2026-2027 Master Teacher - Early Childhood

2026-2027 Master Teacher - Early Childhood Job Information Job Title: Master Teacher Wage/Hour Status: Exempt Reports to: Curriculum Director / Campus Principal Pay Grade: Teacher Scale+ $10,000 Stipend Days: 210 Dept./School: Assigned Campus School District: South San Antonio Independent School District Primary Purpose The Master Teacher is a key instructional leader on campus responsible for improving teacher effectiveness, supporting student academic growth, and driving continuous school improvement through data‑driven decision making, coaching, and professional development. As a member of the Executive Cabinet and campus/district academic leadership teams, the Master Teacher leads initiatives that promote high‑quality instruction, excellence, and a collaborative professional culture. Qualifications: Education / Certification Master’s Degree from an accredited university/college preferred Valid Texas Teacher Certification Candidate must have satisfactory outcome of fingerprinting background check. Non‑refundable fee (approximately $50.00) paid by the employee Special Knowledge / Skills Knowledge of curriculum design and implementation Skilled in coaching, observation, and delivering high‑quality feedback Ability to interpret data, evaluate instructional programs, and teaching effectiveness to drive instructional decisions Ability to develop and deliver training to adult learners Strong organizational, communication, leadership, and interpersonal skills Expertise in standards‑based instruction, curriculum, and assessment Committed to reflection, high expectations, and continuous improvement Experience 3 years teaching experience in subject area assigned Major Responsibilities and Duties Instructional Leadership & Strategic Planning Participate in TAP Summer Institute (TSI) to establish instructional priorities, growth goals, and monitoring systems aligned to school improvement plans. Collaborate with campus leadership to maximize instructional time, resources, and impact on student achievement. Serve as an active member of the Executive Cabinet, SALT (School Academic Leadership Team), and DALT (District Academic Leadership Team). Model the district’s "One Team, One Voice" vision through actions, relationships, and decision‑making. Actively supports campus and district initiatives and events. Coaching, Walkthroughs, & Feedback (NIET Rubric‑Aligned) Ensure all teachers develop and monitor Individual Growth Plans (IGPs), reviewing progress a minimum of three times per year in collaboration with administrators. Conduct weekly classroom walkthroughs for assigned teachers and formal observations as needed. Provide specific, actionable feedback during post‑conferences with career and mentor teachers, aligned to instructional goals and refinement areas. Support the development and growth of Tier 2 and Tier 3 teachers through coaching and targeted intervention strategies. Facilitate coaching cycles including modeling, co‑teaching, and real‑time feedback. Data Monitoring, Analysis & Communication Develop, implement, and monitor the campus‑wide Progress Monitoring Tool, ensuring continuous data population and analysis through district approved data trackers. Collaborate on the development of the campus assessment calendar and the creation of standards‑aligned assessments and exemplars. Possess strong knowledge and comprehensive understanding of the State and Federal Accountability Systems. Lead data conversations to identify instructional strengths and growth areas at the teacher, team, and school level. Present actionable data and progress monitoring artifacts during Executive Cabinet, SALT, and grade‑level planning meetings. Professional Development Design and maintain the Cluster Long Range Plan (LRP) and Cluster Meeting Records (CMRs) aligned to teacher/student needs and district priorities. Monitor effectiveness of cluster meetings and recommend adjustments based on performance data and team input. Maintain accurate records of all cluster documents, sign‑ins, attendance logs, and make‑up session participation. Actively participates in coaching sessions with district leadership. Model effective instructional practices in a master classroom that support student growth. Models best practices in teaching and learning for other educators to emulate. Instructional Facilitation & Planning Ensure all instructional plans align with district planning protocols and are accessible in a shared digital format. Actively participate in team planning and provide written/oral feedback to ensure alignment to TEKS and instructional expectations. Use student formative and summative data to inform planning and ensure evidence‑based decision‑making. Serve as a resource to teachers by providing research‑based strategies, tools, and instructional materials. Lead curriculum planning based on strong understanding and implementation of district curriculum and resources. Professional Growth & Reflection Develop a personal IGP based on feedback, school improvement goals, and self‑assessment. Engage in ongoing professional learning to enhance facilitation and coaching with adult learners. Reflect regularly on the effectiveness of assigned responsibilities and assess impact on teacher and student growth. Monitor and reflect on teacher and student growth over time to inform professional practice and strategy adjustment. Lead and model a culture of continuous improvement by challenging the status quo and facilitating data‑driven, courageous conversations. Advocate for student‑centered decision‑making, ensuring all actions are aligned with high expectations, excellence, and student success. Develops and maintains strong relationships with students, parents, colleagues, and campus/district administrators. Other Additional duties as assigned Compile, maintain, and file all reports, records, and other documents required Comply with policies established by federal and state law, State Board of Education rule, and local board policy Follow district safety protocols and emergency procedures Supervisory Responsibilities None Working Conditions Mental Demands / Physical Demands / Environmental Factors Tools/Equipment Used: Personal computer and peripherals; standard instructional equipment; [P.E. teachers: automated external defibrillator (AED)] Move small stacks of textbooks, media equipment, desks, and other classroom equipment. Posture: Prolonged standing/walking; frequent kneeling/squatting, bending/stooping, pushing/pulling, and twisting Motion: Frequent walking, Sensory ability needs - significant; hearing, near vision, peripheral vision color discrimination, depth perception Lifting: Regular light lifting and carrying (less than 15 pounds); may lift and move textbooks and classroom equipment Environment: Work inside, may work outside; regular exposure to noise, frequent cold and heat Mental Demands: Maintain emotional control under stress; work prolonged or irregular hours, Frequent district wide travel Work Environment: Work is performed in a school environment; frequent meetings and classroom visits required. May occasionally work evenings or weekends to support campus events or district initiatives. Application Deadline Letter of interest by deadline with online application. A current resume stating applicant’s education and experience by deadline with online application. A completed online Professional Application must be on file in the Human Resources by until filled. Not all applicants will be interviewed. Your resume, letter of interest, and other available information will be considered in the screening process.

AN EQUAL OPPORTUNITY EMPLOYER

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. #J-18808-Ljbffr Young World Physical Education