Anticipated English Language Learner Coach

Anticipated English Language Learner Coach

The English Language Learner Coach will support teachers across content areas in meeting the needs of English Learners in grades PreK-8 by strengthening ESL instruction and co-teaching implementation. The ELL Coach will develop differentiated coaching plans based on data and implementation cycles of high-quality instructional materials that support increased academic achievement across the domains of reading, writing, listening, and speaking for English Learners.

Required Education/

Experience:

* Valid Massachusetts Teacher certification in ESL/ELL PreK-8

* Knowledge of standards-based instruction for ELLs

* A Master's degree from an accredited institution

* A graduate or undergraduate degree in ESL, TESOL, or Applied Linguistics

* At least five years of teaching experience with strong evidence of exemplary ESL/ELL instructional practices

* Experience providing professional development in a variety of topics to teachers

* Ability to communicate effectively with students, teachers, parents, and administrators

* Demonstrate a commitment to excellence, equity, and high expectations for all students with an emphasis on building strengths that students bring to the teaching/learning process

* Ability to collect, interpret, and disseminate data to teachers in order to improve instruction and learning for English language learners

* Excellent written and oral communication skills in English

Preferred Education/

Experience:

* Familiarity with the Everett Public Schools.

* EPS respects linguistic diversity and believes that candidates who speak another language(s) bring value to the district's culture and diversity.

Working Time:
The English Language Learner Coach will work 184 days

Essential Duties and Responsibilities:

* Collaborate with the central administration instructional leadership team to create strategic plans for instructional improvement with a focus on English language learners with clear deliverables, including but not limited to the successful implementation of high-quality instructional materials and implementation of WIDA Frameworks.

* Meet with content Principals, Assistant Principals, Special Education Leadership, and teachers to analyze MCAS, ACCESS, and content quarterly data to identify areas of strength and needs for English language learners in order to identify instructional areas of improvement and strategically plan coaching cycles with teams and teachers.

* Collaborate with building principals on creating or improving teacher and student schedules in order to maximize ESL direct instruction minutes.

* Model differentiating instruction for and strategies that are content and activity-specific to increase student-centered instruction for English language learners.

* Conduct observation/feedback cycles with teachers to improve instruction for English language learners and high-leverage instructional practices that support reading, writing, listening, and speaking.

* Strengthen the co-teaching model between ESL, classroom teachers, and special education teachers by providing coaching, modeling, co-planning, and co-teaching.

* Provide professional development on differentiating for subgroups of ELs, such as Students with Limited or Interrupted Formal Education (SLIFE), Long-Term English Learners (Levels 3 and
4), and Newcomers with high literacy in their native language.

* Engage in a curriculum review process and support teachers' newly selected curriculum implementation. ? Attend student support meetings for students who do not meet their progress target, using a Multi-Tiered System of Support to utilize school-based interventions.

* Collaborate with the school's ETL and special education teachers on best practices for dually identified students.

* Plan and facilitate the administration of ACCESS and MCAS testing for English Learners in collaboration with school leadership.

* Facilitate common planning time to support analysis of data and teacher planning.

* Consult with teachers to scaffold high-leverage instructional practices, including, but not limited to, increasing reading and writing for ELLs with grade-level standards and WIDA Frameworks, reading…