H-1B Visa Assistant Teacher Jobs
Assistant Teacher roles can qualify for H-1B visa sponsorship when the position requires a bachelor's degree in education or a directly related field. Many K-12 districts, private schools, and early childhood programs file H-1B petitions annually. Finding employers with active LCA filing history is the fastest way to target your search.
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Get Access To All JobsJob Title: Master Teacher
Wage/Hour Status: Exempt
Reports to: Curriculum Director/Campus Principal
Pay Grade: Teacher Scale + $10,000 Stipend
Days: 210
Dept./School: Armstrong Elementary School
Primary Purpose:
The Master Teacher is a key instructional leader on campus responsible for improving teacher effectiveness, supporting student academic growth, and driving continuous school improvement through data-driven decision making, coaching, and professional development. As a member of the Executive Cabinet and campus/district academic leadership teams, the Master Teacher leads initiatives that promote high-quality instruction, excellence, and a collaborative professional culture.
Qualifications: Education/Certification:
- Master’s Degree from an accredited university/college preferred
- Valid Texas Teacher Certification
- Candidate must have satisfactory outcome of fingerprinting background check. Non-refundable fee (approximately $50.00) paid by the employee
Special Knowledge/Skills:
- Knowledge of curriculum design and implementation
- Skilled in coaching, observation, and delivering high-quality feedback
- Ability to interpret data, evaluate instructional programs, and teaching effectiveness to drive instructional decisions
- Ability to develop and deliver training to adult learners
- Strong organizational, communication, leadership, and interpersonal skills
- Expertise in standards-based instruction, curriculum, and assessment
- Committed to reflection, high expectations, and continuous improvement
Experience:
3 years teaching experience in subject area assigned
Major Responsibilities and Duties:
Instructional Leadership & Strategic Planning
- Participate in TAP Summer Institute (TSI) to establish instructional priorities, growth goals, and monitoring systems aligned to school improvement plans.
- Collaborate with campus leadership to maximize instructional time, resources, and impact on student achievement.
- Serve as an active member of the Executive Cabinet, SALT (School Academic Leadership Team), and DALT (District Academic Leadership Team).
- Model the district’s "One Team, One Voice" vision through actions, relationships, and decision-making.
- Actively supports campus and district initiatives and events.
Coaching, Walkthroughs, & Feedback (NIET Rubric-Aligned)
- Ensure all teachers develop and monitor Individual Growth Plans (IGPs), reviewing progress a minimum of three times per year in collaboration with administrators.
- Conduct weekly classroom walkthroughs for assigned teachers and formal observations as needed.
- Provide specific, actionable feedback during post-conferences with career and mentor teachers, aligned to instructional goals and refinement areas.
- Support the development and growth of Tier 2 and Tier 3 teachers through coaching and targeted intervention strategies.
- Facilitate coaching cycles including modeling, co-teaching, and real-time feedback.
Data Monitoring, Analysis & Communication
- Develop, implement, and monitor the campus-wide Progress Monitoring Tool, ensuring continuous data population and analysis through district approved data trackers.
- Collaborate on the development of the campus assessment calendar and the creation of standards-aligned assessments and exemplars.
- Possess strong knowledge and comprehensive understanding of the State and Federal Accountability Systems.
- Lead data conversations to identify instructional strengths and growth areas at the teacher, team, and school level.
- Present actionable data and progress monitoring artifacts during Executive Cabinet, SALT, and grade-level planning meetings.
Professional Development
- Design and maintain the Cluster Long Range Plan (LRP) and Cluster Meeting Records (CMRs) aligned to teacher/student needs and district priorities.
- Monitor effectiveness of cluster meetings and recommend adjustments based on performance data and team input.
- Maintain accurate records of all cluster documents, sign-ins, attendance logs, and make-up session participation.
- Actively participates in coaching sessions with district leadership.
- Model effective instructional practices in a master classroom that support student growth.
- Models best practices in teaching and learning for other educators to emulate.
Instructional Facilitation & Planning
- Ensure all instructional plans align with district planning protocols and are accessible in a shared digital format.
- Actively participate in team planning and provide written/oral feedback to ensure alignment to TEKS and instructional expectations.
- Use student formative and summative data to inform planning and ensure evidence-based decision-making.
- Serve as a resource to teachers by providing research-based strategies, tools, and instructional materials.
- Lead curriculum planning based on strong understanding and implementation of district curriculum and resources.
Professional Growth & Reflection
- Develop a personal IGP based on feedback, school improvement goals, and self-assessment.
- Engage in ongoing professional learning to enhance facilitation and coaching with adult learners.
- Reflect regularly on the effectiveness of assigned responsibilities and assess impact on teacher and student growth.
- Monitor and reflect on teacher and student growth over time to inform professional practice and strategy adjustment.
Change Leadership
- Lead and model a culture of continuous improvement by challenging the status quo and facilitating data-driven, courageous conversations.
- Advocate for student-centered decision-making, ensuring all actions are aligned with high expectations, excellence, and student success.
- Develops and maintains strong relationships with students, parents, colleagues, and campus/district administrators.
Other:
- Additional duties as assigned
- Compile, maintain, and file all reports, records, and other documents required
- Comply with policies established by federal and state law, State Board of Education rule, and local board policy
- Follow district safety protocols and emergency procedures
Supervisory Responsibilities:
None
Working Conditions:
Mental Demands/Physical Demands/Environmental Factors:
- Tools/Equipment Used: Personal computer and peripherals; standard instructional equipment; [P.E. teachers: automated external defibrillator (AED)] Move small stacks of textbooks, media equipment, desks, and other classroom equipment.
- Posture: Prolonged standing/walking; frequent kneeling/squatting, bending/stooping, pushing/pulling, and twisting
- Motion: Frequent walking, Sensory ability needs - significant; hearing, near vision, peripheral vision color discrimination, depth perception
- Lifting: Regular light lifting and carrying (less than 15 pounds); may lift and move text books and classroom equipment
- Environment: Work inside, may work outside; regular exposure to noise, frequent cold and heat
- Mental Demands: Maintain emotional control under stress; work prolonged or irregular hours, Frequent district wide travel
- Work Environment: Work is performed in a school environment; frequent meetings and classroom visits required. May occasionally work evenings or weekends to support campus events or district initiatives.
Application Deadline:
Letter of interest by deadline with online application. A current resume stating applicant’s education and experience by deadline with online application. A completed online Professional Application must be on file in the Human Resources by UNTIL FILLED.
Not all applicants will be interviewed. Your resume, letter of interest, and other available information will be considered in the screening process.
“AN EQUAL OPPORTUNITY EMPLOYER”
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.
Job Title: Master Teacher
Wage/Hour Status: Exempt
Reports to: Curriculum Director/Campus Principal
Pay Grade: Teacher Scale + $10,000 Stipend
Days: 210
Dept./School: Armstrong Elementary School
Primary Purpose:
The Master Teacher is a key instructional leader on campus responsible for improving teacher effectiveness, supporting student academic growth, and driving continuous school improvement through data-driven decision making, coaching, and professional development. As a member of the Executive Cabinet and campus/district academic leadership teams, the Master Teacher leads initiatives that promote high-quality instruction, excellence, and a collaborative professional culture.
Qualifications: Education/Certification:
- Master’s Degree from an accredited university/college preferred
- Valid Texas Teacher Certification
- Candidate must have satisfactory outcome of fingerprinting background check. Non-refundable fee (approximately $50.00) paid by the employee
Special Knowledge/Skills:
- Knowledge of curriculum design and implementation
- Skilled in coaching, observation, and delivering high-quality feedback
- Ability to interpret data, evaluate instructional programs, and teaching effectiveness to drive instructional decisions
- Ability to develop and deliver training to adult learners
- Strong organizational, communication, leadership, and interpersonal skills
- Expertise in standards-based instruction, curriculum, and assessment
- Committed to reflection, high expectations, and continuous improvement
Experience:
3 years teaching experience in subject area assigned
Major Responsibilities and Duties:
Instructional Leadership & Strategic Planning
- Participate in TAP Summer Institute (TSI) to establish instructional priorities, growth goals, and monitoring systems aligned to school improvement plans.
- Collaborate with campus leadership to maximize instructional time, resources, and impact on student achievement.
- Serve as an active member of the Executive Cabinet, SALT (School Academic Leadership Team), and DALT (District Academic Leadership Team).
- Model the district’s "One Team, One Voice" vision through actions, relationships, and decision-making.
- Actively supports campus and district initiatives and events.
Coaching, Walkthroughs, & Feedback (NIET Rubric-Aligned)
- Ensure all teachers develop and monitor Individual Growth Plans (IGPs), reviewing progress a minimum of three times per year in collaboration with administrators.
- Conduct weekly classroom walkthroughs for assigned teachers and formal observations as needed.
- Provide specific, actionable feedback during post-conferences with career and mentor teachers, aligned to instructional goals and refinement areas.
- Support the development and growth of Tier 2 and Tier 3 teachers through coaching and targeted intervention strategies.
- Facilitate coaching cycles including modeling, co-teaching, and real-time feedback.
Data Monitoring, Analysis & Communication
- Develop, implement, and monitor the campus-wide Progress Monitoring Tool, ensuring continuous data population and analysis through district approved data trackers.
- Collaborate on the development of the campus assessment calendar and the creation of standards-aligned assessments and exemplars.
- Possess strong knowledge and comprehensive understanding of the State and Federal Accountability Systems.
- Lead data conversations to identify instructional strengths and growth areas at the teacher, team, and school level.
- Present actionable data and progress monitoring artifacts during Executive Cabinet, SALT, and grade-level planning meetings.
Professional Development
- Design and maintain the Cluster Long Range Plan (LRP) and Cluster Meeting Records (CMRs) aligned to teacher/student needs and district priorities.
- Monitor effectiveness of cluster meetings and recommend adjustments based on performance data and team input.
- Maintain accurate records of all cluster documents, sign-ins, attendance logs, and make-up session participation.
- Actively participates in coaching sessions with district leadership.
- Model effective instructional practices in a master classroom that support student growth.
- Models best practices in teaching and learning for other educators to emulate.
Instructional Facilitation & Planning
- Ensure all instructional plans align with district planning protocols and are accessible in a shared digital format.
- Actively participate in team planning and provide written/oral feedback to ensure alignment to TEKS and instructional expectations.
- Use student formative and summative data to inform planning and ensure evidence-based decision-making.
- Serve as a resource to teachers by providing research-based strategies, tools, and instructional materials.
- Lead curriculum planning based on strong understanding and implementation of district curriculum and resources.
Professional Growth & Reflection
- Develop a personal IGP based on feedback, school improvement goals, and self-assessment.
- Engage in ongoing professional learning to enhance facilitation and coaching with adult learners.
- Reflect regularly on the effectiveness of assigned responsibilities and assess impact on teacher and student growth.
- Monitor and reflect on teacher and student growth over time to inform professional practice and strategy adjustment.
Change Leadership
- Lead and model a culture of continuous improvement by challenging the status quo and facilitating data-driven, courageous conversations.
- Advocate for student-centered decision-making, ensuring all actions are aligned with high expectations, excellence, and student success.
- Develops and maintains strong relationships with students, parents, colleagues, and campus/district administrators.
Other:
- Additional duties as assigned
- Compile, maintain, and file all reports, records, and other documents required
- Comply with policies established by federal and state law, State Board of Education rule, and local board policy
- Follow district safety protocols and emergency procedures
Supervisory Responsibilities:
None
Working Conditions:
Mental Demands/Physical Demands/Environmental Factors:
- Tools/Equipment Used: Personal computer and peripherals; standard instructional equipment; [P.E. teachers: automated external defibrillator (AED)] Move small stacks of textbooks, media equipment, desks, and other classroom equipment.
- Posture: Prolonged standing/walking; frequent kneeling/squatting, bending/stooping, pushing/pulling, and twisting
- Motion: Frequent walking, Sensory ability needs - significant; hearing, near vision, peripheral vision color discrimination, depth perception
- Lifting: Regular light lifting and carrying (less than 15 pounds); may lift and move text books and classroom equipment
- Environment: Work inside, may work outside; regular exposure to noise, frequent cold and heat
- Mental Demands: Maintain emotional control under stress; work prolonged or irregular hours, Frequent district wide travel
- Work Environment: Work is performed in a school environment; frequent meetings and classroom visits required. May occasionally work evenings or weekends to support campus events or district initiatives.
Application Deadline:
Letter of interest by deadline with online application. A current resume stating applicant’s education and experience by deadline with online application. A completed online Professional Application must be on file in the Human Resources by UNTIL FILLED.
Not all applicants will be interviewed. Your resume, letter of interest, and other available information will be considered in the screening process.
“AN EQUAL OPPORTUNITY EMPLOYER”
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.
See all 3,069+ H-1B Visa Assistant Teacher Jobs
Sign up for free to unlock all listings, filter by visa type, and get alerts for new H-1B Visa Assistant Teacher Jobs.
Get Access To All JobsTips for Finding H-1B Visa Sponsorship as an Assistant Teacher
Verify your degree meets specialty occupation
USCIS requires H-1B roles to demand at least a bachelor's degree in a specific field. Pull the Assistant Teacher O*NET profile to confirm the education requirement language before applying. A degree in elementary education or early childhood development strengthens your petition significantly.
Target school districts with LCA filing history
Not all districts sponsor H-1B workers. Search Migrate Mate to filter Assistant Teacher roles by employers who have filed Labor Condition Applications, so you're only spending time on schools with a verified sponsorship track record.
Get your teaching credentials evaluated early
Many states require foreign degrees to be evaluated by a NACES-approved agency before a school district can file your LCA. Start this process before you have an offer, since evaluations can take four to six weeks and delay your petition timeline.
Understand how school calendars affect H-1B timing
Districts typically extend offers in spring for fall start dates. That timeline aligns with the April H-1B cap filing window. If your employer misses the lottery, ask whether they can request cap-exempt status through a university or nonprofit affiliation.
Confirm prevailing wage before accepting an offer
Your employer must pay at least the DOL prevailing wage for your role and location. Run the Assistant Teacher job title through the OFLC Wage Search using the correct SOC code before you negotiate, so you know the floor the LCA must certify.
Ask HR about the full petition cost split
Under USCIS rules, certain H-1B filing fees must be paid by the employer, not you. Confirm with HR that they're covering the I-129 petition fee and the ACWIA training fee before you sign an offer letter, since fee shifting is a compliance violation.
H-1B Visa Assistant Teacher: Frequently Asked Questions
Does an Assistant Teacher role qualify as a specialty occupation for H-1B purposes?
It depends on how the employer defines the position. USCIS requires the role to normally demand a bachelor's degree in a specific field like education, child development, or a related subject. If the job description accepts any degree or lists education as preferred rather than required, the petition faces a higher risk of a Request for Evidence. Roles at accredited institutions with formal degree requirements tend to have stronger cases.
Which types of employers sponsor H-1B visas for Assistant Teachers?
Private and independent K-12 schools, charter school networks, early childhood programs, and university-affiliated laboratory schools are the most active H-1B sponsors for Assistant Teacher roles. Public school districts can also sponsor, though the process involves district HR departments coordinating LCA filings with DOL. Use Migrate Mate to identify which specific employers have active LCA filing history for this job title in your target location.
Can a school district sponsor my H-1B if I'm currently on OPT?
Yes. If you have an offer from a qualifying employer and your OPT end date allows enough time, the employer files an H-1B petition during the April cap registration window for an October 1 start. If your OPT expires before October 1, cap-gap protections under F-1 regulations may extend your work authorization through the transition, provided the petition is filed before your OPT ends.
What SOC code applies to Assistant Teacher H-1B filings?
Most H-1B petitions for Assistant Teacher roles are filed under SOC 25-2011 (Preschool Teachers, Except Special Education) or 25-2021 (Elementary School Teachers, Except Special Education), depending on the grade level and program type. The employer's HR or immigration attorney selects the code when filing the LCA with DOL. Verifying the correct SOC code matters because it determines the prevailing wage tier USCIS and DOL will apply to the petition.
Does the H-1B cap apply to Assistant Teacher positions at universities?
Not always. Institutions of higher education and their affiliated nonprofit entities are exempt from the H-1B annual cap, which means your employer can file at any time of year without waiting for the April lottery window. If an Assistant Teacher role is at a university-affiliated early childhood center or lab school, confirm with HR whether the employer entity qualifies for cap-exempt status before you plan your timeline.