Title III Instructional Literacy Coach ESL​/BIL – Elementary

Title III Instructional Literacy Coach ESL/BIL Elementary

Primary

Purpose:

To ensure that academic language development is intentionally embedded into all content areas for all students especially Emergent Bilingual (EB) students, through a collaborative and role-specific coaching approach.

Qualifications:

• Valid teacher certification
• Bilingual certification recommended
• Five years of teaching experience in the designated area

Special Knowledge/

Skills:

• Extensive knowledge of best practices for Spanish and second language acquisition
• Ability to work effectively with principals, teachers, and students
• Ability to lead Professional Learning Communities
• Ability to coach teachers in classroom settings including observations with formative feedback
• Ability to utilize formal and informal data to inform instruction
• Ability to support others in the implementation of the district curriculum, effective teaching strategies, and other best practices in language arts
• Fluent in English and Spanish

Preferred Experience:

• Experience in conducting staff development and/or mentoring teachers
• Experience in developing curriculum activities and TEKS-based assessments
• Experience in facilitating the planning and application of emerging technologies in the classroom
• Minimum of five years of teaching experience in Dual Language and/or ESL programs

Major

Responsibilities and Duties:

• Supports teachers in reading/writing instruction across content areas, TEKS alignment, and literacy frameworks
• Analyzes district, campus, and student achievement data (e.g., STAAR, MAP, district benchmarks, TELPAS) to plan targeted instructional responses aligned to the MTSS framework, with a focus on growth for Emergent Bilingual students
• Offers instructional coaching and collaborate within PLCs to refine teaching practices, support language acquisition, and improve student outcomes
• Partners with content specialists/coaches and other departments to identify language opportunities within instructional units
• Delivers model lessons that demonstrate effective language acquisition strategies, including scaffolds and differentiation
• Builds teacher capacity in applying ELPS within content instruction to support content-based language instruction (CBLI)

Joint Collaboration Opportunities:

• Co-Planning Meetings:
  Integrate language and content objectives in unit plans
• Co-Teaching/Modeling Lessons:
  Title III coach embeds language scaffolds
• Learning Walks:
  Conduct classroom visits with a focus on language use in content base language instruction
• PD Co-Facilitation:
  Host joint sessions

Supervisory Responsibilities:

None

Working Conditions:

Mental Demands/Physical Demands/Environmental Factors:
Tools/Equipment Used:
Personal computer and peripherals; standard instructional equipment;
Posture:
Prolonged standing; frequent kneeling/squatting, bending/stooping, pushing/pulling, and twisting Motion:
Frequent walking Lifting:
Moderate lifting and carrying (up to 30 pounds) Environment:
Work inside, may work outside; regular exposure to noise Mental Demands:
Maintain emotional control under stress; work prolonged or irregular hours. Ability to communicate effectively (verbal and written); interpret policy, procedures, and data; coordinate district functions. District-wide and statewide travel. Occasional prolonged and irregular hours. Physical demands of preparing for professional development sessions. Follow district safety protocols and emergency procedures;
Other duties as assigned