PRIMARY PURPOSE:

Provide leadership in the coordination, organization, and implementation of instructional strategies so that student may derive maximum benefit from the district’s Bilingual/ESL program.

QUALIFICATIONS:

EDUCATION/CERTIFICATES, LICENSES AND REGISTRATIONS

            Bachelor’s degree

            Master’s Degree - Bilingual Education/ESL Education (required)

Valid Texas teaching certificate with supplement in Bilingual (inclusive or language proficiency test) or ESL education

EXPERIENCE

• Three successful years’ experience as a classroom teacher
• A history of proficient or outstanding performance appraisals.
• Recognition as an outstanding teacher who maintains positive peer relations

OTHER SKILLS AND ABILITIES:

• Knowledge of strategies and materials for the education of Bilingual/ESL students.
• Knowledge of all federal, state, and local laws and regulations as they apply to Bilingual/ESL education.
• Ability to organize and coordinate district-wide program.
• Ability to interpret data.
• Knowledge of curriculum and instruction.
• Strong organizational, communication, and interpersonal skills.
• Ability to apply knowledge of current research and theory in specific field.
• Ability to communicate clearly and concisely both in oral and written form.
• Ability to perform duties with awareness of all district requirements and Board of Education policies.
• Understanding of teacher development.
• Ability to discuss assessment information and share instructional ideas and materials with teachers.
• Ability to develop positive working relationships with, build rapport with, and motivate both teachers and students.
• Commitment to their own professional growth and learning.
• Strong instructional technology skills.
• Strong written and oral communication skills, including public speaking skills and listening skills.
• Cultural competency; appreciation, embracing and valuing of diversity
• Strong problem-solving, critical-thinking, and independent decision-making skills.
• Ability to function as a team player and to work collaboratively and cooperatively in a shared-decision making environment.
• Capability to function as an independent, self-motivated, and self-reliant self-starter who initiates appropriate actions and strategies and can work successfully without constant direction and supervision.
• Ability to function effectively in hectic and fast-paced work environments through prioritization of multiple and sometimes conflicting demands in order to meet established deadlines.
• Ability to travel to multiple school sites and other work locations.

ESSENTIAL DUTIES AND RESPONSIBILITIES:

Program Management

1. Assume responsibility for researching and teaching instructional strategies to Bilingual/ESL program teachers for implementation in the classroom.
2. Develop and implement a system for monitoring the implementation of Bilingual/ESL instructional strategies.
3. Demonstrate teaching methodologies, strategies, and techniques for sheltered instruction across content areas when requested by campus principals and teachers.
4. Plan and use appropriate instructional and learning strategies, activities, materials, and equipment that reflect understanding of the learning styles sand needs of students in the Bilingual/ESL program.
5. Assist teachers in the effective use of Bilingual/ESL instructional materials.
6. Encourage and support development of innovative instructional programs, helping teachers pilot such efforts when appropriate.
7. Promote the use of technology in the teaching/learning process.
8. Assist in the planning and implementation of a staff development program related to the instructional goals of the Bilingual/ESL program.
9. Use effective communication skills to present information accurately and clearly.
10. Provide on-site, systematic professional development to ensure that teaches are knowledgeable about core program components, alignment of the core program with ELPS, about instruments used to assess students’ progress toward mastery:

• employ multiple strategies to gather and analyze student evidence with teachers
• work with campus administration to construct opportunities for groups of teachers to observe each other
• facilitate teacher meetings during professional development time, common planning time, etc.…
• support teachers in group, and, if necessary, individual settings
• assist in developing systems for documenting ongoing work that will create greater capacity and internal accountability

1. Mentor individual teachers:

• Identify instructional strengths of individual teachers, and assist administrators in identifying lead teachers and model classrooms
• Develop mentoring plans, as needed, for teachers not demonstrating student gains

1. Model exemplary lessons for individual teachers and groups of teachers:

• Plan with the teacher or team prior to teaching the lesson

1. Deliver the lesson

• Debrief with the teacher or team
• Coach/mentor the teacher(s) who will be teaching follow-up lessons

1. Assist director and curriculum writers with curriculum planning and pacing of the program, as it pertains to Bilingual and ESL program:

• Assist teachers in aligning instruction with curriculum to meet the needs of all students
• Mentor/coach teachers in the creation of detailed, differentiated lesson plans
• Support and assess the levels of implementation of various instructional/Bilingual/ESL programs

1. Ensure that standards/ELPS are being effectively taught/implemented.
2. Conduct classroom observations to help identify strengths and areas of need related to instruction.
3. After having observed instruction, provide constructive feedback and appropriate support.
4. Assist teachers in building an interactive student-centered classroom environment that encourages language development.
5. Demonstrate research-based instructional strategies from the Bilingual/ESL Program to ensure that all teachers have been trained to an advanced level of delivery.
6. Co-teach in classrooms to build sheltered instruction skills in the delivery of instruction.
7. Serve as a resource in identifying appropriate instructional strategies to improve student achievement for Emergent Bilinguals.
8. Works cooperatively with classroom teachers to provide instructional interventions for students.
9. Help teachers and administration to desegregate data and tailor instruction so that it is driven by that information.
10. Develop daily, weekly, monthly, and quarterly work schedules based upon established priorities that maximize services to Mercedes ISD Bilingual/ESL students (by addressing the greatest needs of the greatest number of EB students).
11. Design and implement a wide range of instructional activities, materials, programs, services, and strategies in classrooms, seminars, sessions, workshops, and summer programs for use with individuals, small groups, and whole classes.
12. Function as a Mercedes ISD team member within the assigned pod of schools by working collaboratively, cooperatively, and effectively with other contend specialists and campus leadership.
13. Maintain accurate data, records, and student files to document all activities conducted and services provided.
14. Engage in their own learning with other content specialist to improve instructional/professional abilities.

Policy, Reports, and Law

1. Prepare and submit timely and accurate reports as required.
2. Compile, maintain, and file all physical and computerized reports, records, and other documents required.
3. Demonstrate awareness of school-community needs and initiate activities to meet those needs.
4. Comply with policies established by federal and state law, State Board of Education rule, and the local board policy.

Budget and Inventory

1. Assist with administration of department budget and ensure that programs are cost effective and that bilingual funds are managed effectively.
2. Assist with compiling budget and cost estimates based on documented program needs.
3. Participate in grant writing activities to obtain program funding.
4. Assist with the selection and purchase of supplemental equipment and supplies for the program.

Other

1. Maintain confidentiality.
2. Participate in staff development training programs to improve job performance.
3. Participate in meetings and special events as assigned.
4. Exercise professional judgement in absences; be punctual to work, meetings, and appointments.
5. Perform other duties as assigned by the immediate supervisor.

SUPERVISORY RESPONSIBILITIES:

None

LANGUAGE SKILLS:

Ability to read and analyze, and interpret general periodicals, professional journals, technical procedures or governmental regulations.  Ability to write reports, business correspondence, and procedure manuals.  Ability to effectively present information and respond to questions from groups of administrators, staff, and the general public.

MATHMATICAL SKILLS:

Ability to apply concepts of basic algebra and geometry.  Ability to apply concepts such as fractions, percentages, ratios, and proportions to practical solutions.

REASONONG ABILITY:

Ability to define problems, collect data, establish facts, and draw valid conclusions to inform instruction or program design and implementation.  Ability to interpret an extensive variety of technical instructions in mathematical or diagram form and deal with several abstract and concrete variables.

PHYSICAL DEMANDS:

Occasional absences are understood, but regular attendance is required.

While performing the duties of this job, the employee is frequently required to sit, occasionally walk and stand, talk or hear and travel from one building to another or other sites.  Specific vision abilities required by this job include close vision, distance vision and the ability to adjust focus.  Light to moderate lifting is required.

This position requires meeting deadlines with severe time constraints, interacting with the public and staff, and enduring irregular or extended work hours.  The employee must maintain emotional control under stress.

WORK ENVIRONMENT:

The noise level in the work environment is usually quite but varies depending upon the site and the activity being conducted.  The employee regularly works indoors.

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.