Title III District EL Instructional Lead Secondary (24-25 SY)

PRIMARY PURPOSE: Provide instructional leadership, coaching and technical support to core and enrichment area teachers serving culturally and linguistically diverse (CLD)/ESL students.

QUALIFICATIONS:

Minimum Education:

• Master's degree preferred

• Valid Texas Teacher Certification

• Bilingual or ESL certification required

• Secondary Certification in a core area preferred

Special Knowledge/Skills

• Specific knowledge of English as a Second language instructional practices, state and federal language program regulations

• Knowledge of early intervention practices

• Ability to disaggregate and analyze data

• Ability to plan and conduct staff development

• Ability to clearly articulate program goals

• Strong organizational, communication, and interpersonal skills

Minimum Experience:

At least three (3) years experience teaching in a Bilingual or ESL setting

MAJOR RESPONSIBILITIES AND DUTIES:

• Support ESL and core content classroom teachers in meeting the needs of diverse student populations including, recent arrival immigrants, long term EL students, refugee and aslyee students

• Assist ESL and core content teachers in instructional planning/coaching, classroom management procedures, record keeping, diagnostic procedures and assessment of CLD students

• Coordinate the review, development, and revise of early intervening services provided to CLD/ESL students

• Work cooperatively with director and campus principals in developing and supervising the coordination of ESL education services

• Obtain, analyze, and use evaluative findings to examine curriculum and instruction programs effectiveness and to assist teachers with continuous improvement

• Support ESL classroom teachers and teachers in the implementation of district and state curriculum and research based instructional strategies to increase student achievement and in learning English

• Plan and provide staff development for teachers, administrators, and staff using data-driven decision-making regarding Early Intervening Services, Responsiveness to Intervention

• Observe classroom instruction and provide feedback and assistance to teachers to facilitate improvement and innovation

• Demonstrate teaching using effective strategies

• Plan and provide relevant professional development through Professional Learning Communities (PLC) to ensure rigorous and relevant instruction

• Ensure the Affective Domain/Environmental factors are addressed in teaching and learning as required through Chapter 89

• Support campus goals for teaching and learning

• Work closely with principals, counselors, department chairs and teachers in creating an open, cooperative atmosphere for effective communication

• Work cooperatively with members of Academic Services

• Maintain a positive and effective relationship with campus leaders, teachers, special and supervisors

• Effectively communicate with colleagues, students, and parents

• Plan, prepare and/or participate in community projects as needed

• Adhere to all Board policies and district administrative procedures

WORKING CONDITIONS:

Mental Demands/Physical Demands/Environmental Factors: Must maintain emotional control and exercise reasoning and problem solving skills while under stress. Must demonstrate ability to communicate effectively (verbal and written). Should be able to interpret procedures and analyze data for decision-making. Frequent in-district and occasional in-state or national travel. Occasional prolonged and irregular hours.

Safety: Contribute to the prevention of accidents and injuries by observing safety rules and District policy, practicing the principles and skills taught in safety training, wearing personal protective equipment as required, reporting injuries and incidences immediately to supervisor, and being proactive in the ongoing efforts to improve and maintain workplace safety.

The information contained in this job description is for compliance with the Americans with Disabilities Act (ADA) and foregoing statements describe the general purpose and responsibilities assigned to this job and are not an exhaustive list of all responsibilities, duties, and skills that may be required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.