OUR MISSION

Our mission is to prepare college and career-ready students for life-long success.

OUR VISION

We are a premier district of choice that meets the diverse needs of all students by creating an inclusive community that fosters a strong sense of self-worth.

DISTRICT CULTURE

Southwest Public Schools believes in promoting a culture that embodies and fosters a collaborative approach to learning. Staff relationships are collegial, collaborative, and productive, and all staff members are held to high professional standards. Mistakes are not seen as failures, but as opportunities to learn and grow for both students and educators.

POSITION SUMMARY

Provide focused, targeted, and systematic instruction by creating engaging activities and experience with strategies, supports and accommodations designed to ensure the academic success and language development of emergent bilingual students. Provides support and coaching to teachers on pedagogy, district procedures, and applicable state and federal laws. Supports the incorporation of best practices for language development in all the content areas that are effective with teaching and developing 21^st Century Learners.

RESPONSIBILITIES INCLUDE

• Provides targeted, focused, and systematic support for newcomers and long term emergent bilingual students as needed in transitional bilingual.
• Uses strategies, supports, and accommodations to increase students’ content comprehension and develop academic language.?
• Create individualized student language development plans for the purpose of providing support and ensuring students’ academic and linguistic success.?
• Provides differentiated instruction to accommodate the diverse linguistic needs of students who are acquiring English as a second language.?
• Progress monitors academic and linguistic development of newcomers and long term emergent bilingual students.
• Conducts a newcomer survey with students and families to identify student’s academic history, language proficiency in (L1 and L2), and develops an individualized student plan.?
• Participates as the Newcomer Liaison by constantly communicating with students and families to meet their needs.?
• Communicates with administrators, classroom teachers, and families regarding the students’ academic and linguistic development progress.?
• Participates in the Language Proficiency Assessment Committee (LPAC) meetings to share quantitative and qualitative data regarding students’ academic and language development.?
• Assesses students’ progress, expectations, and goals for the purpose of providing feedback to administrators, classroom teachers, families, and students.
• Collaborate with administrators, classroom teachers, and staff to improve student outcomes, develop solutions, and achieve establish bilingual/ESL program goals.
• Collaborate with the ARD, 504, and RTI committee members to ensure that the academic and language needs of Emergent Bilingual students are met.
• Evaluates students’ performance within content area for the purpose of determining student progress and develop support plans.?
• Models’ appropriate language communications for the purpose of developing students’ ability to communicate effectively in the English language.
• Partners with district and campus level leadership in directing instructional and curriculum support to meet students’ academic and language needs.?
• Participates in a variety of meetings, trainings, conferences, and workshops for the purpose of acquiring research based instructional strategies, supports, and accommodations to better support emergent bilingual students.
• Prepares teaching materials for the purpose of implementing lesson plans and document student progress.?
• Collaborates with classroom teachers to plan instruction for emergent bilingual students to increase content comprehension and develop academic language.?
• Support classroom teachers through in-class support as needed for the purpose of assisting them in the implementation of classroom goals and individual student plans.
• Plans and leads professional development with the direction from the Multilingual Programs Director based on students’ data, application of research, and district studies to improve the content, sequence, and outcome of the teaching-learning process.
• Participates in professional learning communities with other teachers, and staff in addressing the strengths and needs of students with disabilities. Also, provides guidance about the planning and implementation of research-based strategies and supports to ensure the academic success of emergent bilingual students.
• Provides critical “on the job” coaching to teachers in support of professional development.
• Performs other job-related duties as assigned by the Multilingual Programs Director.

QUALIFICATIONS

• Bachelor’s degree
• Valid Texas Teaching Certificate
• Elementary Level – Valid Texas Bilingual Certificate
• Secondary Level – Valid Texas ESL Certificate
• Minimum of 3 years teaching experience
• Minimum of 3 years leadership experience in education/non-profit
• Experience working with diverse student populations, parents, and other stakeholders.

OTHER POSITION REQUIREMENTS

• Maintain regular attendance.
• Ability to adjust the eye to bring an object into focus; judge distance (close and distant); reach with arms extended and use hands to manipulate the keyboard, smart board and other office/classroom technology.
• Ability to lift/carry up to 25 pounds, including but not limited to: books, paper and instructional/office materials/supplies.
• This position requires frequent standing, walking, sitting, bending, kneeling and/or the ability to be mobile.
• Ability to travel throughout the district and city as needed by means of personal/private or public transportation in compliance with the state’s department of motor vehicle and/or public transportation laws.

EXPECTED KNOWLEDGE, SKILLS AND ABILITIES:

• Ability to build and sustain positive, collaborative relationships both internally and externally.
• Ability to plan and present information to a variety of audiences.
• Ability to facilitate various size groups using facilitative leadership skills.
• Skills in written and oral communication.
• Skills in planning and organization.
• Knowledge of current trends, methods, research, and technology in area of responsibility.
• In-depth knowledge of assigned program and service area.
• Ability to collect, analyze and interpret data.

ACKNOWLEDGEMENT

I have carefully read and understand the contents of this position description. I understand the responsibilities, requirements and duties expected of me. I understand that this is not necessarily an exhaustive list of responsibilities, skills, duties, requirements, efforts or working conditions associated with the position. While this list is intended to be an accurate reflection of the current position, the employer reserves the right to revise the functions and duties of the position or to require that additional or different tasks be performed as directed by the employer.

I understand that I may be required to work overtime, different shifts or hours outside the normally defined workday or workweek. I also understand that this position description does not constitute a contract of employment nor alter my status as an at-will employee. I have the right to terminate my employment at any time and for any reason, and the employer has a similar right.

The employer is an Equal Opportunity Employer. In compliance with the Americans with Disabilities Act, the employer will provide reasonable accommodations to qualified individuals with disabilities and encourages prospective employees and incumbents to discuss potential accommodations with the employer.

This description describes the general responsibilities and requirements for the stated position and in no way is an exhaustive list. Southwest Public Schools maintains the right to assign or reassign responsibilities to this position at any time.