Job Title: Bilingual / ESL Instructional Coach

Reports to: Director for Academic Programs

Dept.: Curriculum & Learning Services/ Assigned Campuses 

Exemption Status: Exempt

Funding: SCE/ Title I/ BESL Allotment

Primary Purpose:  A bilingual/ELLs instructional coach is expected to present a positive, proactive, and professional approach to the schools in which he/she works.  Help support an environment with a focus on literacy and math conducive to effective instruction for English language learners in both a bilingual dual immersion setting or inclusive monolingual setting utilizing specific instructional strategies and interventions in order to refine tiered levels of support while establishing a rapport and maintaining constructive interactions with teachers, teams, and administrators.

Qualifications: 

Education/Certification:

• Bachelor’s degree
• Valid Texas Elementary Teaching certificate for elementary grade level(s) (PK-6) in core subjects
• Bilingual and/or ESL Certification
• Bilingual in Spanish preferred

Experience:

• Three years or more of successful teaching experience in the elementary grade level(s) in a bilingual core subject assignment or ESL class, with a record of successfully impacting ELLs achievement and working successfully with ELLs. 

Major Responsibilities and Duties:

Instructional Management

• Researches and provides content knowledge and resources to staff about learning and teaching English language learners such as: 

             -Teaching strategies
             -Best practices
             -Differentiation strategies
             -Assessment techniques

• Shares district provided information and guidance regarding a range of effective and innovative instructional practices through various activities such as:

               -Individual discussions (informal and formal)
               -Coaching sessions
               -Demonstration lessons with pre- and post-discussion / analysis
               -Professional learning communities
               -Staff meetings

• Provides collaborative, job-embedded professional learning through PLC meetings, after school training, professional learning days, and summer learning training.
• Demonstrates knowledge of research-based instructional strategies that engage ELL students. 
• Provides organized, individual and/or group learning opportunities for teachers as needed. 
• Assists teachers with designing instructional decisions based on assessment data. 
• Assists teachers with specific classroom activities when requested. 
• Monitors intervention programs by observing and meeting with teachers. 
• Models lessons. 
• Identifies strengths of individual teachers. 
• Observes teachers in their classrooms and offers insights for the enhancement of teaching-learning situations utilizing the district coaching tool.
• Assists the principal and the curriculum coordinators in the disaggregation of student performance data, by school and by teacher.
• Leads EB summer school and curriculum. 
• Provides classroom support for the use of ELPS strategies (including modeling as necessary)
• Integrates ELPS strategies into the curriculum. 
• Demonstrates appropriate use of instructional technology and other educational tools to enhance and extend instruction.
• Provides support for classroom motivation and management strategies.

District Climate

• Collaborates with curriculum coordinators and campus administrators in expressing a vision directed towards improvement of the school programs.
• Demonstrates and uses effective communication skills in dealing with district and school administrators and teachers.
• Makes recommendations related to instruction based upon classroom observations and assessment findings.
• Provides encouragement and emotional support to teachers.
• Works positively toward meeting identified district and building improvement goals.

Personnel Management 

• Maintain the confidentiality of schools, teachers, and classrooms.
• Develops and maintains a confidential, collegial relationship with teachers.
• Conferences regularly with teachers and administrators; supports individual professional development activities.
• Maintains schedule and paperwork consistently, appropriately, and in a timely manner.

Professional Growth and Development 

• Actively seeks and utilizes evaluative feedback from peers, campus principal, and Director for Academic Programs regarding job performance.
• Participates in professional development programs to improve job performance using innovative approaches as requested by supervisor.

Other

• Collaborate with the school leadership team to establish a school culture of trust so that coaching is viewed in a positive light by teachers and a vehicle to assist teachers in improving their practice.
• Meets with the district director of curriculum and learning services and curriculum coordinators.

INTENDED OUTCOMES AND SUCCESS MEASURES: 

• Close the achievement gap among ELLs.
• Improve overall ELL student’s performance in targeted areas as identified.  
• Improve teacher performance in targeted areas as identified.
• Increase Professional Learning opportunities and participation of staff across the district. 
• Change in teaching practices during Tier One Instruction.

Working Conditions:

Mental Demands/Physical Demands/Environmental Factors:

• Frequent district- wide and occasional state- wide travel; occasional prolonged and irregular hours.
• Onsite work required.

This job description describes 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. 

Approved by                                                                                       Date

Reviewed by                                                                                       Date

Little Elm ISD does not discriminate against any employee or applicant for employment because of race, color, religion, sex, national origin, age, disability, military status, genetic information, or on any other basis prohibited by law. Additionally, the District does not discriminate against an employee or applicant who acts to oppose such discrimination or participates in the investigation of a complaint related to a discriminatory employment practice. Employment decisions will be made on the basis of each applicant’s job qualifications, experience, and abilities.

El Distrito Escolar Independiente de Little Elm no discrimina a ningún empleado o candidato a empleo por razón de raza, color, religión, sexo, nacionalidad, edad, incapacidad, estatus militar, información genética o de cualquier otra razón prohibida por ley. Además,  el  distrito  escolar  no  discrimina  a  ningún  empleado  o  candidato  a  empleo  que  actúe  oponiéndose  a  ese  tipo  de discriminaciones o que participe en la investigación de una queja relacionada co n alguna práctica discriminatoria en la contratación. La toma de decisiones respecto a una contratación se hará en función de las calificaciones, experiencia y habilidades del candidato.