Title III Instructional Literacy Coach ESL​/BIL – Elementary

Title III Instructional Literacy Coach ESL/BIL Elementary

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.

Education/Certification:

Valid teacher certification Bilingual or ESL certification 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

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