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

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

JobID: 7424

Position Type:

Supporting - Educational Paraprofessional/Teacher Assistant

Date Posted:

5/21/2026

Location:

Leadership Academy

Closing Date:

Open Until Filled

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

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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 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.