Teacher - Emergent Bilingual​/LPAC;

Position: Teacher - Emergent Bilingual/LPAC (2026-27)
Primary Purpose

Support the academic and linguistic success of emergent bilingual students with differentiated instruction through sheltered instruction strategies, collaborating with teachers to ensure the implementation of ELPS and linguistic accommodations in the classroom, and acting as a liaison between the school and families. Coordinate and facilitate the LPAC process, meeting district, state, and federal guidelines. Actively engage in actions that contribute to the overall mission and strategic plan of Clear Creek ISD.

Qualifications

Education/Certification/Licensure

Bachelor's degree from an accredited college or university Valid Texas certificate, including ESL or Bilingual certification

Special Knowledge/Skills

Demonstrated strong organizational, communication, and interpersonal skills

Demonstrated expertise in ESL or bilingual instruction

Knowledge of the LPAC requirements and state guidelines

Expertise in second language acquisition and best practices for Emergent Bilingual Students

Ability to collaborate with peers, support the implementation of ELPS, and model sheltered instruction

Ability to instruct students and manage behavior

Embrace CCISD instructional philosophy and initiatives

Experience

Bilingual or ESL teaching experience required

Major Responsibilities and Duties

Guide the learning of emergent bilingual students in accordance with the district's philosophy of instruction toward the achievement of curriculum goals.

Provide instructional support to teachers regarding effective strategies for emergent bilingual students, including implementation of English Language Proficiency Standards and sheltered instruction strategies.

Provide and support focused, targeted, systematic instruction for students at the beginning and intermediate levels of language acquisition.

Model and support the use of proficiency level descriptors and student data from a variety of sources to ensure emergent bilingual student growth linguistically and academically, and to plan and implement instruction.

Create lesson plans and collaborate with peers in planning to include language objectives, sheltered instruction strategies, and accommodations for emergent bilingual students which align teaching and available resources to the district

Collects, analyzes, and interprets student language proficiency data and state assessment results, and communicates findings to all stakeholders to guide instructional planning and support targeted intervention for emergent bilingual students.

Identify classroom accommodations on an individual basis and provide documentation to each classroom teacher for emergent bilingual students.

Work cooperatively with other programs such as special education, 504, and gifted and talented to ensure emergent bilingual students are receiving appropriate services.

Facilitate the LPAC process including identifying emergent bilingual students, initial placement, mid-year assessment decisions, end-of-year recommendations, and ongoing monitoring of students with denial of services.

Meet all required LPAC timelines including the complete LPAC process for initial students within the first four weeks of enrollment

Complete all necessary LPAC forms, maintain individual LPAC folders, ensure accuracy of PEIMS coding and verify PEIMS reports.

Train LPAC representatives including campus staff and parents and ensure correct representation during LPAC meetings.

Complete oral language proficiency testing and Iowa assessment as needed and support the administration of TELPAS.

Establish and maintain open communication with parents of emergent bilingual students including initial identification and program placement, annual progress reports, reclassification status, performance of students with a denial of services, conducting conferences and any other communication regarding emergent bilingual students.

Present subject matter according to guidelines established by the Texas Education Agency, board policies, administrative guidelines and the district curriculum.

Work cooperatively with the campus and district instructional supervisors, leaders, and department heads to improve instruction.

Provide small group instruction for…