Specialist Bilingual - Ridgemont Early Literacy Center

Job Description - Specialist Bilingual - Ridgemont Early Literacy Center (250002EG)

Specialist Bilingual - Ridgemont Early Literacy Center - (250002EG)

The Specialist Bilingual Elementary will provide instructional support and coaching to build expertise in second language acquisition, bilingualism and biliteracy within the bilingual and ESL content area classrooms. The incumbent will build capacity in educators to support second language acquisition by coaching, modeling, collaborative instruction, Professional Learning Community (PLC) facilitation, and delivery of campus professional learning. As a member of the campus EL team, the Specialist will support the Language Proficiency Assessment Committee (LPAC) to inform appropriate instructional decisions for emergent bilingual (EB) students.

The incumbent will provide strong instructional leadership for classroom teachers to implement the Multilingual Programs Comprehensive Professional Development Plan for Bilingual and ESL Programs.

• Develop expertise in content area teachers of emergent bilingual (EB) students to recognize instructional needs and identify research‑based best practices for linguistically accommodated instruction and assessment through coaching, PLC facilitation, and delivery of professional learning
• Develop expertise in campus leaders to provide ongoing instructional support that considers the needs of EB students
• Facilitate the disaggregation of multiple sources of data pertaining to EB students to make instructional decisions
• Collaborate with teachers during PLCs to develop and implement lesson plans that are linguistically appropriate and accommodated commensurate to language proficiency level, and that meet the District’s and TEA’s curricular requirements (TEKS and ELPS)
• Engage in effective second language acquisition coaching methods to ensure that District curriculum implementation is comprehensible and equitable for EB students
• Utilize the Second Language Acquisition Coaching Cycle with teachers to set goals related to the instruction of EB students, provide feedback on instructional practices, and engage teachers in reflective practice
• Model linguistically accommodating instruction and assignments commensurate to English/Spanish language proficiency level that facilitates comprehensible access to content
• Ensure that instruction and assessment (i.e., the learner experience) supports bilingualism, biliteracy and sociocultural competence
• Facilitate the accommodation of assessments for EB students by aligning linguistic accommodations for assessments with classroom linguistic accommodations
• Provide leadership for the implementation of tools that support student ownership of learning and second language acquisition
• Manage instructional settings and other parts of a campus to ensure environment is conducive to the process of second language acquisition
• Ensure classroom and/or instructional environment is attractive, safe and conducive to learning and that materials are in good condition and are linguistically accessible to students
• Foster instructional settings that promote culturally responsive teaching
• Facilitate the utilization of a variety of instructional materials and available digital tools to enhance learning
• Advocate for and ensure that emergent bilingual students have equitable access to educational opportunities

• Utilize the Second Language Acquisition Coaching Cycle to support the incorporation of linguistically accommodated instruction utilizing the written curriculum that is aligned to the identified district/campus instructional focus
• Collaborate with the Teaching and Learning Division, Multilingual Programs, and Student Support Services (SPED and GT) to promote best practices in instruction through modeling, collaborative instruction, and instructional planning within Professional Learning Communities (PLCs)
• Collaborate with Multilingual Programs to develop, facilitate, and/or provide teachers and staff with professional development and training aligned to dual language program goals, including…