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BEYOND Senior Specialist for Academic Implementation and Adult Learning

BEYOND Senior Specialist for Academic Implementation and Adult Learning

Frank M. Tejeda BEYOND Academy

BEYOND Senior Specialist for Academic Implementation and Adult Learning

Texas A&M University–San Antonio Institute for School and Community Partnerships

A&M San Antonio’s Institute for School and Community Partnerships (ISCP) is a model institute partnering with the Texas A&M University at San Antonio and area organizations.  The mission of the ISCP is to transform students through innovative practices, research, and policy.  The ISCP’s model includes school system transformation, improving services to children for early intervention, and PK-12 district partnerships that prepare students for college and high-demand careers.  The ISCP is a hub of excellence for understanding and impacting child and youth development through innovative student-centered approaches, career-ready models, student-led research, and high-demand workforce opportunities for all students.

EMPLOYMENT STATUS: Exempt, at-will position employed by Texas A&M University–San Antonio Institute for School and Community Partnerships. Employment may be ended by either the employee or ISCP in accordance with applicable university/ISCP employment procedures.

REPORTS TO:  ISCP Chief Academic Officer in coordination with the Frank M. Tejeda BEYOND Academy Principal

QUALIFICATIONS:

  • Master’s degree from an accredited institution
  • Minimum of 3 years of successful teaching experience
  • Demonstrated success improving student achievement and instructional outcomes
  • Experience supporting historically underserved student populations
  • Experience working with over-age, under-credited, disengaged, or returning adult learners
  • Familiarity with adult education, dropout recovery, or reengagement systems
  • Knowledge of instructional coaching, PLCs, and data-driven instruction
  • Strong facilitation, communication, and relationship-building skills
  • Ability to lead change and support innovative school implementation

SUMMARY:

Frank M. Tejeda BEYOND Academy is an innovative opportunity school designed to reengage and accelerate students ages 16–26 through flexible pathways leading to high school completion, GED attainment, dual enrollment participation, industry-based certifications, workforce readiness, and postsecondary success. The BEYOND Senior Specialist for Academic Implementation and Adult Learning serves as a senior instructional and implementation leader responsible for ensuring instructional coherence, teacher development, implementation fidelity, and continuous improvement across the school’s academic and learner support model. This role plays a critical part in translating the BEYOND vision into daily classroom practice during launch and early implementation years. Because BEYOND serves both adolescent and adult learners, this role must ensure instructional practices reflect principles of andragogy, learner agency, flexible pacing, relevance, and relationship-centered engagement. The BEYOND Senior Specialist for Academic Implementation and Adult Learning works closely with the Principal, the Texas A&M Institute for School and Community Partnerships (ISCP) leadership team, instructional coaches, counselors, and community partners to ensure students experience rigorous, culturally responsive, and relationship-centered learning environments aligned to an Expanded Definition of Student Success (EDSS), including academic achievement, belonging, agency, mindset development, and postsecondary readiness.

This position requires an entrepreneurial instructional leader who can build systems while simultaneously supporting implementation, refinement, adult learning, and instructional improvement. The ideal candidate believes deeply in educational equity, restorative practices, adult learner pedagogy, and transformational outcomes for historically underserved students. The BEYOND Senior Specialist for Academic Implementation and Adult Learning will help ensure strong implementation readiness and sustainability aligned to the district-approved school design and the leadership expectations of the ISCP launch framework, including instructional leadership capacity, onboarding systems, coaching cycles, implementation planning, and continuous improvement structures. Additionally, the BEYOND Senior Specialist for Academic Implementation and Adult Learning will support operationalization of innovative school model components, including flexible scheduling structures, competency-informed practices, embedded workforce readiness experiences, dual enrollment integration, and interdisciplinary student support systems.

PROVIDES INSTRUCTIONAL LEADERSHIP AND SUPPORT TO:

Instructional staff, instructional coaches, academic intervention personnel, and assigned academic support systems in coordination with the campus Principal and ISCP leadership.

WORKING CONDITIONS:

Mental Demands: Ability to communicate effectively (verbal and written); interpret policy, procedures and data; coordinate campus functions and maintain emotional control under stress.

Physical Demands/ Environmental Factors: Possible travel; frequent prolonged and irregular hours.

The working conditions described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

Essential Duties and Responsibilities

Instructional Leadership

  • Lead implementation of the BEYOND instructional vision and academic model
  • Ensure rigorous implementation of high-quality instructional materials (HQIM), including TEA-approved curriculum resources
  • Support competency-informed, flexible, and personalized instructional practices that allow students to progress through multiple pathways toward completion and postsecondary readiness
  • Ensure instructional practices are aligned to principles of adult learning theory and engagement of reengaged learners
  • Monitor instructional quality through frequent classroom observations, walkthroughs, and feedback cycles
  • Lead instructional calibration aligned to schoolwide expectations for teaching and learning
  • Facilitate PLCs, lesson internalization, and student work analysis protocols
  • Support implementation of intervention systems and differentiated instruction
  • Support instructional systems that accelerate credit attainment, persistence, and successful student reengagement
  • Collaborate with instructional coaches to strengthen instructional practice and student outcomes
  • Collaborate with pathway, workforce, and postsecondary partners to align instructional experiences to real-world application and career readiness expectations
  • Ensure instructional systems support diverse learners, including emergent bilingual students and students requiring intervention support
  • Support alignment between instruction, assessment, and student outcome goals
  • Promote rigorous, culturally responsive, and student-centered learning experiences

Adult Learning and Teacher Development

  • Lead the campus professional learning system aligned to teacher competency goals, implementation priorities, and launch-year instructional needs
  • Support onboarding and development of new teachers and instructional staff
  • Oversee instructional coaching cycles and feedback structures
  • Ensure alignment between teacher competencies, observation systems, and professional development
  • Build staff capacity to effectively serve opportunity youth and adult learners with interrupted educational experiences
  • Support teachers in transitioning from traditional pedagogical approaches toward learner centered and andragogical instructional practices appropriate for BEYOND students
  • Build teacher capacity in:
    • Adult learner pedagogy
    • Relationship-centered instruction o Restorative practices
    • Data-driven instruction
    • Student discourse and engagement
    • Differentiated and flexible instructional practices
  • Facilitate instructional reflection and continuous improvement among staff
  • Develop systems that foster collective efficacy, accountability, and professional growth

Postsecondary and Pathway Readiness

  • Support implementation of multiple student pathways, including:
    • High school diploma completion
    • GED attainment
    • Dual enrollment participation
    • Workforce and industry certification pathways
  • Monitor student progress toward credit accrual, graduation, and postsecondary readiness indicators
  • Collaborate with counselors, advisors, and pathway partners to ensure student success
  • Support systems that help students build agency, self-advocacy, and future readiness
  • Ensure instructional systems align to college, career, workforce, and life-readiness expectations

Learner Experience

  • Foster learning environments grounded in belonging, trust, and high expectations
  • Support implementation of restorative and relationship-centered practices
  • Promote student voice, leadership, and learner agency
  • Ensure instructional practices support engagement and persistence
  • Collaborate with student support teams to strengthen attendance, intervention, and reengagement systems
  • Help create coherent systems of academic and social-emotional support
  • Support equitable outcomes for historically underserved student groups
  • Support trauma-informed, culturally sustaining, and dignity-centered approaches to student engagement and accountability
  • Ensure systems reduce barriers to student persistence, attendance, completion, and postsecondary transition

Continuous Improvement and Implementation Leadership

  • Lead regular instructional data review cycles
  • Monitor implementation progress toward academic and EDSS outcomes
  • Analyze subgroup performance and equity indicators
  • Support teachers in using assessment data to improve instruction
  • Participate in implementation planning and launch readiness monitoring
  • Help phase implementation of innovative model components over time
  • Collaborate with ISCP leadership and campus administration to monitor implementation benchmarks associated with the approved school design
  • Support rapid-cycle improvement and refinement of systems
  • Assist in development of systems documentation, implementation playbooks, and launch sustainability structures
  • Contribute to strategic planning and school improvement efforts
  • Build sustainable instructional systems that support long-term growth and scalability
  • Support implementation of Results-Based Accountability (RBA) and continuous improvement processes aligned to partnership goals and student outcome

School/Community Relations

  • Articulates the school’s mission to the community and solicits support in making that mission a reality.
  • Promotes two-way communication between the school and community.
  • Projects a positive image to the community.
  • Supports the campus Principal and ISCP leadership at meetings and functions related to BEYOND implementation, academics, student support, and community partnership efforts.

Other

  • Performs other duties and responsibilities as assigned by ISCP leadership, in coordination with the campus Principal as appropriate.

To Apply

Email resume and cover letter, including the contact information for three professional references to [email protected].

Joining the Institute for School and Community Partnerships presents a unique opportunity to make a significant impact on the lives of students and communities while contributing to the advancement of education. If you have the required experience and skills, we invite you to apply and be part of our dedicated team.  This position will remain open until filled.

The Institute is an equal opportunity employer.  We celebrate diversity and are committed to creating an equitable and inclusive environment for all Institute employees, district partners and the students served by both.