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Social Studies Instructional Dean - LEE High School
**2026-2027 SCHOOL YEAR OPENING**
RESUME MUST BE SUBMITTED WITH APPLICATION
PARTIALLY STATE COMPENSATORY EDUCATION FUNDED POSITION- STAFFING CONTINGENT UPON AVAILABILITY OF FUNDS
Location: LEE HS (NESA, STEM, ISA)
Work Schedule: 10 Months
Work Type: Regular Full-Time
Exempt: Yes
REASONS TO JOIN NEISD
CLASSROOM TEACHERS* COMPENSATION :
Salaries for new classroom teacher are based on the salary ranges below (10-month work schedule)
Min
5 years
13 Years
20 years
Max
$57,500
$63,100
$65,850
$69,050
$70,700
*Texas Education Code § 48.158 defines "classroom teacher as an educator who is employed by a school district and who, not less than an average of four hours each day, teaches in an academic instructional setting or a career and technology setting.
All salary ranges are adopted annually by the Board of Trustees. The District ensures salary placement for new hires will be based on verified years of experience according to the Commissioner's Rules on Creditable Years of Service . These ranges should not be used to project salary amounts for subsequent years.
In addition, teachers and librarians may qualify for the following stipends:
Advanced Degree Stipends
Performance and Other Supplemental Stipends
Bilingual & ESL Stipends
**IMPORTANT INFORMATION REGARDING CALCULATION OF PAY: The annual pay for this position is prorated based on the effective date of the assignment
Additional Stipend Information:
Stipend
Amount
Instructional Coach
Core Academic Support
Department Head
$3,500
$1,150
$1,350
EDUCATION :
Bachelors Degree
Five years related experience and/or training; or equivalent combination of education and experience
Bachelors Degree
Five years related experience and/or training; or equivalent combination of education and experience
CERTIFICATION :
Valid Texas Teacher Certification by the State Board for Educator Certification
High School Diplomas and college/university degrees must be obtained from an accredited program or university approved by the United States Department of Education and the Texas Education Agency.PRIMARY PURPOSE SUMMARY :
Improves student achievement by providing coaching and consultation of the 9th through 12th grade programs (Math, Science Reading, ELAR or Social Studies), to include model teaching, small group teaching, targeted interventions based on data analysis, and by providing professional development to support and ensure quality curriculum, instruction, and assessment in the assigned content area to support at-risk students. Provides at-risk students with appropriate learning activities and experiences designed to help them fulfill their potential for intellectual, emotional, physical and social growth. Enables at-risk students to develop competencies and skills to function successfully in society.
Improves student achievement by providing coaching and consultation of the 9th through 12th grade programs (Math, Science Reading, ELAR or Social Studies), to include model teaching, small group teaching, targeted interventions based on data analysis, and by providing professional development to support and ensure quality curriculum, instruction, and assessment in the assigned content area to support at-risk students. Provides at-risk students with appropriate learning activities and experiences designed to help them fulfill their potential for intellectual, emotional, physical and social growth. Enables at-risk students to develop competencies and skills to function successfully in society.
ESSENTIAL REQUIREMENTS AND RESPONSIBILITIES:
1. Works effectively with teachers and administrators to establish positive, trusting and supportive relationships.
2. Initiates collegiality and works cooperatively with others, supporting the team building process.
3. Understands how the principles of adult learning theories impact professional development.
4. Collaborates with principal and school leadership/improvement teams.
5. Teaches an EOC tested course and/or an EOC support course to assist at-risk student progress in state assessed subject areas.
6. Models best teaching practices to support educationally disadvantaged and instructs small groups to accelerate learning and achievement.
7. Collaborates with teams of teachers to support lesson planning and to facilitate the use of at-risk student work and performance data to make informed instructional decisions
8. Supports teachers and administrators in disaggregating campus data to determine trends and targeted areas for improvement for at-risk students.
9. Assists with planning, goal setting, and monitoring of strategic interventions for at-risk students.
10. Supports campus leadership in goal setting, including assisting with District and campus instructional plans.
11. Supports and participates in before and after school tutoring and intervention programs to support students who are at risk.
12. Orients and mentors new teachers in regard to the use of best practices and resource materials in Math, Science and ELAR and/or Social Studies.
13. Develops capacity of campus teachers to effectively implement District Math/Science/ELAR/Social Studies curriculum programs.
14. Provides professional development in the effective use of District adopted textbooks, software and other resource materials related to Math, Science and ELAR and/or Social Studies programs.
15. Plans, delivers, and provides campus based and district wide staff development related to Math/Science/ELAR/Social Studies, such as scope and sequence, questioning strategies, assessment, and curriculum professional development to support at-risk students.
16. Attends District grade level Math/Science/ELAR/Social Studies workshops/meetings with each grade level team to ensure implementation of best teaching practices and effectively articulate the information with teachers.
17. Assists administrators and teachers in planning, implementing, and assessing the District curriculum, goals and objectives in order to monitor at-risk student learning and to close achievement gaps.
18. Provides feedback on instruction to teachers, specifically those working with those at-risk in STAAR-tested grade levels.
19. Assists administrators and teachers in planning, implementing, and assessing staff development programs primarily focusing on at-risk students.
20. Assists in developing, implementing, and assessing best practice teaching methodologies in the classroom to accelerate student achievement.
21. Performs demonstration teaching within EOC-tested classrooms.
22. Coordinates the extended day, week, and year initiatives for the campus as needed to support at-risk students.
23. Assists in developing, implementing, and assessing the Campus Improvement Plan in order to close achievement gaps.
24. Plans, coordinates, and assesses, in collaboration with feeder school administrators, transition activities for 5th to 6th and 8th to 9th grade student, to support all primarily at-risk students.
25. Analyzes teacher and campus developed tests for relevance, appropriateness, and content to measure impact on educationally disadvantaged students.
26. Assists administrators and teachers in analyzing benchmark, District, and state testing.
27. Assists in identifying at risk students and coordinates early intervention strategies.
28. Arranges for flexible grouping and pullout programs for at risk students.
29. Maintains confidentiality of information.
30. Reports to work on time every day.
31. Performs additional duties and accepts other responsibilities as may be assigned.
QUALIFICATION REQUIREMENTS:
• Knowledge and skills relative to traditional and new pedagogical theories, applications, and processes which relate to effective teaching across the disciplines
PHYSICAL DEMANDS:
The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. While performing the duties of this Job, the employee is regularly required to stand, walk and talk or hear. The employee is frequently required to use hands to finger, handle, or feel; reach with hands and arms and stoop, kneel, crouch, or crawl. The employee is occasionally required to sit; climb or balance and taste or smell. The employee must regularly lift and /or move up to 25 pounds and occasionally lift and/or move up to 50 pounds. Specific vision abilities required by this job include close vision, distance vision, color vision, peripheral vision, depth perception and ability to adjust focus. The employee is occasionally required to drive personal vehicle in the performance of assigned tasks.
WORK ENVIRONMENT:
The environmental characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions: The employee is occasionally exposed to risk of electrical shock. The noise level in the work environment is usually moderate. The foregoing statements describe the general purpose and essential responsibilities assigned to this job and are not an exhaustive list of all essential responsibilities and duties that may be assigned or qualifications that may be required. The District reserves the right to amend the essential responsibilities for this position.
1. Works effectively with teachers and administrators to establish positive, trusting and supportive relationships.
2. Initiates collegiality and works cooperatively with others, supporting the team building process.
3. Understands how the principles of adult learning theories impact professional development.
4. Collaborates with principal and school leadership/improvement teams.
5. Teaches an EOC tested course and/or an EOC support course to assist at-risk student progress in state assessed subject areas.
6. Models best teaching practices to support educationally disadvantaged and instructs small groups to accelerate learning and achievement.
7. Collaborates with teams of teachers to support lesson planning and to facilitate the use of at-risk student work and performance data to make informed instructional decisions
8. Supports teachers and administrators in disaggregating campus data to determine trends and targeted areas for improvement for at-risk students.
9. Assists with planning, goal setting, and monitoring of strategic interventions for at-risk students.
10. Supports campus leadership in goal setting, including assisting with District and campus instructional plans.
11. Supports and participates in before and after school tutoring and intervention programs to support students who are at risk.
12. Orients and mentors new teachers in regard to the use of best practices and resource materials in Math, Science and ELAR and/or Social Studies.
13. Develops capacity of campus teachers to effectively implement District Math/Science/ELAR/Social Studies curriculum programs.
14. Provides professional development in the effective use of District adopted textbooks, software and other resource materials related to Math, Science and ELAR and/or Social Studies programs.
15. Plans, delivers, and provides campus based and district wide staff development related to Math/Science/ELAR/Social Studies, such as scope and sequence, questioning strategies, assessment, and curriculum professional development to support at-risk students.
16. Attends District grade level Math/Science/ELAR/Social Studies workshops/meetings with each grade level team to ensure implementation of best teaching practices and effectively articulate the information with teachers.
17. Assists administrators and teachers in planning, implementing, and assessing the District curriculum, goals and objectives in order to monitor at-risk student learning and to close achievement gaps.
18. Provides feedback on instruction to teachers, specifically those working with those at-risk in STAAR-tested grade levels.
19. Assists administrators and teachers in planning, implementing, and assessing staff development programs primarily focusing on at-risk students.
20. Assists in developing, implementing, and assessing best practice teaching methodologies in the classroom to accelerate student achievement.
21. Performs demonstration teaching within EOC-tested classrooms.
22. Coordinates the extended day, week, and year initiatives for the campus as needed to support at-risk students.
23. Assists in developing, implementing, and assessing the Campus Improvement Plan in order to close achievement gaps.
24. Plans, coordinates, and assesses, in collaboration with feeder school administrators, transition activities for 5th to 6th and 8th to 9th grade student, to support all primarily at-risk students.
25. Analyzes teacher and campus developed tests for relevance, appropriateness, and content to measure impact on educationally disadvantaged students.
26. Assists administrators and teachers in analyzing benchmark, District, and state testing.
27. Assists in identifying at risk students and coordinates early intervention strategies.
28. Arranges for flexible grouping and pullout programs for at risk students.
29. Maintains confidentiality of information.
30. Reports to work on time every day.
31. Performs additional duties and accepts other responsibilities as may be assigned.
QUALIFICATION REQUIREMENTS:
• Knowledge and skills relative to traditional and new pedagogical theories, applications, and processes which relate to effective teaching across the disciplines
- Knowledge in effective teaching strategies, peer coaching and mentoring skills
- Strong communication, public relations, and interpersonal skills
- Strong organizational skills and high attention to detail
- Ability to evaluate instructional program and teaching effectiveness
- Valid Texas Driver's License with driving record that meets the requirements of the District
PHYSICAL DEMANDS:
The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. While performing the duties of this Job, the employee is regularly required to stand, walk and talk or hear. The employee is frequently required to use hands to finger, handle, or feel; reach with hands and arms and stoop, kneel, crouch, or crawl. The employee is occasionally required to sit; climb or balance and taste or smell. The employee must regularly lift and /or move up to 25 pounds and occasionally lift and/or move up to 50 pounds. Specific vision abilities required by this job include close vision, distance vision, color vision, peripheral vision, depth perception and ability to adjust focus. The employee is occasionally required to drive personal vehicle in the performance of assigned tasks.
WORK ENVIRONMENT:
The environmental characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions: The employee is occasionally exposed to risk of electrical shock. The noise level in the work environment is usually moderate. The foregoing statements describe the general purpose and essential responsibilities assigned to this job and are not an exhaustive list of all essential responsibilities and duties that may be assigned or qualifications that may be required. The District reserves the right to amend the essential responsibilities for this position.
Application to a specific job opening does not guarantee an individual will maintain this assignment permanently upon employment. All employees are subject to reassignment based on their qualifications and the needs of the District.
___________________________________________________________________________________________________________
While all applications will be reviewed, not all applicants will be interviewed.
North East Independent School District does not to discriminate on the basis of age, race, religion, color, national origin, sex, marital or veteran status, disability (or relationship or association with an individual with a disability), genetic information or other legally protected status in its programs, services or activities as required by Title VI of the Civil Rights Act of 1964, as amended; Title IX of the Education Amendments of 1972; and Section 504 of the Rehabilitation Act of 1973, as amended.
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