guidance, and support to teachers and staff in assigned instructional areas.
EQUIPMENT USED
Computer, printer, copier, document camera, interactive display, instructional technology platforms, student information and assessment systems, audiovisual equipment, telephone, and other equipment applicable to assigned instructional programs and CTE pathways.
WORKING CONDITIONS
Mental Demands:
Maintain emotional control under stress. Work with frequent interruptions. Manage multiple priorities and deadlines. Interpret data and make sound recommendations. Communicate effectively with diverse groups of staff, students, parents, administrators, and community partners.
Physical Demands/Environmental Factors:
Frequent standing, walking, bending, and moving throughout the campus. Occasional lifting and carrying of instructional materials and equipment. Prolonged use of computer and repetitive hand motions. May require travel between district facilities, attendance at evening events, and exposure to CTE classroom/lab environments as assigned.
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.
District Benefits:
Medical Insurance: TRS-Active Care/BCBS
Supplemental Voluntary Health & Life
Insurance Products
District Paid $25,000 Life Insurance
State Personal Leave Days
Local Sick Leave Days
Texas Teachers Retirement System
|