Frontline Applicant Tracking - Mesquite ISD

Openings as of 4/24/2025
Admin - Facilitator Level

Teacher/District Bilingual ESL Lead (BEES Center)

JobID: 1298

Position Type:
  Admin - Facilitator Level/Facilitator (Elementary)


Date Posted:
  4/11/2025


Location:
  BEES Center


  Additional Information:  Show/Hide
   
Teacher Compensation Plan
Shift Type: Full-Time
Wage/Hour Status: Exempt
Reports To: Principal

The position is funded 100% through Title III and will be evaluated at the end of each year based on the success of the program and the availability of funds. 
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EMPLOYMENT BEGINS: 2025 - 2026 School Year 
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PRIMARY PURPOSE:
• To achieve and enhance standards of excellence in the instructional program in assigned curricular area as indicated in the ESSA application in planning, developing, and implementing an effective instructional program in a way that includes the best use of research findings, time, space, available technology, financial and community resources, so that student achievement will be maximized.                         
QUALIFICATIONS:
Education/Certification:
• Bachelor’s degree, with appropriate state certification in an academic field
• Master’s degree before ten years of employment
• ESL endorsement or Bilingual Certification 
SPECIAL KNOWLEDGE/SKILLS:
• Acquired experience on staff development sessions preferably related to TEKS/EBPS alignment and state assessment
• Exhibit highly effective organizational and consensus building skills
• Possess knowledge of assigned curricular area content including familiarity with multiple areas of state instructional standards
• Proficient in both oral and written English and Spanish language when assigned to a bilingual lead teacher position
• Provide knowledge base for critiquing, constructing, and utilizing multiple forms of appropriate assessment techniques in order to monitor progress, modify and adapt instruction, and set goals of EBs
• Understand of cultural diversity and show evidence of providing and delivering instruction appropriate to diverse cultures and populations, learning styles, and background experiences
• Possess knowledge base for critiquing, constructing, and utilizing multiple forms of appropriate assessment techniques to monitor progress, modify and adapt instruction, and set goals of EBs
• Exhibit effective communication skills and techniques, including verbal, nonverbal, and media communication that are sensitive to student differences and needs       
EXPERIENCE:
• Successful experience with classroom instruction through TEKS/EBPS alignment
• Demonstrated knowledge of second language acquisition for limited English proficient students
MAJOR RESPONSIBILITIES AND DUTIES:
• Assist administrators and teachers with alignment of TEKS/EBPS
• Provide supplemental support and instructional strategies for teachers working with limited English proficient students and immigrant children or youth
• Assist teachers with instructional strategies through classroom modeling, collaborative planning, and follow-up conferences
• Support teacher collaboration as a facilitator related to TEKS/EBPS alignment
• Assist in planning, organizing, coordinating, and conducting supplemental staff development workshops, training and presentations to administrators and teachers in addition to district staff development
• Establish and maintain clear communication and collaborative relationships with administrators and teachers
• Plan, organize, and provide appropriate learning experiences for teachers of limited English proficient students within the assigned area of responsibility
• Serve as consultant to Principals as to the language instructional program and make suggestions as to how to enhance instruction for students with diverse language levels
• Schedule times to monitor program /observe student performance in classrooms
• Analyze data on EB students’ testing results and utilize the results for program improvement
• Review and assist in the planning and preparation of teaching manuals, course of study bulletins, curriculum guides, resource guides, handbooks, units, etc, and make suggestions and changes to improve language instruction for EB students
• Engage in seeking updated resources and current available research on bilingual/ESL instructional practices
• Follow all policies and procedures of the MISD
SUPERVISORY RESPONSIBILITIES:
• None
WORKING CONDITIONS:
Mental Demands:
• Writing routine reports and correspondence
• Ability to meet deadlines from multiple assignment requests on a frequent basis
• Managing multiple projects, communicating effectively with all publics, and making sound decisions while maintaining emotional control
• Maintaining and displaying a positive attitude
• Expecting and reflecting the highest of expectations
Physical demands/environmental factors:
• Intermittent walking, sitting, and standing
• Occasional warehouse visits to inventory merchandise and occasional lifting, moving of up to 20 lbs.
• Travel within the district and state
• Prolonged and irregular hours
The foregoing statements describe the general purpose and responsibilities assigned to this job and are not an exhaustive list of all responsibilities, duties, and skills that may be required.




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Openings as of 4/24/2025
Admin - Facilitator Level

Counselor Facilitator - Career and Technical Education

JobID: 1177

Position Type:
  Admin - Facilitator Level/Facilitator (Secondary)


Date Posted:
  3/31/2025


Location:
  Teaching & Learning


  Additional Information:  Show/Hide
Professional Compensation Plan (212 Days)
Salary Range: $ 72,638 - $ 86,577 per/Year
Shift Type: Full-Time
Wage/Hour Status: Exempt
Reports To: Director – Career & Technical Education
 
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EMPLOYMENT BEGINS: As soon as possible 
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PRIMARY PURPOSE:
• Assist counselors in expanding and delivering student post-secondary options in the workforce, military, and college readiness fields.
QUALIFICATIONS: Counselor Certification Required
Education/Certification:
• Master’s Degree
• Teaching Certificate
• Counseling Certificate
• Vocational Counseling Certificate and/or teaching experience in the field of career and technical education
SPECIAL KNOWLEDGE/SKILLS:
• Understanding of scheduling/registration processes for secondary and post-secondary levels
• Knowledge of HB 5 and requirements for graduation
• Effective communication skills, both written and verbal, tailored to diverse audiences
• Strong listening and reading comprehension abilities
• Appreciation for Career and Technical Education opportunities in public school systems
• Exceptional organizational and consensus-building skills
EXPERIENCE:
• -
MAJOR RESPONSIBILITIES AND DUTIES:
 
• Collaborate with middle and high school counselors on CTE matters and ensure compliance with HB 5 graduation requirements
• Serve as a liaison between the CTE administrative team, campus counselors, and academic deans
• Manage CTE dual credit processes
• Maintain relationships with post-secondary institutions and agencies offering career programs
• Participate in advisory board meetings related to CTE Dual Credit programs
• Ensure alignment between CTE courses and district standards, particularly concerning TSI, dual credit, and enrollment
• Update and maintain the district's CTE dual credit offerings database, ensuring consistency with Dallas College's Schedule B
• Provide high school and career planning guidance to students when requested
• Promote college and career readiness initiatives across elementary and secondary campuses; support integration of these activities into curricula
• Collaborate with the Career & Technical Education Department and school counselors to deliver career counseling activities, materials, workshops, and events
• Develop and distribute materials focusing on career interest selection, career pathways, and relevant high school courses
• Assist in coordinating the matrix process for cross-entity CTE courses
• Serve as liaison between CTE and Special Education
• Monitor and input PEIMS data to ensure accurate coding for all CTE-related areas (e.g., IBCs, Pregnancy Related Services, DAEP)
• Research and attend conferences related to assigned responsibilities
• Facilitate student transitions from work-based learning to post-secondary activities
• Assist with middle school academic counselor meetings
• Assist with developing professional learning opportunities for high school counselors based on interest surveys
• Establish a consistent timeline of events for CTE counselors throughout the academic year
• Conduct professional development sessions for CTE teachers on programs of study, recruitment strategies, and action plans from 7th grade onward
SUPERVISORY RESPONSIBILITIES:
• -
WORKING CONDITIONS:
Mental Demands:
• Compose routine reports and correspondence
• Meet multiple assignment deadlines regularly
• Manage multiple projects, communicate effectively with diverse groups, and make sound decisions while maintaining emotional control
• Maintain and display a positive attitude
• Uphold high expectations consistently
Physical demands/environmental factors:
• Intermittent walking, sitting, and standing
• Occasional visits to warehouses for inventory purposes; occasional lifting and moving of items up to 20 lbs.
• Travel within the district and state
• Extended and irregular working hours
The foregoing statements describe the general purpose and responsibilities assigned to this job and are not an exhaustive list of all responsibilities, duties, and skills that may be required.




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