Elementary English Language Facilitator Standard

elementary english language facilitator full-time standard

certified - classroom teacher - esl/bilingual - elementary

job number

start date

open date 01/30/2026

closing date

secondary

under the general supervision of the director of the department of english language development (eld) and english language development programming coordinators the english language facilitator elementary/secondary ensures that federal requirements for teaching, identifying, and assessing english learners (els) are met. A classroom teacher will implement school board policy regarding the educational curriculum of a particular instructional division and/or instructional unit. The english language facilitator helps facilitate appropriate placement, academic and linguistic growth, and parent outreach programs to support english language acquisition for students whose first language is not english.

The english language facilitator will be responsible for collaborating with school administrators, grade level/content area teams, and teaching assistants to coach the promotion of best practices for language instruction through content for els in mainstream classrooms/course. This collaboration may be in the form of co‑teaching, coaching teachers, planning with administrators and/or planning for language development instruction to occur throughout content subjects.

the essential functions and duties listed below are in alignment with the wcsd strategic plan to know every student by name, strength and need and are intended as illustrations of the various types of work that may be performed. The primary duties of an english language facilitator is to provide schools with strategies for explicit language instruction through core curriculum courses.

In addition, the english language facilitator will ensure compliance with title iii guidelines for record keeping and assessment (as needed); additional duties may be assigned by eld director and eld programming coordinators as schedule permits. The omission of specific statements of duties does not exclude them from the position if work is similar, related or a logical assignment to the position.

• demonstrates mastery of content, pedagogy, resources, and knowledge of el proficiency levels
• demonstrates knowledge and understanding of wida standards, instruction, and assessment framework
• demonstrates an understanding of designing effective language instruction through backward design and selecting intentional strategies and scaffolds to support el learning.
• utilizes data to assist staff in making decisions for language and content targets and objectives for els to increase their oral and written production.
• sets instructional outcomes for diverse learners and student language learning outcomes.
• assists in designing coherent instruction and student assessments aligned with nevada academic content standards, wida english language development standards, and district el curriculum/course objectives.
• uses language data (e.g. Elpa, qsi, lexia english, iready, writing samples, anecdotal records, formative and summative assessments) to plan and prepare instruction.

• creates a professional coaching model with high expectations, respect, rapport, and cultural acceptance.
• engages in a cycle of continuous improvement (pdsa) with classroom and content area teachers to build capacity.
• organizes schedule to create a safe, accessible, resource rich environment for positive coaching for staff to meet student language needs.
• supports effective classroom procedures and student behavior through, co‑teaching with mainstream classroom and el teachers, and providing opportunities for reflective discussion and feedback.
• establishes a commitment to elevating educators to create a culture of learning for els demonstrates cultural competency by using an equity lens, continually advocates, and builds capacity for cultural responsibility.

• assists in developing high quality, standards aligned, explicit english language instruction, employing best practices for els, including appropriate differentiation techniques and strategies, in order to develop each student's ability to read, write, speak, and listen in a broad range of cultural, social and academic contexts.
• engages with mainstream content area and el colleagues in giving and receiving feedback on sheltered instruction techniques, glad strategies, best practices for els to analyze el student work to determine instructional goals, and sharing responsibility for student learning to ensure el students make one year growth annually.
• develops and communicates learning expectations for el students.
• engages teachers in creating lessons that provide students have multiple opportunities for oral and written academic and language.
• coaches staff to utilizing questioning and discussion techniques to maximize student interaction.
• embeds assessment in instruction.
• demonstrates…