Teacher Resident 2026 - 2027

JOB DESCRIPTION POSITION: TEACHER RESIDENT LOCATION: DESIGNATED CAMPUS JOB QUALIFICATIONS: Education/Certification:

• Enrolled in the Texas A&M-Central Texas Educator Preparation Program, working towards a teaching certificate

Special Knowledge and Skills:

• Strong work ethic, coachable, with willingness to implement next steps, and a belief that all students can achieve.
• Demonstrated effectiveness working with people who have differing cultural backgrounds and/or personal characteristics, including race, religion, gender, sexual orientation, or economic differences.
• Knowledge of subject matter being taught JOB DESCRIPTION: The teacher resident (TR) is a student who participates in a paid year-long clinical experience under the guidance of a highly effective Host Teacher (HT). A resident observes and learns on the job in preparation for a teaching career while earning a degree. They will work full- time, alongside the HT. TRs are actively engaged in all elements of the classroom from the very beginning of the residency year. The TR will gradually assume greater responsibilities throughout the residency year as outlined in the EPP Coaching Guide. Compensated roles must not compromise learning goals prescribed by Texas A&M-Central Texas for the TR. Typical responsibilities include learning while:
• Co-planning and co-teaching with HT and other team members, leading small group instruction, leading instruction without the HT present as agreed upon by the district and University partnership (with planning support from HT)
• Attending professional development prior to the start of the school year and any that is on-going throughout the school year
• Participating in team planning, Professional Learning Communities, school-based professional development, campus faculty meetings, and meetings with their Intern Supervisor.
• Working with the HT to monitor and improve instruction with formative and summative assessments, grading, data analysis, and rubrics to identify next steps
• Adapting and improving high-standards with differentiation-ready lesson plans that motivate strong student learning, after learning to deliver such lessons prepared by the HT and/or experienced team members
• Managing procedures, supervising students, and developing students' social-emotional skills during transitions, lunch, recess, assemblies, and other activities, and while team teachers plan or deliver instruction
• Embracing feedback from HTs and the Intern Supervisor before, during, and after informal and formal observations
• Taking responsibility for other non-instructional duties as assigned by the HT DUTIES AND RESPONSIBILITIES: (while learning from HT and collaborating with team; may vary) Classroom and School Environment-Yearlong
• Identify and address individual students' social, emotional, and behavioral learning needs and barriers
• Hold students accountable for ambitious, measurable, high expectations of behavior and engagement
• Contribute to a culture of respect, enthusiasm, and rapport
• Manage student behavior during transitions and less structured time (such as recess, lunch)
• Monitor independent work time in classroom while teacher provides instruction
• Identify and suggest ways to engage students in a physical/virtual classroom that includes technology Planning and Preparation-Progressively Doing More
• Co-Plan with HT and team
• Ensure a high-standards, differentiation-ready curriculum
• Plan backward to align all lessons, activities, and assessments with high- expectation standards & curriculum
• Implement and suggest improvements to instruction that develop higher-order thinking skills and is personalized, reflecting the levels and interests of individual students
• Implement and suggest improvements to assessments that accurately assess student progress Instruction-Progressively Doing More
• Provide small-group instruction under the direction and using tools/rubrics of the HT and team
• Supervise student skills practice, projects, and digital learning
• Co-Teach with HT
• Lead whole-group instruction
• Participate in instructional planning, data review, and improvement during the year
• Full Teach Schedule includes a minimum of 3 weeks of full-teach in the fall semester and 3 weeks of full-teach in the spring semester.

Professional Responsibilities

• Solicit and willingly receive feedback from HT, Campus Administration, Field Supervisor, and team members to improve professional skills

• Meet with HT to ensure alignment of instructional vision and delivery in all classrooms and to troubleshoot students' persistent learning challenges

• Collaborate with other grade-level team members

• Participate in professional development opportunities at school OTHER INFORMATION: Hours:

• Residents will report on the first district day and all dates set by the district calendar.

• Paid Residents will attend KISD Monday - Friday except during the university semester schedule when required to attend classes. During the required semester schedule they will report to KISD Tuesday - Friday and attend classes on Monday.

• Residents are required to participate in all professional development specified by the district and campus. ie. campus staffing meetings

• In the event of an absence, the TR will notify the Host teacher via email and text/call.

Mental & Physical Demands/Environmental Factors: Effective communication skills and the ability to maintain emotional control under stress. Occasional lifting, pushing, pulling of 40+ lbs.

Post-Certification

• Priority hiring opportunities
• Two-year commitment to KISD If a resident is unable to fulfill their teaching commitment, the district will review the circumstance on a case by case basis. Reports to: Host Teacher, Campus Administrator, and Field Supervisor

By signing below, I am committing to fulfill my responsibilities as a Teacher Resident for the___ school year in KISD from ____to _.

I have received a copy of the job description for my position. Date____

_________ Employee Name (print) Signature