Instructional Coach (EL)

Primary Purpose:

The Title III DFW Writing EL Coach is responsible for supporting the charter’s reading and writing initiatives and cross-curricular writing. This position includes coaching, modeling, co-teaching, and collaboratively planning with core subject matter experts. The DFW Writing EL Coach leads professional development, and provides support in the areas of content-based language instruction with focus on differentiated writing strategies for emergent bilingual students. They lead professional development and provides guidance and support in the areas of content-based language instruction.

Qualifications:

Education/Certification:

Bachelor’s Degree

Master’s degree from accredited university preferred

Valid Texas teaching certificate in content endorsement required (Bilingual/ESL)

Special Knowledge/Skills:

Knowledge of curriculum design and implementation

Ability to interpret data and evaluate instruction programs and teaching effectiveness

Ability to develop and deliver training to adult learners

Strong organizational, communication, and interpersonal skills

Must possess demonstrated evidence of leadership responsibilities beyond those required in the classroom.

Must possess an in-depth knowledge of bilingual/ESL programs, curriculum, instructional best practices, and adult learning theories.

Knowledge of second language acquisition theories and reading instruction.

Must possess effective instructional delivery techniques and the ability to guide and develop teachers.

Must possess the ability to establish and maintain effective working relationships with teachers, administrators, community members, students and others.

Must possess the ability to establish and maintain effective working relationships with parents, students, teachers, administrators, and community-based organizations.

Experience:

Two years of bilingual/ESL teaching experience

Experience in coaching teachers on the use of best practices for content instruction.

Experience in using content-based language instruction strategies to differentiate instruction for emergent bilingual students.

Major Responsibilities and Duties:

1. Collaborates with subject matter experts to provide PLC guidance to content area teachers.

2. Coaches and supports teachers in planning, delivering, and assessing quality instruction for emergent bilingual students.

3. Plans, models, and co-teaches effective lessons with core content teachers.

4. Regularly visits classrooms to provide feedback to teachers to improve instructional planning, delivery, and assessment, including planning for ongoing monitoring and support for the successful language acquisition.

5. Assists with the supervision and administration of the charter's bilingual/ESL program, including curriculum and instructional program.

6. Analyzes STAAR, TELPAS and assessment data to identify areas for improvement, establish goals, and monitor improvement.

7. Develops and conducts professional developments for teachers and administrators regarding instructional strategies and best practices to differentiate for emergent bilingual students.

8. Meets regularly with EL team regarding campus support and ongoing feedback.

9. Participates in on-going professional development by attending workshops, lectures, and institutes on specific subjects to enhance job performance such as knowledge in language acquisition, academic content, curriculum resources, literacy development, coaching skills, and how to develop and execute effective PD.

10. Assists in planning and implementation of summer programs for English learners.

11. Assists with writing exemplar lessons for math, science, social studies and reading language arts.

12. Assists with the selection of textbooks, instructional materials, instructional resources, and equipment for English learners.

13. Maintains a daily detailed log of support provided to assigned campuses.

14. Initiates and maintains effective liaisons with professional cohorts and organizations to keep abreast of developments and research in the profession.

15. Keeps District Content Director, Area Academic Coordinator, Area Superintendent, school leader, and other stakeholders aware of activities, progress, obstacles and successes in student achievement and improved teacher practice.

16. Extensive travel (i.e., will require weekly visits to Area campuses, possible travel to professional conferences).

17. Any and all additional duties as assigned by your immediate supervisor.

18. Maintain Time and Effort as approved in the Title III application.

Supervisory Responsibilities: None.

Mental Demands/Physical Demands/Environmental Factors:

Tools/Equipment Used: Standard office equipment including personal computer and peripherals Posture: Prolonged sitting; occasional bending/stooping, pushing/pulling, and twisting

Motion: Repetitive hand motions, frequent keyboarding and use of mouse; occasional reaching Lifting: Occasional light lifting and carrying (less than 15 pounds)

Environment: Work inside; frequent district wide travel; occasional statewide travel

Mental Demands: Work with frequent interruptions; maintain emotional control under stress