Title III ELAR​/ ESL Instructional Specialist - Secondary

Title III ELAR/ ESL Instructional Specialist - Secondary

Support the improvement of secondary ELAR and ESL instruction by collaborating on a shared vision for language and literacy development, strengthening curriculum and instructional practices, and driving continuous improvement to enhance academic outcomes for Emergent Bilinguals and benefit all students through high-quality, inclusive instruction.

Qualifications:

• Education/Certification:
  
  Master's degree in a related field preferred
• Valid teacher certification
• ESL and/or Bilingual Certification
• Five years of teaching experience in the designated area
• Campus-level leadership position preferred
• Ability to work effectively with principals, teachers, students, and community
• 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:

• Analyze district, campus, and student achievement data from state and local assessments to inform targeted instructional decisions, particularly for Emergent Bilinguals
• Collaborate in the development, alignment, and implementation of curricular improvements in secondary ELAR and ESL to promote language and literacy development for all students
• Supports teachers in reading/writing instruction across content areas, TEKS alignment, and literacy frameworks
• Provide instructional leadership to ensure fidelity of district curriculum implementation and effective instructional practices by collaborating with content and MLP departments
• Deliver model lessons that demonstrate effective ELAR and language acquisition strategies, including scaffolds and differentiation
• Design and facilitate professional development sessions and support PLCs to build teacher capacity in alignment with campus and district instructional priorities and in applying ELPS within content instruction
• Offer instructional coaching and collaborate within PLCs to refine teaching practices, support language acquisition, and improve student outcomes
• Participate in classroom walkthroughs to observe instruction with attention to language development and content integration, provide targeted feedback, and support continuous instructional improvement
• Collaborate with campus leadership teams to promote instructional leadership that advances equitable and high-quality learning for all students

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

Other:
Follow district safety protocols and emergency procedures;
Other duties as assigned