Teacher Assistant IV/ Literacy First Program (Leadership Academy Network)

Openings as of 5/26/2026. SELECT OPTIONS UNDER GO below for ADVANCED SEARCHING OPTIONS. Teacher Assistant IV/ Literacy First Program (Leadership Academy Network) JobID: 7424 Position Type: Supporting - Educational Paraprofessional/ Teacher Assistant Date Posted: 5/21/2026 Teacher Assistant IV/ Literacy First Program (Leadership Academy Network) Reports to: Literacy First Director – Leadership Academy Network Pay Grade: 604 PCN: 25092 and 25093 Days: 183 Salary Range:$27,084 - $32,618 Position Purpose Under direct supervision of a certified staff member, assists certified instructional staff and Literacy First Director with students in the classroom to meet instructional goals and objectives. Assist certified campus professional employees from non-professional duties to enable them to contribute to other aspects of the educational program. Provides advanced literacy intervention and instructional support through data-driven decision-making, coaching support, and leadership of program implementation. Serves as a lead support for Literacy First programming by modeling instruction, supporting data analysis, and ensuring fidelity across campus systems. Collaborate with campus staff to ensure effective program implementation and positive student engagement.

ESSENTIAL JOB FUNCTIONS

Provide one-on-one and small group literacy tutoring to assigned students using Literacy First curriculum Deliver differentiated, data-driven instruction based on student performance and progress monitoring data Analyze student data, assessments, and instructional outcomes to adjust instruction and support accelerated growth Administer assessments and ensure accuracy and consistency of progress monitoring and data collection Support implementation of the Literacy First program by modeling instructional practices and reinforcing program fidelity Assist colleagues with lesson implementation, materials, and instructional strategies Support onboarding and development of Literacy First staff through collaboration and modeling Monitor and support data accuracy, documentation, and use of Literacy First resources Assist in coordinating caseloads and scheduling to ensure effective program delivery Support preparation for data meetings, caseload reviews, and benchmarking processes Participate in data discussions and contribute to instructional planning and student outcomes Collaborate with campus staff and leadership to support program alignment and student success Maintain a structured, safe, and supportive learning environment and model effective classroom management practices Follow all safety procedures and ensure compliance with program and district expectations Attend and support delivery of training and professional development Maintain confidentiality of student and staff information Safety Follows established safety procedures and techniques to perform job duties, including lifting and climbing; operates tools and equipment according to established safety procedures Corrects unsafe conditions in the work area and promptly reports any conditions that are not immediately correctable to the supervisor Supervisory Responsibilities None Personal Work Relationships All Fort Worth ISD employees must maintain a commitment to the District's mission, vision, and strategic goals Exhibits high professionalism, standards of conduct and work ethic Demonstrates high quality customer service; builds rapport/relationship with the consumer Demonstrates cultural competence in interactions with others; is respectful of co-workers; communicates and acts as a team player; promotes teamwork; responds and acts appropriately in confrontational situations Other Duties as Assigned Performs all job-related duties as assigned and in accordance with Board rules, policies and regulations.All employees are expected to comply with lawful directives in rare situations driven by need where team effort is required Knowledge, Skills & Abilities ? Knowledge of student progress monitoring systems and data collection practices Knowledge of foundational literacy development, including phonics, fluency, and early reading intervention strategies Skill in analyzing student data and using results to inform instruction Skill in modeling instructional practices and supporting others in implementation Skill in organization, documentation, and maintaining accurate records Skill in communication and collaboration with diverse stakeholders Ability to deliver differentiated instruction based on student needs Ability to support and guide other staff in instructional practices and program expectations Ability to interpret and communicate student performance data Ability to manage multiple responsibilities and prioritize effectively Ability to build strong, supportive relationships with students and staff Ability to work independently and exercise judgment within established guidelines Ability to maintain confidentiality and professionalism Ability to receive and apply feedback while supporting continuous improvement Travel Requirements Travels to school district buildings and professional meetings as required Physical & Mental Demands, Work Hazards Tools/Equipment Used: Standard office equipment, including computer and peripherals; standard instructional equipment Posture: Prolonged sitting and standing; occasional stooping, squatting, kneeling, bending, pushing/pulling, crouching, crawling, and twisting Motion: Frequent repetitive hand motions, including keyboarding and use of mouse; occasional reaching; frequent use of hands for fine manipulation, handle or feel with hands and arms; frequent walking and climbing stairs Lifting: Occasional light lifting and carrying (less than 20 pounds); may require frequent heavy lifting (45 pounds or more) and positioning of students with physical disabilities, control behavior through physical restraint, assist non-ambulatory students, and lift/move adaptive equipment Exerting: Frequently 10-25 pounds of force to move objects; occasionally 20-50 pounds Environment: Works in an office setting; frequent talking and listening; may require occasional irregular and/or prolonged hours Attendance: Regular and punctual attendance at the worksite is required for this position Mental Demands: Maintains emotional control under stress; works with frequent interruptions Minimum Required Qualifications Education: Accredited High School diploma, GED, or Texas Certificate of High School Equivalency required Experience: Three years' experience working with children in a K-12 setting Language: Bilingual (English/Spanish) preferred in some settings This is a grant-funded position and is contingent on availability of funds. This document is intended to describe the general nature and level of work being performed by people assigned to this job and is not an exhaustive list of all responsibilities and duties that may be assigned or skills that may be required. Postings current as of 5/26/2026 2:39:42 AM CST. Powered by applicant tracking, a product of Frontline Education. #J-18808-Ljbffr Fort Worth ISD