Multilingual Learner Instructional Coach (K-12)

Multilingual Learner Instructional Coaches will work to support a high-quality instructional system that provides access to rigorous standards-aligned learning opportunities and empowers all students. Critical to this responsibility is helping to implement a professional learning community that is focused on analyzing student data that informs the school improvement plan, providing instructional leadership through coaching, observation, and feedback to close achievement gaps and improve student outcomes.

Multilingual Learner Instructional Coaches will be responsible for supporting employees in research-based instructional strategies that impact overall student growth and success. The Multilingual Learner Instructional Coach supports teachers in providing high quality instructional strategies that teach content and language simultaneously and provide necessary scaffolding to improve literacy skills through professional development, side-by-side planning and coaching, demonstration lessons and making use of critical data to meet individual student’s needs. Multilingual Learner Instructional Coaches play an important role in promoting trusting and mutually respectful and professional relationships in the school community by maintaining strong lines of communication and transparency of expectations.

RESPONSIBILITIES:

• Design and facilitate professional development with a data-driven focus at the school and district level.
• Support MLL classroom teachers by providing instructional coaching, demonstration lessons, modeling, collaborative co-teaching, observing, and providing non-evaluative feedback through trend data collection tool.
• Conducting cycles of observation and feedback for everyone in their department.
  • Conduct short, non-evaluative cycles of observation, feedback, and support.
  • Support teachers in their department by acting as a coach and thought partner to support action steps for ongoing improvement of instructional practice.
• Uses classroom observation protocols aligned to high-quality MLL instructional tenets in walkthroughs to monitor implementation and improve practice.
• Co-teaches and provides professional learning (job embedded) support to enhance the skill set of all staff to increase achievement and close gaps.
• Collaborate with instructional district partners, including Imagine Learning, Achieve 3000, Ellevation, iReady.
• Work collaboratively with the Multilingual Learner office, classroom teachers, and building administrators to ensure that MLL services are in accordance with state and federal regulations.
• Provide purposeful and targeted support to ensure schools meet the diverse needs of MLL student groups.
• Partner with the curriculum department to align core curriculum to the WIDA Framework.
• Strengthen the understanding of all educators about the relationship between first-language development and second-, third-, or fourth-language development.
• Build educator capacity to implement asset-oriented approaches in teaching and learning.
• Develop and conduct professional development for MLL teachers on explicit instruction on academic language, oral language, disciplinary literacy development and productive academic discourse.
• Build educator knowledge of and ability to implement effective evidence-based practices for promoting the successful education of MLLs.
• Strengthen educator knowledge and skills to implement formative assessment to inform instruction and use, interpret, and apply all assessment results for MLLs.
• Develop educators to be skilled at establishing respectful partnerships with families of MLLs and advocating on behalf of MLLs for high-quality instruction and services.
• Focus on educators accelerating MLL progress through processes that use quantitative and qualitative data to inform continuous improvement of practices and services.
• Attend conferences, workshops and district professional development to keep current in MLL methodologies.
• Participate in district initiatives on leadership, coaching development and training.
• Collaborate with the Special Education staff to coordinate intervention strategies for differently abled MLLs.
• Assume other responsibilities as directed by the Superintendent, Assistant Superintendents, and MLL Director.

KNOWLEDGEABLE IN:

• Title III Requirements
• Rhode Island’s Blueprint for Multilingual Learner Success
• WIDA 2020 ELD Standards Framework
• WIDA Proficiency Level Descriptors
• ACCESS for ELLs 2.0, RICAS, SAT, PSAT, WIDA Screener
• Ellevation Platform
• The SIOP Model
• Implementing supports and scaffolds to core curriculum for varying levels of ELP
• High-Quality Instructional Materials and their relationship to program goals and objectives

• Evidence-based strategies in teaching and learning for MLLs
• Differentiated instructional strategies
• Strong interpersonal skills
• Formative assessments to measure progress towards stated outcomes
• Strong personal commitment to diversity, equity, and inclusion
• Rhode Island High School Regulations and Graduation Requirements
• Seal of Biliteracy
• Response to Intervention/ITSS Process
• Data Analysis
• Current Research and Best Practices for MLLs
• Knowledge of CCSS Standards

QUALIFICATIONS:

• Bachelor’s Degree in Education or related field
• Experience in facilitating professional development for teachers and instructional leaders
• Demonstrated ability to manage multiple projects simultaneously
• Proficiency with technology-based productivity tools, including Microsoft Office, Google Applications, video conferencing tools
• Strong oral and written communication skills

PREFERRED QUALIFICATIONS:

• Master’s or Advanced Degree in Education
• Five years of classroom teaching experience
• Experience in coaching and providing professional development opportunities
• Three years of experience in a leadership role at the building or district level
• Ability to implement research-based instructional strategies that enhance equity of teaching and learning

LICENSES/CERTIFICATION:

• Elementary Teachers Grades 1-6 and MLL K-12 Certifications

THIS JOB SPECIFICATION SHOULD NOT BE CONSTRUED TO IMPLY THAT THESE REQUIREMENTS ARE THE EXCLUSIVE STANDARDS OF THE POSITION. INCUMBENTS MAY BE REQUIRED TO FOLLOW ANY OTHER INSTRUCTIONS, AND TO PERFORM ANY OTHER RELATED DUTIES AS MAY BE REQUIRED BY THE SUPERVISOR.