Secondary Multilingual Program Coordinator

Job Title: Secondary Multilingual Program Coordinator
Category: Certified/Licensed

Posting Date: May 2, 2024

Start Date: Approximately August 14, 2024. Exact date to be determined by the District.

Secondary Multilingual Program Coordinator

District Wide

207 Contract days, Probationary Contract

1.0 FTE

Application Deadline: Open Until Filled. Apply through gbsdjobs.com

Qualifications: State of Oregon Teaching License with ESOL endorsement, and current First Aid Card.

Studies have shown that women and people of color are less likely to apply for jobs unless they believe they meet every one of the desired qualifications as described in a job description. We are most interested in finding the best candidate for the job.

We would encourage you to apply, even if you don't believe you meet every one of our desired qualifications described. If you are unsure whether you meet the desired qualifications of this position, or how this would be determined, please feel free to contact Human Resources to discuss your application. Preference will be given to those applicants with work or lived experience with culturally, linguistically and racially diverse communities.

POSITION SUMMARY: The "Secondary Multilingual Program Coordinator" will support administration and instructional staff in the development, implementation and coordination of English language development and accessibility of core content instruction for active and monitored English learners in grades 6 through 12.

The secondary EL program supports the success of all currently and formerly identified English learners in middle and high schools in the district and implements opportunities for students to achieve high school graduation and access post-secondary options. The coordinator will work closely with secondary administrators, district leadership, and ODE staff to ensure EL student needs are met in compliance with district, state, and federal policies and guidelines. This contract includes an additional 15 days to support the district with various duties related to reporting, planning, data collection and professional learning.

MINIMUM QUALIFICATIONS
Education, Training, Experience, Licensure and Certification
Appropriate State Teaching license
ESOL endorsement
Minimum of five years successful teaching experience at the secondary level (6th - 12th)
Strong background in English language development and scaffolding/sheltering practices
Strong understanding of culturally responsive and inclusive teaching practices
Strong understanding of equitable practices, diversity, inclusion and representation and their impact on educational outcomes
Strong collaboration and facilitation skills
Strong understanding of adult learning strategies
Demonstrated competency with using and analyzing data to inform decisions
Bilingual preferred
Diverse applicants encouraged to apply

Special Knowledge/Skills:
Understanding of purposes and appropriate uses of formative and summative language assessments
Knowledge of general Title III guidelines as they apply to secondary students
Familiarity with communication needs of families of EL students (interpretation, translation, outreach, etc.)
Experience with AVID and AVID Excel programs and curriculum
Demonstrated ability to design and facilitate (individually or in collaboration with others) high quality professional learning for administrators/teachers/school staff
Demonstrated comfort, knowledge, skill and ability using instructional technology
Effective communication skills in multiple formats (multimedia, email, face-to-face, etc.)
Ability to form professional relationships and work with colleagues and staff from diverse backgrounds
Able to work independently, take initiative, and be flexible, and able to work in a fast-paced environment and manage competing tasks, deadlines, requirements, and decisions
Effective time management, organization and prioritization to meet the needs of projects and teams
Ability to work both independently and collaboratively
Ability and interest in continuing own professional learning throughout the year
Ability to listen to others and remain receptive to new ideas
Demonstrated understanding of confidentiality at all levels
Experience establishing and maintaining positive, effective working relationships with community members, particularly families of EL students

MAJOR RESPONSIBILITIES AND DUTIES
(The following statements describe the general purpose and responsibilities assigned and should not be construed as an exhaustive list of all responsibilities, skills, efforts, or working conditions that may be assigned or skills that may be required.)
Support, monitor and evaluate secondary EL programs and processes (identification, assessment, program placement, instruction, progress monitoring and exiting criteria)
Collaborate with district leadership to develop pathways and opportunities for secondary active and monitored ELs (Biliteracy Seal, internships, student leadership groups, etc.)
Work with secondary school administrators, EL teachers, and EL assistants to design courses and appropriate support for active and monitored ELs
Work with community and student engagement liaisons to facilitate outreach to families of ELs and increase their two-way communication and engagement with the goal of increased student success
Attend appropriate district level meetings and school level meetings focused on EL student programs
Design, implement and support ongoing professional learning related to English language development and scaffolding/sheltering instruction for secondary EL and content teachers
Assist school level teams in identifying needs of active and monitored ELs and designing appropriate student and group level supports for academic success
Coach both licensed and classified instructional staff in best practices for supporting academic achievement of active and monitored EL students
Model effective culturally responsive instructional techniques with secondary EL and content teachers
Collect and analyze school data for various EL student groups (Newcomers, Long term ELs, etc.)
Participate in regional and state level meetings and professional learning for EL programs
Communicate orally and in writing with internal and external sources regarding district secondary EL programs and supports. This may include supporting with GBSD Board of Directors presentations.
Work collaboratively and communicate effectively with district-level leadership to ensure relevant curriculum and practices that will increase active and monitored EL student learning and achievement
Work collaboratively and communicate effectively with secondary instructional coaches to strengthen articulation and to create a seamless instructional program for active and monitored ELs
Cultivate and model a respectful working and learning environment and support district efforts to hire and retain staff that is representative of the district community (affinity groups, equity teams, recruiting efforts)

PHYSICAL REQUIREMENTS:
Ability to: Sit, stand or walk for prolonged periods of time
Talk and hear conversations
Use precise control of fingers and hand movement, often in a repetitive movement such as keyboarding
Reach for and handle objects
Use close vision, distance vision, color vision, peripheral vision, depth perception and the ability to adjust focus

Regular focus on a computer screen
Bending, stooping, kneeling and lifting up to 15-45 pounds may also be required on occasion

WORKPLACE EXPECTATIONS:
Maintaining regular and punctual attendance. In case of an absence site and/or district protocol for reporting absences is followed
Maintaining appropriate confidentiality regarding information relating to students, staff, and district operations
Dress in a professional and appropriate manner for the assignment and the work setting
Exercising prudent judgment
Work independently in the performance of routine duties
Follow all District policies and work procedures
Utilize the District's electronic systems and applications related to the position
Participate in required meetings and trainings related to the position
If employee is bilingual, interpretation, translating documents, and/or communicating orally in the second language may be required
Cultivate and model a respectful working and learning environment

Gresham-Barlow School District recognizes the diversity and worth of all individuals and groups. It is the policy of this district and the board of education that there will be no discrimination or harassment of individuals or groups in any education programs, activities or employment. Gresham-Barlow provides equal access to individuals with disabilities.