Instructional Specialist - Early Learning (3)

Job Title: Instructional Specialist - Early Learning Wage/Hour Status: Exempt

Reports to: Executive Director, Early Learning Pay Grade : 4 Administrative Education

Dept./School: Academics and School Leadership Initiated Date: April 2026

WHO WE ARE

La Joya Independent School District (ISD) is committed to excellence for students and our community. We have a strong, 100-year legacy in the Rio Grande Valley. The district's vision - Educational Excellence: The Right of Every Student - conveys our urgent focus on students.

Our work is rooted in five district priorities, which require collaboration and deep commitment to supporting one another as we serve the community.

1. Customer Service
2. Trust & Transparency
3. High-Quality Instruction
4. Excellence in Leadership
5. Integrity & Accountability

We are focused on ensuring every student in La Joya ISD has access to a high-quality, best-fit school as we work to improve from a B-district to an A-rated district. We serve more than 22,000 students in more than 30 schools and span six municipalities, covering more than 220 square miles.


WHO WE ARE LOOKING FOR


We are seeking an instructional expert who can both design and support the implementation of high-quality early learning instruction across K-12 classrooms. This role blends curriculum development and instructional support to ensure that instructional materials, planning systems, and classroom practices result in measurable student outcomes.


The ideal candidate has demonstrated success improving teacher effectiveness and student achievement, while also contributing to the development of high-quality curriculum, assessments, and professional learning. This individual must be able to translate vision into practice through co-planning, modeling, coaching, and feedback, while supporting consistent implementation across campuses.

You must have the commitment, urgency, and adaptability needed to rapidly improve instructional quality and sustain excellence over time in a fast-paced environment.

WHY LA JOYA ISD

You will be joining a district that is building on a legacy of achievement while rapidly improving and creating systems to reach new heights for student outcomes. You will receive intentional, targeted support in your leadership journey and have access to the highest-quality, research-based resources and instructional materials. We are also a district focused on continuous improvement and rigorous analysis of where we need to grow and learn.

QUALIFICATIONS

Education/Certification:

• Bachelor's degree required; preferred in early learning, Education, reading curriculum or related field
• Master's degree preferred
• Valid or eligible to receive Texas Teacher Certification required; Bilingual or ESL preferred
• Evidence of completion of the Texas Teacher Reading Academy or equivalent science of reading certification preferred

Experience:

1. Minimum of three year's teaching experience preferred
2. Experience as a campus coach preferred

Special Knowledge and Skills

• Demonstrated ability to support all types of students, including students with special needs and Emergent Bilingual students
• Deep knowledge of early learning and reading instruction, including the science of reading
• Demonstrated impact on helping students learn to read
• Demonstrated ability to coach and develop other educators toward improvement
• Experience preparing high-quality, vertically aligned curricular resources
• Experience with designing and delivering professional learning for adult learners (teachers, administrators, central office staff)
• Experience supporting program design, development, implementation, and data-driven decision-making
• Knowledge of current teaching methods and educational pedagogy, as well as differentiated instruction based upon student levels.
• Knowledgeable in the physical, mental and emotional child development process
• Experience in using and interpreting data to inform decision-making processes that allow for intentional actions and lead to improved student achievement
• Exceptional interpersonal and communication skills (written and oral)
• Strong organizational and collaboration skills
• Bilingual (English/Spanish) preferred

MAJOR RESPONSIBILITIES AND DUTIES

Note: the Instructional Specialist role includes both central-office based functions like curriculum development and improvement as well as campus-based functions like coaching and PLC facilitation.


Professional Growth

• Serve as a transformational educator working to create a best-in-class learning environment.
• Participate in professional development and training to improve skills related to job assignment.
• Foster collegiality and team building among staff members.
• Provide for two-way communication with staff, students, parents, and community.
• Demonstrate professional, ethical, and responsible behavior. Serve as a role model for students.
• Commit to professional growth through active participation in reading workshops, seminars, conferences, and/or other designated professional learning.

Curriculum & Programmatic Leadership

1. Promote the expectation for high-level performance from students and recognize excellence and achievement.
2. Provides instructional leadership for Early Learning for assigned campuses and supports the implementation of evidence-based practices, instructional materials, and District initiatives.
3. Support the development, refinement, and implementation of high-quality, standards-aligned early learning curriculum.
4. Contribute to the design and maintenance of Instructional Planning Calendars (IPCs).
5. Support the development and refinement of Demonstrations of Learning (DOLs) and common assessments.
6. Ensure alignment of curriculum, instructional materials, and assessments across grade levels
7. Assist instructional staff with the implementation of high-quality instructional materials and evidenced-based Tier 1 instruction.
8. Serve as an expert in the assigned curricular area.
9. Provides leadership in the identification, evaluation, adoption, and integration of effective educational resources into the curriculum.
10. Support comprehensive program evaluations, using data to drive improvements in early learning student outcomes.
11. Analyze student performance data to inform instructional adjustments and support continuous improvement.
12. Support collaboration with District staff to ensure that all early learning programs and supports are executed at the highest level and cross-functionally.

Coaching & Training

1. Provide job-embedded support to teachers through co-planning, modeling, co-teaching, observation, and feedback.
2. Develop and implement coaching goals and coaching plans for assigned teachers.
3. Support teachers in internalizing standards, aligning instruction, and delivering rigorous, high-quality lessons.
4. Be expert in multiple coaching techniques, including but not limited to: observation and feedback, modeling, co-teaching, planning, assessing, and reflective questioning.
5. Facilitate data-informed instructional adjustments based on student performance.
6. Serve as a content and instructional resource for early learning practices.
7. Support staff growth and development through peer observation, learning walks, and effective use of planning and PLCs

Professional Learning Community (PLC's) & Professional Learning

1. Serves as a lead trainer for professional development for teachers and other district staff.
2. Support staff growth and development through peer observation, learning walks, and effective use of planning and PLCs.
3. Support and facilitate Professional Learning Communities (PLCs) focused on student outcomes and instructional improvement
4. Designs, delivers, and supports presentations for professional learning offerings as determined by instructional needs.
5. Builds capacity of campus administrators, lead teachers, and classroom teachers across the District in the area of early learning.
6. Attend, lead and participate in faculty meetings, including designated PLC and other meetings.
7. Collaborates with teachers on planning, preparing, and internalizing standards-aligned lessons.
8. Build capacity of teachers and campus leaders through ongoing support and collaboration.
9. Provide training to campuses and campus designees as requested.

Effective Feedback

1. Receive coaching and meaningful feedback.
2. Participate in campus visits to support and monitor implementation of instructional practices.
3. Provide timely, actionable feedback to teachers to improve instructional effectiveness.
4. Use observation and student data to assess instructional impact and adjust support as needed.

Culture & Climate

1. Create, cultivate and lead a culture of excellence, support, and community for all school stakeholders.
2. Support a student behavioral support system that results in positive student behavior and enhances the classroom and school climate.
3. Facilitate effective and timely resolution of conflicts.
4. Develop and maintain a school environment conducive to effective learning.
5. Enhance students' social, emotional, behavioral, and academic achievement.
6. Follow all policies, practices, and procedures that create optimal learning conditions for students with special needs in alignment with IDEA.

School or Community Relations

1. Make provisions for being available to students and parents for educational-related purposes outside the instructional day when required or requested to do so under reasonable terms.
2. Communicate with parents, families, and communities on a regular and consistent basis to ensure clear and consistent messaging to parents.
3. Engage with parents, families, and community members to increase parental involvement on the campus.
4. Demonstrate awareness of school and community needs and initiate activities to meet those needs using appropriate and effective techniques to encourage community and parent involvement.

Fiscal, Administrative, and Facilities Functions

1. Maintain accurate, complete, and correct records as required by law, district policy, and administrative regulation to accomplish instructional goals and objectives.
2. Take all necessary and reasonable precautions to protect students, equipment, materials, and facilities.
3. Compile, maintain, and file all reports, records, and other documents required including accurate and timely reports.
4. Participate in safety inspections and drills.
5. Comply with district policies, state and federal laws and regulations affecting schools.

Other duties as assigned.

WORKING CONDITIONS

Physical Demands

Typical demands of a school environment. Lifting and carrying of books, boxes, and audiovisual equipment, light (15-20 pounds), climbing, stretching, visual acuity, walking, pulling, bending, stooping, climbing stairs, reaching, pushing, sitting, kneeling, standing, and twisting, may be required to control behavior through physical restraint.


Work Environment


Primarily school-based with regular interaction with district staff, educators, students, families, and community members. Campus visits will be required as needed and as a part of ensuring program implementation with fidelity and monitoring of service delivery models. Attendance at evening or weekend events may be required. Occasional prolonged and irregular hours.

Reading, supporting instruction, demonstrating computer skills appropriate for assignment, effective communication and interpersonal skills, ability to work well with students, concentration (detailed work), interpretive skills (policy, procedure, dates), reasoning skills, understanding verbal instructions, analyzing, differentiating, memorizing, coordinating, compiling, and computing.

POSITION WORKING DAYS: 226 days

COMPENSATION: Based on the district's approved compensation plan.


The above statements are intended to describe the general nature and level of work being performed by people assigned to this job. They are not intended to be an exhaustive description of all work requirements and responsibilities, and management reserves the right to revise the job description or require that other responsibilities be performed when the job changes. Additionally, the minimum level of education notated as a requirement could be supplemented by commensurate experience and/or certification(s) or license(s) as determined by the hiring manage