DLI Language Acquisition Specialist; LAS SY

DLI Language Acquisition Specialist (LAS) 26-27 SY

North Wasco County School District 21 Chenowith Elementary School - The Dalles, Oregon

Starting Date: Aug 21, 2026

Job Purpose: The DLI Program Specialist is a strategic leader responsible for architecting, implementing, and scaling the district’s Dual Language Immersion (DLI) system. The role balances visionary alignment with system infrastructure and instructional coaching to ensure a cohesive K‑12 pathway that results in high academic achievement and the Oregon Seal of Biliteracy for participating students.

All application materials must be submitted electronically as part of your Talent Ed/Recruit & Hire application. Include the following supplemental documents:

• Letter of interest
• Current resume
• Three recent letters of reference
• Copy of Oregon Teaching License
• Copy of unofficial college transcripts

$46,665–$93,402 (non‑PERS)

$49,643–$99,362 (PERS)

• Education/Licensure: Valid Oregon Teaching License (TSPC) with an ESOL Endorsement and/or Bilingual Specialization.
• Experience: Minimum of five years of successful classroom teaching in a DLI setting. Preference for candidates with experience in program design or curriculum development.
• Language: Native or near‑native fluency in English and Spanish (written and oral).
• Knowledge: Deep understanding of Oregon’s ELP Standards, the Early Literacy Success Act (SB 1068), and current research on best practices within dual‑language immersion programs.

• Vision Architecture: Co‑define a multi‑year DLI roadmap that aligns the "Three Pillars of Dual Language" with the District’s Strategic Plan and Oregon’s Equity Lens.
• District‑Wide Advocacy: Serve as the primary ambassador for the DLI program, articulating the value proposition to the Board, administrators, and non‑DLI staff to ensure program integration.
• Master Planning: Co‑author the District DLI Handbook, codifying policies for student recruitment, language allocation, and program entry/exit criteria.
• Vertical Articulation: Co‑design the K‑12 "Biliteracy Pathway," ensuring elementary curriculum builds the necessary linguistic stamina for secondary DLI coursework.
• Data Systems: Co‑develop "Multilingual Learner Profiles" to track student growth across both languages using statewide and district assessments.
• Compliance & Reporting: Establish workflows to meet Oregon Division 22 and Title III requirements, ensuring bilingual services are documented and state‑compliant.
• Resource Curation: Build a centralized system for vetting and procuring culturally authentic instructional materials in both English and the partner language.
• DLI Committee: Facilitate and coordinate district DLI committee meetings using the "Guiding Principles for Dual Language Education (CAL)."
• Job‑Embedded
  
  Coaching:
  
  Facilitate non‑evaluative coaching cycles focused on scaffolded content instruction and The Bridge (cross‑linguistic transfer pedagogy).
• PLC Facilitation: Lead DLI‑specific Professional Learning Communities, shifting focus from "what we are teaching" to "how students are acquiring language" through data analysis.
• Professional Development: Co‑design district‑wide training to support staff understanding of the DLI program.
• Demonstration Teaching: Regularly model high‑leverage strategies (e.g., translanguaging, Constructing Meaning) in the classroom.
• Tiered Intervention: Build, lead, and support teachers and assistants for Tier 2 and Tier 3 intervention groups for students requiring targeted support in either language.
• Community Engagement: Co‑design and facilitate bilingual "Family Cafés" to educate parents on biliteracy development and program expectations.

• Perform duties in a courteous and efficient manner that builds confidence among staff, students, and the public.
• Maintain regular and punctual attendance and meet deadlines, meetings, and schedules.
• Observe laws, district policies, and professional standards.
• Work effectively with diverse student, parent, and community populations.
• Confer regularly with licensed staff and supervisors.
• Handle responsibilities with strong organizational skills and under pressure.
• Respect confidentiality and privacy of students, staff, and parents.
• Collect, record, store, retrieve, organize, and utilize information electronically.
• Develop job skills necessary for position changes.
• Demonstrate professionalism in behavior, speech, and attire.
• Meet physical ability and health guidelines for the position.

• Ajay Rundell, Principal
• Chenowith Elementary School
• Phone: 541‑980‑6446
• Email: undella.or.us