English Language Development Lead Teacher

Position Summary

The English Language Development Lead Teacher supports Title I elementary campuses through direct student intervention, instructional collaboration, and multilingual literacy support based on identified student needs. The position collaborates with the Teaching & Learning Department to support district multilingual instructional priorities, TELPAS goals, and Results Driven Accountability (RDA) efforts while assisting campuses with implementation and progress monitoring. The Director of Multilingual Programs provides supervision, appraisal, program coordination, and ongoing support.

Minimum Requirements

• Bachelor’s Degree from an accredited college or university.
• Valid Texas teaching certification (Core Subjects EC-6).
• Valid ESL Certification.
• Three (3) years of elementary teaching experience. 
• Must have satisfactory outcome of fingerprinting background check. Non-refundable fee (approximately $50.00) paid by the candidate.

Preferred Qualifications

• Experience serving Emergent Bilingual students in Title I settings.
• Experience with TELPAS administration and/or multilingual program implementation.
• Knowledge of research-based literacy intervention practices for multilingual learners.
• Experience utilizing instructional resources such as Summit K12, JELL/WOW, or other language-development platforms.  

Knowledge, Skills, and Abilities

• Knowledge of English language development, literacy intervention, and instructional strategies for Emergent Bilingual students.
• Knowledge of TELPAS proficiency levels, ELPS implementation, and multilingual learner progress monitoring.
• Experience analyzing student data to drive instructional decisions and intervention support.
• Strong collaboration and communication skills with teachers, instructional coaches, and campus administrators.
• Ability to provide targeted intervention support aligned to district instructional goals and accountability measures.
• Ability to interpret policy, procedures, and data.
• Excellent organizational, communication, and interpersonal skills.

Essential Functions/Key Responsibilities

• Provide targeted intervention services for identified Emergent Bilingual students demonstrating language acquisition and literacy support needs, including students performing at the Beginning proficiency level in TELPAS Reading.
• Deliver supplemental English Language Development (ELD) instruction using district-approved intervention resources, including Summit K12 and JELL/WOW.
• Monitor student progress through TELPAS-aligned assessments, language proficiency measures, and ongoing data review cycles.
• Analyze multilingual student performance data to identify trends, determine instructional needs, and adjust intervention support accordingly.
• Collaborate with classroom teachers, instructional coaches, campus administrators, and the Teaching & Learning Department to align intervention services with district multilingual instructional priorities.
• Support implementation of research-based English language development and multilingual literacy practices across targeted Title I campuses.
• Attend professional learning and collaborative planning meetings to support consistency and alignment of multilingual instructional practices and intervention efforts.
• Support district Results Driven Accountability (RDA) improvement efforts related to TELPAS Reading performance and multilingual student outcomes.
• Promote accelerated English language development and literacy growth to strengthen academic outcomes for Emergent Bilingual students.
• Assist in maintaining consistent multilingual literacy intervention practices across participating campuses through strategic, data-driven support services. Daily attendance at work and punctuality are essential functions of the job. 
• Foster and maintain a positive, respectful, and collaborative tone in all communications with internal and external stakeholders.
• Compile, maintain, and organize reports, records, and other required documentation.
• Adhere to all applicable federal and state laws, State Board of Education rules, board policies, and district regulations.
• Attend Board, administrative, staff, and public meetings as required. 
• Follow established campus and district routines to ensure compliance and consistency in operations.
• Maintain confidentiality.
• Perform other duties as assigned.

Supervisory Responsibilities

• None. 

Working Conditions

Tools/Equipment Used: Standard office and instructional equipment including personal computer and peripherals.

Posture: Frequent walking, Prolonged sitting; occasional bending/stooping, pushing/pulling, and twisting.

Motion: Repetitive hand motions including frequent keyboarding and use of mouse. Occasional reaching.

Lifting: Occasional moderate and carrying (less than 15 pounds).

Environment: Work inside, may work outside; regular exposure to noise.

Mental Demands: Maintain emotional control under stress; work with frequent interruptions and prolonged or irregular hours.

Non-Discrimination Notice: Boerne Independent School District, as an equal opportunity educational provider and employer, does not discriminate on the basis of race, color, national origin, sex, age, or disability in educational programs or activities that it operates or in employment decisions.