Specialist Bilingual Elementary

Instructional Leadership

• Develop expertise in content area teachers of emergent bilingual (EB) students to recognize instructional needs and identify research-based best practices for linguistically accommodated instruction and assessment through coaching, PLC facilitation, and delivery of professional learning
• Develop expertise in campus leaders to provide ongoing instructional support that considers the needs of EB students
• Facilitate the disaggregation of multiple sources of data pertaining to EB students to make instructional decisions
• Collaborate with teachers during PLCs to develop and implement lesson plans that are linguistically appropriate and accommodated commensurate to language proficiency level, and that meet the District’s and TEA’s curricular requirements (TEKS and ELPS)
• Engage in effective second language acquisition coaching methods to ensure that District curriculum implementation is comprehensible and equitable for EB students
• Utilize the Second Language Acquisition Coaching Cycle with teachers to set goals related to the instruction of EB students, provide feedback on instructional practices, and engage teachers in reflective practice
• Model linguistically accommodating instruction and assignments commensurate to English/Spanish language proficiency level that facilitates comprehensible access to content
• Ensure that instruction and assessment (i.e., the learner experience) supports bilingualism, biliteracy and sociocultural competence
• Facilitate the accommodation of assessments for EB students by aligning linguistic accommodations for assessments with classroom linguistic accommodations
• Provide leadership for the implementation of tools that support student ownership of learning and second language acquisition
• Manage instructional settings and other parts of a campus to ensure environment is conducive to the process of second language acquisition
• Ensure classroom and/or instructional environment is attractive, safe and conducive to learning and that materials are in good condition and are linguistically accessible to students
• Foster instructional settings that promote culturally responsive teaching
• Facilitate the utilization of a variety of instructional materials and available digital tools to enhance learning
• Advocate for and ensure that emergent bilingual students have equitable access to educational opportunities

Professional Learning

• Utilize the Second Language Acquisition Coaching Cycle to support the incorporation of linguistically accommodated instruction utilizing the written curriculum that is aligned to the identified district/campus instructional focus
• Collaborate with the Teaching and Learning Division, Multilingual Programs, and Student Support Services (SPED and GT) to promote best practices in instruction through modeling, collaborative instruction, and instructional planning within Professional Learning Communities (PLCs)
• Collaborate with Multilingual Programs to develop, facilitate, and/or provide teachers and staff with professional development and training aligned to dual language program goals, including campus based and district wide professional learning opportunities
• Attend district level instructional meetings and professional learning events to promote professional growth
• Collaborate with other professionals to carry out school wide instructional or related activities for EB students
• Participate in professional development and staff department meetings as required or appropriate to assignment

Program Support

• Perform classroom visitations to monitor fidelity to the district adopted bilingual and ESL programs
• Model how to assess emergent bilingual students’ linguistic abilities as related to desired educational goals
• Model how to monitor student progress in two languages through TELPAS and other formative/ summative assessments and use results to plan linguistically appropriate instruction
• Model instruction in the bilingual and ESL classroom to support the implementation of the district’s language instruction educational programs
• Meet with grade level/subject instructional staff to review assessment data in specific subject areas and improve instruction by addressing the linguistic, cognitive, and affective needs of EB students
• Participate as a member of the campus Language Proficiency Assessment Committee (LPAC) as required
• Apply knowledge of state and district policies and procedures surrounding the Language Proficiency Assessment Committee (LPAC)
• Maintain appropriate student’s documentation according to state and district guidelines in collaboration with the campus LPAC administrator and campus EL team
• Administer appropriate assessments to measure language proficiency according to state and district guidelines as needed
• Establish and maintain oral and written communication on instructional expectations with parents, students, principals, and teachers to keep them informed of student progress
• Support EL compliance as a member of the campus EL team to drive effective classroom instruction, as well as to monitor progress through linguistic accommodations
• Facilitate collaborative instructional opportunities with ELA and other content area teachers as a method for meeting the needs of EB students

• Bachelor’s Degree
• Master’s Degree preferred
• Valid Teaching Certification Issued by Texas Educaiton Agency appropriate to subject and grade level of assignment for elementary grade levels
• Valid Bilingual Certification
• Minimum of 5 years of teaching experience working with emergent bilingual (EB) students at the elementary level
• Minimum of 3 years of experience as an elementary bilingual classroom teacher
• Minimum of 1 year of campus leadership experience (ex. team leader, etc.)
• Strong communication and interpersonal skills, both orally and in writing in English and Spanish
• Demonstrated knowledge of bilingual education and effective instructional practice to support emergent bilingual students
• Demonstrated knowledge of best practices related to the implementation of district initiatives
• Demonstrated knowledge in curriculum, instruction, and assessment development
• Demonstrated knowledge in Bilingual, ESL, and/or Dual language programs
• Proficiency in Microsoft Office including Excel, Word, PowerPoint and Outlook, The position requires occasional walking, standing, sitting, bending, stooping, kneeling, crouching, crawling, and lifting/carrying work related items weighing less than 40 pounds, such as books, papers and presentation materials. The employee is regularly required to use hands to finger, handle, or feel objects, tools, or controls; reach with hands and arms; and talk or hear. Specific vision abilities required by this job include close vision, color vision, and the ability to adjust focus. Attendance at conferences and professional development is required. Work involves everyday risks and discomforts which require normal safety precautions when operating equipment or performing job duties. May work prolonged or irregular hours and must be able to maintain emotional control under stress.