Support Specialist: Bilingual - Park Elementary

Job Details: This position is for the 2025-2026 school year

JOB SUMMARY
The Community School Bilingual Support Specialist is a vital member of the Community School program. Works directly with the school's Community School Program Manager and the Director of Community and School Based Programing to create a Community School strategy that includes wraparound services aligned to Physical Health, Social, Emotional & Behavioral Health, Academic Enrichment, and 2 Generational Supports that are inclusive and accessible to all students and families, including those whose primary language is not English. Works flexible hours, including summers, evenings, and weekends to support students and families who are participating in Community School programming.

Additional Work Days/Hours
Based on the assignment, the following additional work days and/or hours may be required as needed:

• Ability to work flexible schedules
• Evenings/Nights
• Outside of normal business hours
• Summer hours
• Weekends

ESSENTIAL DUTIES/RESPONSIBILITIES

• Supports the Community School Program Manager in helping connect students and families who are non-native English speakers with appropriate community resources and government agencies to support Physical Health, Social, Emotional, and Behavior Health, 2 Generational Supports, and Academic Enrichment.
• Helps to recruit students and families to take part in Community School programming, including student academic enrichment programs, adult education classes, workforce development programs, family experiences and field trips, resource fairs, citizenship classes, and civic participation activities. Interprets for participants in these programs as needed.
• Works with Student Services personnel and community agencies to ensure that language is not a barrier to social, emotional, and behavioral counseling support sessions by explaining the purpose and benefit of such programs and interpreting for students and families during support sessions.
• Translates Community School communications and other documents and helps the school in all aspects of communicating with and recruiting families to participate in Community School and other school programming.
• Collaborates with the school's Bilingual Facilitator to ensure consistent messaging, creating a welcoming environment for families whose primary language is not English, and communicating with them in a meaningful way about academic programs, community resources, services, and their children’s progress. Assists with bilingual facilitator duties in the occasional absence of the bilingual facilitator.
• Supports the Community School development process to ensure that the needs and voices of non-English speaking students and families are considered when identifying goals and effective programming to support academic enrichment, 2 Generational supports, and physical and social/emotional/behavioral needs. Assists the Community School Program Manager in planning and implementing effective programming for non-native English students and families.
• Participates in professional development related to trauma-informed education, restorative justice practices, culturally responsive teaching, working with students in poverty, and community school strategies.
• Performs other related duties as assigned within the same classification or lower.

MINIMUM QUALIFICATIONS
To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skills, and/or abilities required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

Education

• Associate's Degree in related field of education from a regionally accredited college or university required;
• Or an equivalent combination of education and experience which provides the required knowledge, skills, and abilities deemed sufficient to prepare the employee to successfully perform the duties of the position.

Experience

• One (1) year working with families who are non-native speakers required; or
• One (1) year interpreting experience required; and
• One (1) year working in a social service or educational environment preferred. or
• One (1) year working with community organizations and government agencies preferred;
• Or an equivalent combination of education and experience which provides the required knowledge, skills, and abilities deemed sufficient to prepare the employee to successfully perform the duties of the position.

Knowledge, Skills, Abilities and Other Characteristics

• Native or near native fluency in English and Spanish (speaking, reading, and writing).
• Ability to establish rapport with families from diverse cultures and backgrounds.
• Experience working with families collaboratively and/or community agencies.
• Ability to exercise considerable patience, courtesy, tact, good judgment in communicating with families, community members, students, teachers, and other stakeholders. and confidentiality in working with students, families, teachers, and SEL counseling.
• Ability to work flexible hours including daytime, late afternoon, evenings, weekends, and summer hours.
• Knowledge of community resources that support families who are English Learners.
• Ability to maintain strict confidentiality when interpreting for and interacting with students and families receiving social, emotional, and behavioral counseling.
• Demonstrated ability to effectively work and communicate with diverse populations.
• Demonstrated proficiency with business technology applications (e.g. Video/Web Conferencing, Microsoft Project, Microsoft Office Suite – Word, Excel, Outlook, PowerPoint and/or preferred).

Language Requirements

• Bilingual/Biliterate Spanish native or near native required.

Licenses and Certifications
Employee must retain active licenses, certifications, and enrollment as a condition of employment.

• Hold or be eligible for Driver's License (DL) Class A Non-Commercial issued by Maryland or State of Legal Residence (MVA/DMV) required; and
• Daily access to reliable transportation.

Driving Requirements

• Driving is required to conduct bona fide Board business that is within the scope of employment in this position.
• Personal Vehicle

CAREER LADDER REQUIREMENTS

Qualification Requirements for Employment in Higher Grade as a New Hire or Transfer requires:

• Two (2) additional years of successful experience required.
• Achievement of Professional Certification or Certificate in Education, Business or Technology, or Completion of coursework or workshops leading towards professional certification required.

Eligibility for Consideration for Advancement from Lower Grade to Higher Grade requires:

• Two (2) years continuous successful experience in the position at the Lower Grade level.
• Mastery of all responsibilities and duties of the position.
• Evidence of completion of additional training that may be recommended by supervisor and/or participation in approved professional development programs or courses, approved in advance by the supervisor. Successful completion of a minimum of one professional development within the last two years is required. Successful completion of job specific professional developments identified on the job description, performance evaluations and/or the supervisor’s documented recommendation are required.
• Achievement of identified goals as they relate to the needs of the district and as established by the supervisor.
• Consistent maintenance of an effective and orderly work environment.
• Consistent compliance with general office procedures such as standards contained in the AACPS Employee Handbook; demonstration of discretion and excellent customer service; regular and punctual attendance; and building dress code, including wearing AACPS ID badge.
• Above Satisfactory overall job performance for the two most recent consecutive years of Performance Ratings.
• Letter of Recommendation written by the supervisor.

Additional Requirements for Advancement from Lower Grade to Higher Grade requires:

• Achievement of Professional Certification or Certificate in Education, Business or Technology, or Completion of coursework or workshops leading towards professional certification required.

LEADERSHIP ROLE

• N/A

PHYSICAL DEMANDS/WORKING CONDITIONS
The physical demands and working conditions described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

Physical Demands

• Standing: under 1/3 percent of the time
• Walking: under 1/3 percent of the time
• Sitting: between 1/3 and 2/3 percent of the time
• Keyboarding: between 1/3 and 2/3 percent of the time
• Talking: over 2/3 percent of the time
• Hearing: over 2/3 percent of the time
• Driving: under 1/3 percent of the time
• As required by the duties and responsibilities of the position.

Vision
The vision demands with correction described here are representative of those that must be met to successfully perform the essential functions of this job.

• No special vision requirements

Work Environment
Location

• Office, school or similar indoor environment: over 2/3 percent of the time
• Outdoor environment: under 1/3 percent of the time
• Street environment (near moving traffic): under 1/3 percent of the time
• In the community (homes, businesses, etc.): under 1/3 percent of the time

Noise Level

• Moderate: over 2/3 percent of the time

Weight & Force
Lifting and carrying requirements

• None:

Travel Requirements

• 20% weekly day/night travel within the community driving between schools and events.

JOB INFORMATION

ORGANIZATION

HR JOB INFORMATION