Teacher (Multilingual Coach Facilitator

Teacher (Multilingual Coach Facilitator)

This class is accountable for assisting classroom teachers and other instructional employees develop strategies, skills, tools, techniques, and capacity to effectively teach Multilingual students. This class also develops and implements curriculum and lesson plans, utilizes technology to facilitate learning, in person and distance learning, and demonstrates understanding the varying learning styles and the needs of a diverse student population.

The Coach will be used to support all staff in the implementation of the site multilingual plans and programs. The Coach will work directly with teachers in a school providing classroom-based demonstrations, collaborative and one on one support, and facilitating teacher inquiry and related professional development. The Coach will focus on enhancing teachers' ability to provide instruction that builds students' sense of engagement in the ownership of learning.

The Coach will also work with administrators and teachers to collect and analyze data, interpret, and use it to guide instructional decisions.

A.

Education and Experience:

Possession of a Bachelor's degree from an accredited university or college. Five (5) years' experience in multilingual teaching, with a record of successfully impacting student achievement and working successfully with students who have the greatest needs.

B. Credentials:
Employment in this class is conditional upon possession of a valid Connecticut State Board of Education teaching certificate/endorsement(s) appropriate to the teaching assignment. Endorsement as a Bilingual Teacher or other applicable endorsement. Incumbents in this class may be required to possess and retain a current Motor Vehicle operator's license.

C. Continuing

Education Requirements:

Teachers in this job class must complete all State CEU requirements for re-certification.

D.

Knowledge, Skills and Abilities:

Comprehensive knowledge, gained by formal or informal learning, about the content and methodology of balanced Multilingual instruction;
Considerable knowledge of educational philosophy, teaching methods and approaches, and currently researched best practices and strategies;
Considerable knowledge of standard-based and core curriculum areas for which the teacher is responsible for instructing, including specialized knowledge in certain fields such as mathematics, science, business, music, art, languages, and so forth, as appropriate;
Knowledge of child development;
Knowledge of classroom management techniques;
Knowledge of instructional technologies;
Knowledge of learner outcomes;
Knowledge of learning theory, students' learning styles and needs, both academic and affective, and theories of multiple intelligences;
Knowledge of multicultural, gender and disability fair curriculum concepts;
Knowledge of Positive Behavioral Interventions and Supports (PBIS) and Scientific Research Based Interventions (SRBI);
Knowledge of successful techniques in classroom management and instructional planning for effective multilingual instruction;
Knowledge of theory and practice of teaching writing as process and product, especially as it relates to early elementary age children;
Some knowledge of community resources;
Effective coaching skills;
Effective collaboration skills;
Excellent listening skills;
Skill in classroom management and organization;
Skill in classroom presentation;
Skill in human relations, mediation, conflict management and interpersonal interactions;
Skill in maintaining and developing reports;
Ability and flexibility to interact effectively with students, parents, and other school staff, the administration, and community members of diverse ethnic/racial and socioeconomic backgrounds;
Ability to adapt teaching styles to diverse student populations;
Ability to apply the principles of Positive Behavioral Interventions and Supports (PBIS) and Scientific Research Based Intervention (SRBI);
Ability to assess student skills and knowledge in learning, using a variety of formal and informal assessment tools;
Ability to communicate effectively, both orally and in writing;
Ability to…