Culture Teacher Resident

OPPORTUNITY CULTURE TEACHER RESIDENT 2026

Ector County Independent School District DISTRICT-WIDE - Odessa, Texas Open in Google Maps

Job : 5448101

Final date to receive applications: Dec 01, 2026 11:59 PM (Central Standard Time)

Re-Posted: Mar 01, 2026 6:00 AM (UTC)

Starting Date: Immediately

Job Title: Teacher Resident

Wage Status: Non-Exempt

Reports to: Campus Principal, and MCL or Mentor Teacher

Pay Grade: Instructional Pay 6

Dept./School: To be assigned

Days: 187

Primary

Purpose:

Teacher residents are in their final year at a cooperating educator preparation provider, typically working toward certification or a bachelor's degree; they work full time for a full school year in various roles as determined by the multi‑classroom leader (MCL) or mentor teacher while learning how to teach. The teacher resident is part of a small teaching team led by a MCL, an excellent teacher with prior high‑growth student learning experience who leads, organizes, and develops a team of teachers and staff to serve multiple classrooms of students with excellence.

Total instructional time exceeds that of typical student‑teaching roles. Teacher Residents work a minimum of 32 hours of a traditional 40‑hour work week with 8 hours allowed each week for attending to coursework needed for degree/certification completion.

• Knowledge of subject matter being taught
• Demonstrated interpersonal and group effectiveness working with adults and students, including interpersonal understanding and action to maintain relationships needed for success in school or similar environment
• In final year of a bachelor's degree program or working toward a teaching certificate
• Employment as a Teacher Resident is contingent upon meeting UTPB and Odessa College program requirements.

• 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 develops 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

• Hold students accountable for high expectations of behavior and engagement that are ambitious
• Together, create physical classroom environments conducive to collaborative and individual learning
• Establish a culture of respect, enthusiasm, and rapport

• Set high expectations of achievement for each student
• Hold students accountable for ambitious, measurable standards of academic achievement
• Identify and address individual students’ social, emotional, and behavioral learning needs and barriers
• Identify and address individual students’ development of organizational and time‑management skills
• Invest students in their learning using influence techniques
• Incorporate questioning and discussion in student learning
• Incorporate small‑group and individual instruction to personalize and tailor instruction to individual needs
• Monitor and analyze student assessment data
• Adjust instruction level and method for high growth
• Keep students informed of their progress

• Solicit and eagerly receive feedback from MCL and team members to improve professional skills
• Maintain regular communication with families, as assigned; work collaboratively with them to design learning both at home and at school, and to encourage a home life conducive to learning success
• Meet with team and MCL to ensure alignment of instructional vision and delivery in all classrooms and to troubleshoot students’ persistent learning challenges
• Perform all professional duties allocated by MCL

• Achievement: The drive and actions to set challenging goals and reach a high standard of performance despite barriers
• Impact and Influence: Acting with the purpose of influencing what other people think and do.
• Interpersonal Understanding: Understanding and interpreting others’ concerns, motives, feelings, and behaviors.
• Teamwork: The…