Teacher - Science - Int - LTaC - SCE *2026-2027 School Year*
Klein Independent School District, Klein, TX, United States
Teacher - Science - Int - LTaC - SCE 2026-2027 School Year
Position Type: Intermediate Teachers / Teacher - Science - Int - LTaC - SCE
Date Posted: 4/22/2026
Date Available: 08/03/2026
Closing Date: 05/06/2026
Stipend Amount
$7500 ($12000 at Klein Forest Family of Schools)
Stipend Funding
Funding for this stipend is based on the Strategic Staffing review process and is contingent on yearly review of supplemental programming. This stipend is executed in 24 regular payments throughout the applicable school year.
Stipend Purpose Summary
This stipend is an addendum to the PK-12 Teacher Job Description. The Specialist Lead Teacher and Coach is responsible for leading the professional learning community (PLC), coaching teachers, coordinating student intervention and, if applicable, hosting a yearlong Teacher Resident in the assigned subject area/grade level.
Key Stipend Duties and Responsibilities
Provide content expertise to administrators, instructional specialists, teachers and/or support staff on the design and delivery of district curriculum and interventions that are aligned to the TEKS.
Design and facilitate targeted professional learning to strengthen the skills and abilities of teaching personnel in the effective and efficient delivery and application of strong instructional practices for students.
Assist in the planning, scheduling, and implementation of campus core content, personalized and digital learning professional development classes, workshops, and conferences.
Regular attendance and participation in district-provided training and coaching PLC.
Schedule, perform and document coaching cycles that includes an observation, feedback, and follow up using district resources and guidance under the direction of campus administration.
Consistently provide a model classroom environment for observation by teacher residents and other teachers in any grade level/subject area.
Actively model strategies in assigned teacher classrooms as needed.
Facilitate assigned course content PLCs with a focus on high expectations and collaboration, coordinating meetings and aligning activities with educational goals.
Guide curriculum application and lesson planning with an emphasis on differentiated instruction and clear learning outcomes.
Lead in setting and reviewing specific measurable goals aligned to campus and district goals, using data to drive instructional adjustments and student support strategies.
Enhance teacher effectiveness through targeted professional development, promoting reflection and data-informed teaching practices.
Incorporate and apply campus-directed assigned course content PLC activities as assigned.
Leads the course content area assigned PLC to utilize a data protocol in which they analyze their own classroom data, reflect on instruction, identify students by TEKS that will require reteach or extension, and progress monitor student growth.
Provide push-in support within the subject area/grade level team to support small group instruction, including directly pulling and running small groups as needed.
Facilitate intervention groups and assist teams with planning intervention groups as needed.
Provide guidance and support through mentorship to Teacher Residents, including without limitation modeling effective instructional practices, coaching, and providing timely, constructive feedback to foster skill development.
Co‑plan and deliver effective instruction, creating a supportive classroom environment where Teacher Residents are encouraged to take risks and reflect daily. Include Teacher Residents in planning sessions and ensure they have access to necessary materials and support.
Observe Teacher Residents and provide specific, actionable feedback, and implementation support to enhance their impact on student achievement. Establish regular one‑on‑one planning and feedback sessions to ensure continuous development.
Participate in required governance meetings, orientations, and training, and fulfill all documentation and feedback requests promptly including, without limitation, submitting artifacts for the Teacher Resident’s portfolio and ensuring all program requirements are met efficiently.
Eligibility Qualifications
Knowledge of subject matter being taught.
At least 3 years of proficient and above teaching performance and experience as indicated by current and previous evaluations at the time of assignment (TIA designated teachers preferred if possible).
Valid teaching certificate in the certification area in which the teacher candidate is being certified with at least one year in the current grade level/subject area.
Prior evidence of high‑progress student outcomes in the relevant subjects.
Program Evaluation Expectations
Increase in overall teacher performance for assigned coaching load as measured by campus coaching trackers and T‑TESS observations/walkthroughs.
Increase the percentage of students meeting the growth measure on MAP and QSEs annually in assigned grade level/subject area.
Increase in PLC performance as measured by the district PLC observation tool.
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Position Type: Intermediate Teachers / Teacher - Science - Int - LTaC - SCE
Date Posted: 4/22/2026
Date Available: 08/03/2026
Closing Date: 05/06/2026
Stipend Amount
$7500 ($12000 at Klein Forest Family of Schools)
Stipend Funding
Funding for this stipend is based on the Strategic Staffing review process and is contingent on yearly review of supplemental programming. This stipend is executed in 24 regular payments throughout the applicable school year.
Stipend Purpose Summary
This stipend is an addendum to the PK-12 Teacher Job Description. The Specialist Lead Teacher and Coach is responsible for leading the professional learning community (PLC), coaching teachers, coordinating student intervention and, if applicable, hosting a yearlong Teacher Resident in the assigned subject area/grade level.
Key Stipend Duties and Responsibilities
Provide content expertise to administrators, instructional specialists, teachers and/or support staff on the design and delivery of district curriculum and interventions that are aligned to the TEKS.
Design and facilitate targeted professional learning to strengthen the skills and abilities of teaching personnel in the effective and efficient delivery and application of strong instructional practices for students.
Assist in the planning, scheduling, and implementation of campus core content, personalized and digital learning professional development classes, workshops, and conferences.
Regular attendance and participation in district-provided training and coaching PLC.
Schedule, perform and document coaching cycles that includes an observation, feedback, and follow up using district resources and guidance under the direction of campus administration.
Consistently provide a model classroom environment for observation by teacher residents and other teachers in any grade level/subject area.
Actively model strategies in assigned teacher classrooms as needed.
Facilitate assigned course content PLCs with a focus on high expectations and collaboration, coordinating meetings and aligning activities with educational goals.
Guide curriculum application and lesson planning with an emphasis on differentiated instruction and clear learning outcomes.
Lead in setting and reviewing specific measurable goals aligned to campus and district goals, using data to drive instructional adjustments and student support strategies.
Enhance teacher effectiveness through targeted professional development, promoting reflection and data-informed teaching practices.
Incorporate and apply campus-directed assigned course content PLC activities as assigned.
Leads the course content area assigned PLC to utilize a data protocol in which they analyze their own classroom data, reflect on instruction, identify students by TEKS that will require reteach or extension, and progress monitor student growth.
Provide push-in support within the subject area/grade level team to support small group instruction, including directly pulling and running small groups as needed.
Facilitate intervention groups and assist teams with planning intervention groups as needed.
Provide guidance and support through mentorship to Teacher Residents, including without limitation modeling effective instructional practices, coaching, and providing timely, constructive feedback to foster skill development.
Co‑plan and deliver effective instruction, creating a supportive classroom environment where Teacher Residents are encouraged to take risks and reflect daily. Include Teacher Residents in planning sessions and ensure they have access to necessary materials and support.
Observe Teacher Residents and provide specific, actionable feedback, and implementation support to enhance their impact on student achievement. Establish regular one‑on‑one planning and feedback sessions to ensure continuous development.
Participate in required governance meetings, orientations, and training, and fulfill all documentation and feedback requests promptly including, without limitation, submitting artifacts for the Teacher Resident’s portfolio and ensuring all program requirements are met efficiently.
Eligibility Qualifications
Knowledge of subject matter being taught.
At least 3 years of proficient and above teaching performance and experience as indicated by current and previous evaluations at the time of assignment (TIA designated teachers preferred if possible).
Valid teaching certificate in the certification area in which the teacher candidate is being certified with at least one year in the current grade level/subject area.
Prior evidence of high‑progress student outcomes in the relevant subjects.
Program Evaluation Expectations
Increase in overall teacher performance for assigned coaching load as measured by campus coaching trackers and T‑TESS observations/walkthroughs.
Increase the percentage of students meeting the growth measure on MAP and QSEs annually in assigned grade level/subject area.
Increase in PLC performance as measured by the district PLC observation tool.
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