Specialist, Campus Academic Elementary-Accelerating Campus Excellence (ACE) Campus (2026-2027 School Year)

DAYS PER YEAR: 226

MIN: $75,837

MID: $91,370

(Based on 2025-2026 Pay Scale)

JOB TITLE:  Campus Academic Specialist – Accelerating Campus Excellence (ACE) Campus (2026-2027 School Year) 

REPORTS TO:  Principal on Special Assignment – ACE Campus 

WAGE/HOUR STATUS:  Exempt 

PAY GRADE:  AI 1 

ACE STIPEND:  $5,000 Annual ACE Instructional Support Stipend (in accordance with the District ACE Compensation Plan) 

PRIMARY PURPOSE

The Campus Academic Specialist – Accelerating Campus Excellence (ACE) Campus supports the implementation of the Accelerating Campus Excellence (ACE) instructional model by strengthening teacher effectiveness and improving student achievement through instructional coaching, data analysis, and professional learning. The Campus Academic Specialist provides individualized coaching, feedback, and professional development to teachers while working closely with campus leadership to ensure high-quality instructional practices are implemented with fidelity.  This role supports the continuous cycle of instructional planning, observation, feedback, and improvement that is essential to the ACE campus turnaround model. The Campus Academic Specialist collaborates with instructional specialists, campus administrators, and teachers to analyze student performance data, develop professional learning plans, and monitor the impact of instructional practices on student outcomes. 

All employees of Spring ISD are expected to act with integrity, support organizational goals, communicate in a clear and respectful manner, champion the needs of our students, and drive continuous improvement. 

QUALIFICATIONS

Required

• Bachelor’s degree from an accredited college or university
• Valid Texas teaching certificate
• Minimum of five (5) years of job-related teaching or instructional experience

Preferred 

• Master’s degree in Curriculum and Instruction, Educational Leadership, or related field
• Three (3) years of administrative or instructional leadership experience
• Two (2) years of experience in instructional coaching, teacher evaluation, or professional learning development
• Experience working in high-needs or school turnaround environments

SPECIAL KNOWLEDGE / SKILLS 

• Strong knowledge of curriculum, instruction, and research-based teaching strategies
• Knowledge of effective coaching practices that improve teacher performance
• Ability to analyze student achievement data to guide instructional improvement
• Strong organizational, leadership, communication, and interpersonal skills
• Ability to support teachers in implementing effective instructional strategies
• Knowledge of professional learning systems and teacher development practices
• Ability to facilitate Professional Learning Communities (PLCs) and collaborative planning
• Ability to build strong professional relationships with teachers and campusleadership 
• Ability to evaluate instructional practices and provide meaningful feedback

MAJOR RESPONSIBILITIES AND DUTIES

Instructional Coaching and Teacher Development 

• Observe classroom instruction and provide formative feedback to teachers on instructional strengths and areas for growth.
• Provide individualized coaching to teachers to strengthen instructional practices and improve student learning outcomes.
• Support teachers in implementing research-based instructional strategies aligned to district curriculum and state standards.
• Assist teachers in identifying instructional priorities and developing professional growth goals.
• Monitor teacher implementation of new instructional strategies and adjust coaching support as needed.

Data Analysis and Instructional Improvement 

• Work with campusleadership and teachers to review student performance data and identify areas for instructional improvement. 
• Assist teachers in analyzing student achievement data to guide lesson planning and intervention strategies.
• Support the development and implementation of instructional improvement plans aligned to campus 
• Monitor the impact of instructional changes on student learning outcomes.

Professional Learning and Campus Collaboration 

• Facilitate and support Professional Learning Communities (PLCs) focused on improving instructional practices and student outcomes.
• Lead group professional learning sessions designed to strengthen teacher effectiveness.
• Collaborate with instructional specialists and campusleadership to align professional development with campus instructional priorities. 
• Support campusinstructional leadership teams in implementing the ACE instructional framework. 

Instructional Leadership Support 

• Partner with the campusprincipal to align teacher development priorities with campus improvement goals. 
• Provide instructional feedback that informs teacher appraisal and development processes.
• Support the development of professional learning plans based on teacher and campus 
• Coordinate and support academic programs designed to strengthen student achievement, including summer academic programs when applicable.

Professional Responsibilities 

• Maintain professionalism in conduct, communication, and work ethic.
• Maintain accurate records related to teacher coaching, instructional feedback, and teacher development.
• Participate in district and campusprofessional development opportunities to remain current in best instructional practices. 
• Participate in all required professional development and training, which may occur within or outside the regular instructional day or employee work calendar as part of the ACE instructional model.
• Adhere to the Texas Education Code of Ethics and district policies.
• Perform all other duties as assigned by campus 

WORKING CONDITIONS 

The usual and customary methods of performing the job’s functions require the following physical demands: physical mobility, standing, prolonged sitting, some lifting, carrying, pushing, and/or pulling. This position may require travel within the district and statewide. 

Mental demands include the ability to solve problems and deal with a variety of situations; interpret and analyze data; interpret state and district policy; apply knowledge of current educational research and theory; communicate effectively both orally and in writing; and maintain emotional control under stress. 

The position may require participation in professional development, collaborative planning sessions, and instructional meetings beyond the standard school day as part of the ACE instructional model. 

DISCLAIMER

The foregoing statements describe the general purpose and responsibilities assigned to this job and are not an exhaustive list of all responsibilities and duties that may be assigned or skills that may be required. 

SPECIAL FUNDING 

This position may be funded by federal and/or state grants. Employment is expressly conditioned on the availability of full funding for the position. If full funding becomes unavailable, employment may be subject to termination, nonrenewal, or reassignment as applicable. 

Additionally, if full funding becomes unavailable, the employee may apply and be interviewed for vacant positions provided they meet the requirements for the position.