Instructional Facilitator

Between $63k and $78k Per Year DOE (Depends on Experience) Position range in Tarrant County $53k - $83k Per Year Instructional Facilitator

BIRDVILLE I S D

Occupation:

Instructional Coordinators

Location:

North Richland Hills, TX - 76180 Positions available: 1 Job #: 17005613

Source:

WorkInTexas

Posted:

04/22/2026

Updated:

04/25/2026

Expires:

05/22/2026

Web Site:

WorkInTexas Onsite /

Remote:

Work onsite all of the time

Job Type:

Regular, Full Time (30 Hours or More), Permanent Employment Job Requirements and Properties Help for Job Requirements and Properties. Work Onsite Full Time Education Bachelor's Degree Experience 60 Month(s) Schedule Full Time Job Type Regular Duration Permanent Employment Public Transit Available Help for . Description Job Summary Assist campus staff in improving the quality of Tier 1 instruction; work collaboratively through PLCs to provide assistance to teachers in planning for learning, analyzing student performance data appropriately to improve instruction continuously, inform instruction for tiered interventions, and implement the district curriculum and instructional initiatives with fidelity; identify and solve instructional problems; provide on-site professional learning through coaching or modeling exemplary lessons; work in collaboration with curriculum and program coordinators to provide a seamless district-wide instructional delivery system; coordinate campus efforts to implement state-required initiatives (such as HB1416 and SB1153); and perform other duties as assigned Job Qualifications Must hold a valid Texas teaching certificate. Minimum of five years ofsuccessful teaching experience preferred. ESL Certification required; Bilingual certification preferred. Advanced degree and/or specialized training in designated areas preferred. Experience in providing professional development and/or coaching and mentoring teachers. Essential Job Duties and Responsibilities Have experience with, or a willingness to learn, to implement the core practices of Student-Centered Coaching. Facilitate Student-Centered Coaching cycles across grade levels and disciplines. Promote the successful implementation of school-based professional learning community teams, including MTSS collaborative decision-making process. Work with teachers in teams or individually to deepen content knowledge and instructional delivery skills to improve Tier 1 instruction. Partner with the principal to build a culture of coaching and confer regularly to discuss the implementation of Student-Centered Coaching and campus progress. Work with principals and teachers to ensure horizontal and vertical alignment of instructional delivery based upon the district standards-based curriculum and programs. Build trusting, respectful, and professional relationships with teachers. Provide in-class coaching by co-teaching, modeling, observing, providing feedback, and supporting the implementation of best practices/programs. Use the co-teaching movesfor Student-Centered Coaching when working in classrooms. Engage and encourage reflective dialogue within PLCs and with individual teachers. Guide teachers in the development ofstandards-based lesson plans, student tasks, common formative assessments, and the use of rubrics or progression scales to effectively examine student work/products. Use student evidence and data when co-planning lessons with teachers. Work with teachers to ensure student ownership, engagement, and choice. Collaborate with teachers to create a culture of rigor, inquiry, and reflection by probing ideas and further pressing students to explore their intellect. Provide informal support to teachers in the areas of classroom management, curriculum design, or other expressed needs. Disaggregate and analyze multiple sources of data to determine trends in student performance and growth. Establish and maintain required intervention compliance records. Assist teachers and administrators in data analysis and interpretation to measure and improve student achievement and/or program effectiveness. Monitor instructional effectiveness and student progress using district protocolsfor Tier 1 instruction and MTSS implementation. Facilitate district/campus-based high-quality professional learning. Train and collaborate with campus staff to implement a continuous improvement process for monitoring student progress and performance. Support campus efforts to implement state-required initiatives such as, but not limited to, HB1416. Establish and maintain effective communication with administrators, teachers, and other stakeholders for the purpose of enhancing student learning and progress monitoring. Assist with the development and delivery of district curriculum, instruction, and assessments as requested. Assist and confer regularly with district staff to ensure system alignment and program fidelity. Attend required training as specified for performing job responsibilities. Knowledge, Skills and Abilities Skills in organization, leadership, and time management; knowledge of methods of instruction, current issues and practices in the area of assignment, expertise in using best practices and researched-based intervention strategies for students experiencing learning difficulties; knowledge of grade-specific curriculum, district policy and school operations; ability to relate to all types of people in order to plan, present and conduct professional learning and collaborations; ability to communicate effectively in written and oral form; ability to use Eduphoria suite and other related instructional technology effectively.

Mental Demands/Physical Demands/Environmental Factors:

Tools/Equipment Used:

Standard office equipment including personal computer and peripherals

Posture:

Prolonged standing; frequent kneeling/squatting, bending/stooping, pushing/pulling, and twisting

Motion:

Frequent walking

Lifting:

Regular light lifting and carrying (up to 15 pounds)

Environment:

Work is located in office environment, workshop, and meeting settings; must have ability to move from one location to another throughout the district

Mental Demands:

Work with frequent interruptions; maintain emotional control under stress