Curriculum Designer 1, Tiered Support (Multiple Positions)

Location: Hattie Mae White \n\nDepartment: Counseling, Curriculum Design \u0026 Assess \n\nArea:District Wide \n\nContract Months:12 \n\nSalary Range: $90,000.00 \u2013 $110,000.00 \n\nAcademic Year: 26-27 \n\n## JOB SUMMARY\n\nThe Curriculum Designer 1, Tiered Support is responsible for developing high-quality Tier I and coherent intervention curriculum materials aligned to the Texas Essential Knowledge and Skills (TEKS) for English Language Arts and Reading and Mathematics, with a focus on supporting equitable access to grade-level content. This role includes writing teacher-facing lessons, slide decks with guidance for implementation, Demonstrations of Learning DOL), scaffolded student activities, and differentiated supports built directly from daily learning objectives. A key responsibility is designing scaffolds that enable students-particularly SPED inclusion students and students needing and learners in the lowest achievement quintile-to successfully access the Tier I lesson. The designer will also create professional development to support teachers with the enhancement, which frontloads essential content knowledge to prepare students for the following day\u0027s Tier 1 instruction. This role will also support with professional development creation for implementation for campus leaders and teachers.\n\n## MAJOR DUTIES \u0026 RESPONSIBILITIES\n\n1\\. Tiered Support is responsible for developing high-quality Tier 1 and coherent intervention curriculum materials aligned to the Texas Essential Knowledge and Skills (TEKS) for English Language Arts and Reading and Mathematics, with a focus on supporting equitable access to grade-level content. \n2\\. This role includes writing teacher-facing lessons, slide decks with guidance for implementation, Demonstrations of Leaming (DOL), scaffolded student activities, and differentiated supports built directly from daily learning objectives.\n\n## MAJOR DUTIES \u0026 RESPONSIBILITIES CONTINUED\n\n3\\. A key responsibility is designing scaffolds that enable students-particularly SPED inclusion students and students needing and learners in the lowest achievement quintile-to successfully access the Tier I lesson. The designer will also create professional development to support teachers with the enhancement, which frontloads essential content knowledge to prepare students for the following day\u0027s Tier 1 instruction \n4\\. This role will also support professional development creation for implementation for campus leaders and teachers. \n5\\. Other duties as assigned.\n\n## EDUCATION\n\nBachelor\u0027s Degree\n\n## WORK EXPERIENCE\n\n3 Years Teaching Experience _\n\n## SKILL AND/OR REQUIRED LICENSING/CERTIFICATION\n\nOffice equipment (e.g., computer, copier)\n\n## LEADERSHIP RESPONSIBILITIES\n\nWork Leadership. Regularly provides project management or team leadership to a group of two or more employees but does not have formal supervisory responsibility. Leading and directing is restricted to monitoring work and providing guidance on escalated issues. Most of work time is spent performing many of the same duties they are leading.\n\n## WORK COMPLEXITY/INDEPENDENT JUDGMENT\n\nWork is substantially complex, varied and regularly requires the selection and application of technical and detailed guidelines. Independent judgment is required to identify, select, and apply the most appropriate methods as well as interpret precedent. Position regularly makes recommendations to management on areas of significance to the department. Supervision received typically consists of providing direction on the more complex projects and new job duties and priorities.\n\n## BUDGET AUTHORITY\n\nNo budget development activity is required.\n\n## PROBLEM SOLVING\n\nDecisions are made on both routine and non-routine matters with some latitude but are still subject to approval. Job is occasionally expected to recommend new solutions to problems and improve existing methods or generate new ideas.\n\n## IMPACT OF DECISIONS\n\nDecisions have minor, small and possibly incremental impact on the department or facility. Errors are usually discovered in succeeding operations where most of the work is verified or checked and is normally confined to a single department or phase of the organizational activities resulting in brief inconvenience.\n\n## COMMUNICATION/INTERACTIONS\n\nCollaborate and solve problems - works with others to resolve problems, clarify, or interpret complex \ninformation/policies, and provide initial screening/negotiations without approval authority. Interactions are typically with customers, senior level professional staff, and managers.\n\n## CUSTOMER RELATIONSHIPS\n\nTakes routine or required customer actions to meet customer needs. Responds promptly and accurately to customer complaints, inquiries and requests for information and coordinates appropriate follow-up. May handle escalated issues passed on from coworkers or subordinates.\n\n## WORKING/ENVIRONMENTAL CONDITIONS\n\nWork is normally performed in a typical interior work environment which does not subject the employee to any hazardous or unpleasant elements. \nLight Carrying / Lifting: Physically transporting, raising items from a lower to a higher position, or moving objects horizontally weighing less than 15 pounds from one location to another. \nSitting: Particularly for sustained periods of time. \nWalking: Moving about on foot, particularly for long distances. \nVisual Requirement: Computer use, presentations, development of deliverables.\n\nHouston Independent School District is an equal opportunity employer. \n