Bilingual Resource Teacher; Spanish - Henderson - FTE - SY

Essential Duties and Responsibilities

• Provide supplementary instruction for targeted English Language Development within or outside the classroom to English Learners (ELs) in general education environments (e.g., ELI, DLI-DBE, Hmong Heritage Programs).
• Provide English language development instruction for EL students who have been in U.S. schools for less than one calendar year (Newcomers per DPI) for key content areas in high school.
• Establish consistent communication and guidance with Bilingual Resource Specialists (BRS) regarding student needs, instructional support, and family outreach.
• Create school‑wide welcoming environments and support inclusion of EL students in instructional settings.
• Coordinate service delivery with the building administrator and Multilingual Services and Programs staff to ensure compliance with district protocols for English language learners.
• Serve as a member of the school‑based team responsible for student placement and scheduling to ensure compliance with state and federal law regarding ESL services.
• Work with librarian and/or Instructional Coach to purchase culturally and linguistically relevant materials.
• Participate in academic, transition, secondary options, graduation and career/vocational post‑secondary planning discussions for ELs.
• Serve on the Student Support and Intervention Teams (MTSS) to ensure culturally and linguistically responsive practices throughout the referral process for ELs.
• Participate as an active team member (not as interpreter) in IEP meetings for ELs to represent the student’s language development needs.
• Administer English language proficiency assessments and screeners, including WIDA Kindergarten Screener, WIDA Screener Online, ACCESS 2.0 (and 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 ELs have appropriate assessment scaffolds in core content assessments (formative, interim, and summative).
• Provide professional learning to colleagues to ensure content‑related language growth is measured and reported.
• Support classroom teachers in using English Language Development observation tools and data to guide instructional planning.
• Collaborate with School Testing Coordinators to ensure testing accommodations are provided for ELs in district and state‑mandated assessments.
• Serve as a communication link among students, families, and school staff; participate in parent‑teacher conferences for ELs.
• Coordinate communication with families through collaboration with BRS and other staff.
• Provide families of ELs with information related to MMSD and the U.S. educational system, including EL identification processes.
• In 4K environments, provide support for social language development and routines related to instructional activities; collect anecdotal notes; review 4K benchmarks; embed language strategies during planning time.
• Serve as Case Manager for ELs to provide a school‑based contact/advocate for parents and students.
• Explain EL Data Management forms to parents; identify potential ELs from Home Language Survey; assess students who meet criteria for language screening; report scores to Multilingual Services.
• Create Individualized Learning Plan (ILP) forms; notify parents of plan; archive signed ILP forms in the EL data management system.
• Notify parents of monitoring status and progress; promote a two‑year monitoring or exit decision as appropriate.
• Maintain electronic cumulative files of EL records and assessment results.
• Assist building clerical staff with file maintenance; work with parents of misidentified ELs to remove EL status from MMSD and state databases.
• Promote a teaming model during common planning times and participation in team meetings.
• Consult with general education staff to integrate targeted language instruction and language scaffolds; provide guidance on monitoring, measuring, and reporting language development.
• Provide resources concerning the distinction between disability and second language/literacy development.
• Collaborate with Special Education staff to meet both language…