Elementary Multilingual Specialist

The Elementary Multilingual Specialist position is designed for the master teacher who strives to positively impact classroom success. The primary purpose of the specialist is to improve the delivery of the state standards and ensure the district instructional framework is delivered with efficacy for Emergent Bilingual students. The Elementary Multilingual Specialist, under the direction of district leadership, will support classroom teachers, campus instructional coaches, campus administration, and district specialists to strengthen instruction and increase student learning. The specialist will be directed by data and provide coaching and professional development on the instructional frames as supported by instructional rounds. This position will be required to have a strong knowledge of second language acquisition, biliteracy, best practices for Emergent Bilingual students, cross-linguistic/cross-cultural strategies, and the digital learner, both adult and student., 1. Plan and assist staff in the implementation of the district’s Bilingual program using research-based practices that will improve the performance and success of students.

1. Serve as a consultant to the teachers by modeling appropriate classroom strategies and providing timely feedback.

2. Serve as a peer coach with classroom teachers as they move from teacher-directed instruction to more child-centered learning that incorporates the elements of active learning.

3. Training Spanish bilingual teachers and ESL teachers to: Make individual assessments of student needs, plan and implement effective lessons and appropriate learning activities; assess and measure student progress.

4. Assist staff with the implementation of the state and district curriculum and assessment requirements.

5. Provide ongoing training for staff to develop and maintain a linguistically and developmentally appropriate classroom centered on the needs of Emergent Bilingual students.

6. Support teachers in the planning process, including lesson internalization, aligning instruction to standards, and using assessment data to drive instruction

7. Adjust workday as necessary to provide in-service.

8. Models district-supported instructional strategies/lessons based on Content-Based Language Instruction (CBLI), cross-linguistic connections, and bridging from Spanish to English.

9. Promotes and integrates technology when coaching and presenting

10. Work closely with campus and district administrators.

11. Maintain confidentiality with student and teacher information.

12. Act as a liaison between the teachers and the Director of Multilingual Programs.

13. Maintain a coaching cycle of Training, Modeling, Co-teaching, Observation, and Reflection.

14. Track Emergent Bilingual student progress and use data to make instructional and assessment decisions.

15. Attendance is an essential job function.

16. Generate district translations and serve as a district interpreter when needed.

17. Facilitate and lead effective Professional Learning Communities (PLCs) focused on data-driven instruction, lesson internalization, and continuous improvement.
18. Oversee and support the implementation of High-Quality Instructional Materials (HQIM) through classroom observations, coaching cycles, and timely, actionable feedback.

Other duties as assigned.

• Master’s degree preferred
• Texas teaching certificate with appropriate endorsements.
• Five years’ experience preferred as a classroom teacher
• Classroom coaching experience preferred

Special Knowledge/Skills

• Understanding of the Spanish and English curriculum, instruction, and assessment
• Ability to build capacity with campus leadership
• Ability to coach teachers in the critical attributes of instruction and student engagement with diverse populations.
• Ability to increase teacher effectiveness based on student engagement and the student work produced
• Ability to coach/mentor teachers and campus administrators in the needs of our Emergent Bilingual students
• Ability to evaluate instructional programs and teaching effectiveness
• Ability to coordinate district functions
• Ability to interpret policy, procedures, and data
• Excellent organization, communication, and interpersonal skills
• Ability to coach with a strong understanding of research-based instructional methodology to close achievement gaps
• Strong content knowledge
• Experience with developing and delivering professional learning
• Strong technology skills, including technology integration, Maintain emotional control under stress with a high stress and fast paced work environment. Frequent prolonged and

irregular hours. Frequent district-wide travel.