Supervisor of Multilingual Education

Position: Supervisor of Multilingual Education - 2026-2027

Summary

Under the direction of the Executive Director of Curriculum & Instruction, the Supervisor of Multilingual Education provides system-level leadership for K–12 English Learner (EL) and Dual Language Immersion (DLI) programming in Winchester Public Schools. The Supervisor ensures language-rich, project-based instruction for multilingual learners; leads assessment, data, and reclassification; and coordinates professional learning, compliance, budgeting, and partnerships so multilingual learners thrive in rigorous classrooms and graduate future-ready.

ESSENTIAL

FUNCTIONS / TYPICAL TASKS

For Winchester Public Schools, in accordance with law, Board policy, and administrative duties, the Supervisor of Multilingual Education shall provide effective leadership to ensure that all duties are performed in an efficient, effective, and responsible manner with direct oversight of the division’s multilingual education system. Essential job functions include:

Program administration and leadership

• Serve as the division lead for EL/DLI programming (service models, schedules, staffing ratios, instructional materials).
• Serve as the division representative at local, regional, and state meetings related to multilingual learners and language access.
• Collaborate across departments to develop and manage program budgets and grants; align resources to strategic priorities.

Instructional leadership

• Define and steward language-rich PBL look-fors and co‑teaching routines (push‑in, station, parallel, team‑teach) across K–12.
• Embed content + language objectives and discourse routines in unit plans, assessments, exhibitions, and capstones.
• Operate model classrooms and coach teachers; coordinate with Literacy, Mathematics, Science, Humanities, and Advanced Learning supervisors.

Assessment, data, and reclassification

• Ensure accurate identification/placement; supervise WIDA ACCESS for ELLs and Alternate ACCESS administration and training.
• Run division data cycles (growth targets, reclassification reviews, early‑warning supports for newcomers/SLIFE) and publish user‑friendly dashboards to schools.

Professional learning

• Design and deliver a WIDA‑aligned PL pathway (co‑teaching for ELLs, sheltered strategies in PBL, assessment accommodations); calibration routines tied to classroom artifacts.

Equity and advanced pathways

• Remove barriers to AP/DE/CTE; coordinate tutoring/bridge supports; monitor proportional participation of ELLs in advanced coursework.
• Partner with Special Education, Gifted/Advanced Learning, and counseling to prevent under‑/over‑identification and to expand access.

Family and community engagement

• Partner with the Student Services department to provide multilingual communications templates; cultivate community partnerships for mentoring and authentic family engagement activities.

Compliance and reporting

• Ensure full compliance with Title III ; prepare all VDOE reports and required submissions.
• Maintain program manuals (EL/DLI handbook, entry/exit criteria, parent notifications) and oversee fidelity checks in schools.

Collaboration and advocacy

• Collaborate with the Instruction, Special Education, Student Services, CTE, Technology, and school leadership teams to implement high‑quality multilingual programming and relevant components of the strategic plan.
• Provide ongoing recommendations to improve outcomes for multilingual learners and family access.

SUPERVISORY RESPONSIBILITY

Provides indirect supervision and/or functional leadership for EL teachers, DLI teams, and designated school‑based EL leads; may supervise additional staff assigned to multilingual programs per division need.

KNOWLEDGE, SKILLS, AND ABILITIES

• Expertise in second‑language acquisition; WIDA ELD Standards; ACCESS data use; content‑embedded language instruction and co‑teaching.
• Skill in collaborative planning, adult coaching, PLC facilitation, data visualization, continuous improvement cycles, and compliance documentation.
• Ability to build trust and partnerships with students, families, staff, and community organizations; strong written/oral communication.
• Ability to organize complex systems (scheduling, staffing, technology, etc) with attention to confidentiality and…