Bilingual Resource Teacher; Spanish - FTE - Shabazz - SY

Essential Duties and Responsibilities

• Instructional Supports & Service Delivery

  Provide supplementary
  * instruction for targeted English Language Development within or outside
  ** of the classroom to English Learners (ELs) in general education environments across program types (i.e., ELI, DLI-DBE, Hmong Heritage Programs.)

  * in addition to or supplemental to an instructional program/service that would otherwise be provided to ELs

  ** activities outside of the classroom should be for a limited duration and should target the academic language development needs of the ELs in the group (newcomers)

  Provide English language development instruction for EL students who have been in US schools for less than one calendar year (i.e., Newcomers per DPI) for key content areas in high school.

  Establish consistent communication with, and guidance to, Bilingual Resource Specialists (BRS) regarding student needs, instructional support, and family outreach.

  Help to create school-wide welcoming environments and support inclusion of EL students in instructional settings.

  Work with the building administrator and Multilingual Services and Programs staff to coordinate service delivery that is inclusive and conforms to district protocols and requirements for English language learners.

  Serve as an integral member of the school-based team responsible for student placement and scheduling to ensure compliance with and law regarding ESL services.

  Work with Librarian/Library Media Tech Specialist and/or Instructional Coach to purchase culturally and linguistically relevant materials.

  Participate as active team members in discussions of academic, transition, secondary options, graduation and career/vocational post-secondary planning for ELs.

  Serve on the Student Support and Intervention Teams (MTSS) to ensure culturally and linguistically responsive practices throughout the referral process when student in question is an EL.

  Participate as active team members (not as interpreters) in IEP meetings for ELs to represent the student’s language development needs.

  Provide assessment support:

  Administer English language proficiency assessments and screeners including WIDA Kindergarten Screener, WIDA Screener Online, and ACCESS 2.0 (including bilingual screeners when applicable).

  Monitor students’ ability to access grade level curriculum through ongoing formative assessment in collaboration with general education staff.

  Collaborate with non-ESL staff to ensure that ELs have appropriate and adequate assessment scaffolds in assessments of core content learning (formative, interim, and summative).

  Provide professional learning to colleagues to ensure that content-related language growth is measured and reported.

  Support classroom teachers in understanding how to use the English Language Development observation tools, and how to use data to guide instructional planning.

  Collaborate with School Testing Coordinators to ensure appropriate testing accommodations are provided for ELs in district and state-mandated assessments. (The testing environment should include the scaffolds, supports, and differentiation that reflect routine classroom instruction and assessment.)

  Family Involvement:

  Serve as one of the communication links among student, families, and school staff in collaboration with classroom teachers.

  Participate in parent-teacher conferences that include ELs served by the BRT in collaboration with the general education classroom teacher.

  Collaborate with Bilingual Resource Specialists (BRS) and other staff to coordinate communication with families.

  Provide families of ELs with information related to MMSD and the U.S. educational system including the process of identifying ELs.

  Bilingual Resource Teachers provide English Language Development support in general education environments across program types (i.e. ELI, DLI-DBE, Hmong Heritage Programs).

  Bilingual Resource Teachers working in 4K environments.

  Provide support for the development of social language in a play-based environment for students whose parents have indicated the presence of another language as part of the Home Language Survey.

  Provide support with routines related to instructional…