Bilingual Resource Teacher; Spanish - Lapham - FTE - SY

Essential Duties and Responsibilities

• Provide supplementary instruction for targeted English Language Development within or outside of the classroom to English Learners (ELs) across program types, including ELI, DLI-DBE, and Hmong Heritage Programs.
• Provide English language development instruction for EL students who have been in U.S. schools for less than one calendar year (i.e., Newcomers) in key content areas in high school.
• Establish consistent communication with and provide guidance to Bilingual Resource Specialists (BRS) regarding student needs, instructional support, and family outreach.
• Help create school‑wide welcoming environments and support inclusion of EL students in instructional settings.
• Collaborate with building administrators and Multilingual Services and Programs staff to coordinate inclusive service delivery that conforms to district protocols and requirements 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 librarians and/or Instructional Coaches to purchase culturally and linguistically relevant materials.
• Participate as an active team member 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 the student is an EL.
• Participate as an active team member (not as an 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 provide appropriate assessment scaffolds for ELs in core content learning assessments.
• 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 provide appropriate testing accommodations for ELs in district and state‑mandated assessments.

• Serve as a communication link among students, families, and school staff in collaboration with classroom teachers.
• Participate in parent‑teacher conferences that include ELs served by BRT/ESL teachers 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.

• Serve as case managers for ELs, acting as a school‑based contact and advocate for parents and students.
• Explain EL Data Management forms to parents to keep them informed of their student’s academic status.
• Identify potential ELs from information provided by families on the Home Language Survey, determine the need for proficiency assessment, and communicate with families.
• Assess students who meet criteria for language screening and report scores to the appropriate district contacts.
• Create and archive Individualized Learning Plan (ILP) forms, presenting plans for parent/guardian approval and acceptance.
• Notify parents when students are placed on two‑year monitoring status or when their academic and language growth will continue to be monitored.
• Monitor ELs’ academic and language learning throughout the school year and consult with non‑ESL staff to ensure ELs receive language‑attentive instruction.
• Assist in the removal of misidentified EL status in collaboration with parents and district staff.

• Promote a teaming model during common planning times and through participation in regularly scheduled team meetings.
• Co…