ML Program Chair Position

Position Title: Multilingual Education Program Chair Location: East and West Classification (FLSA): Full-time, Exempt Position Group: Teacher Full-Time Equivalent (FTE): 1.0 Union Membership: Proviso Teachers Union, Local 571, AFL-CIO Reports to: Building Principal Anticipated Work Year & Hours*: 180 Days, plus five (5) workdays immediately preceding the first regularly scheduled teacher workday each school year. Program Chairs shall receive a minimum of two (2) regularly scheduled periods of released time daily to perform their duties and responsibilities, as defined in the job description. Based on the operational needs of the District and at the sole discretion of the Superintendent, a Program Chair may be granted up to a maximum of three (3) released periods per day. The number of released periods assigned to each Chair is not required to be uniform across all departments and may vary depending on departmental scope, size, or other relevant factors, as determined by the Superintendent and the Deputy Superintendent of School Improvement. Term: (2026-2027 School Year) General Description Department Chairs at Proviso Township High Schools serve as instructional leaders dedicated to improving classroom instruction through the successful implementation of the Proviso Instructional Framework. They act as instructional coaches, facilitators of adult learning, and models of best practice within their departments and schools. The Multilingual Education Program Chair supplements the work of the Department Chairs by providing highly specialized technical and instructional support to all teachers who work with multilingual students. Minimum Required Qualifications Education/Training: Minimum of a Master’s Degree Licensure: Valid Illinois Professional Educators License (PEL) or CTE license for grades 9–12 Endorsement: ESL or Bilingual Certification (Grades 9–12) Experience: Minimum of five (5) years of successful classroom teaching experience in area of discipline, demonstrating a deep understanding of effective instructional practices. Demonstrated understanding of and compliance with District policies, procedures, and guidelines. Desired Qualifications Multiple subject‑area endorsements, where applicable Experience teaching a variety of types of coursework (e.g., bridging, bilingual) Ability to design and deliver interactive presentations for large and small groups and to coach colleagues in effective instructional strategies Capacity to critically evaluate and enhance the quality of education within one's discipline Strong understanding of data‑driven instruction and assessment, with proven ability to analyze student data to support teaching Excellent verbal, written, and public‑speaking skills Proficiency with educational and presentation technologies Sensitivity to and effectiveness in working with a diverse school and community Ability to foster growth, motivate colleagues, and build a positive, organized learning environment Documentable equity‑based leadership ability and success working in challenging environments Willingness to fully participate in all district curriculum and instruction initiatives and projects Broad, up‑to‑date knowledge and experience in one's discipline, with a commitment to lifelong learning Enthusiastic, open, and organized approach to teaching and collaboration Able to prioritize Program Chair work by limiting competing priorities Bilingual proficiency in English and Spanish Distribution of Key Responsibilities Teaching – 25% Coaching – 70% Miscellaneous Support to Teachers – 5% Program Chairs Duties and Responsibilities Instructional Leadership Collaborate closely with the Director of Instructional Framework to ensure alignment of program instructional practices with district expectations, instructional guidance, and implementation of timelines, with a specific focus on ensuring access and rigor for multilingual learners. Champion the Proviso Instructional Framework by consistently modeling, supporting, and reinforcing its principles—while embedding research‑based strategies that promote language development, content access, and engagement for multilingual learners. Lead and monitor the alignment of instructional practices to all phases of the instructional framework—Learning Objective, Focused Instruction, Guided Instruction, Collaborative Learning, Independent Learning, and Daily Formative Assessment—ensuring each phase includes intentional supports for language development and equitable participation of multilingual learners. Establish and implement an instructional support schedule that reflects the core functions of the role, including classroom visits, coaching cycles, and follow‑up, with clearly defined timelines and due dates. Support and provide feedback on implementation of the instructional framework using walkthroughs, lesson artifacts, student work, and formative data, with a focus on the effectiveness of scaffolds, language objectives, and strategies that increase access and outcomes for multilingual learners. Collaborate with school leaders and instructional leadership teams to plan and facilitate professional learning that builds teacher capacity to deliver rigorous, grade‑level instruction while meeting the linguistic and academic needs of multilingual learners. Foster a culture of reflective practice and peer‑to‑peer learning by establishing clear norms, protocols, and structures for collaborative inquiry during collaboration meetings and professional learning sessions. Lead regular analysis of student performance data (formative, interim, and summative) according to established review cycles, identifying trends, strengths, and areas for instructional growth. Support teachers in using data to inform instruction by modeling data analysis protocols, planning responsive instructional strategies, and setting clear implementation targets with follow‑up dates. Coaching and Support Conduct non‑evaluative classroom observations on a defined coaching schedule to support teacher professional growth and instructional consistency. Provide timely, actionable feedback aligned to GRR implementation, student engagement, and lesson outcomes, with documented next steps and agreed‑upon follow‑up dates. Engage in co‑teaching and demonstration lessons, as needed, to model effective instructional strategies and support teachers during implementation phases of learning cycles. Maintain a model classroom that exemplifies high‑quality instructional framework implementation and functions as a learning lab for peer observation, coaching, and professional learning. Planning and Coordination Identify and communicate needs for additional professional learning or instructional support to the School Improvement Team and/or Educational Service Team in a timely and strategic manner.

EXPECTATIONS

Program Chairs are expected to: Demonstrate deep understanding of and commitment to the Proviso Instructional Framework. Maintain strong interpersonal and communication skills to foster trust and collaboration. Serve as a thought partner and instructional resource for teachers, fellow teacher‑instructional coaches, school leaders and district administrators. Complete relevant, non‑duplicative, and purpose‑aligned duties at the request of the Director of Instructional Framework and Support and the Deputy Superintendent of School Improvement and Principal. (Communicate concerns about relevancy of assignments to the Deputy Superintendent of School Improvement) Engage in ongoing professional learning to stay current with best practices in instruction, adult learning and instructional coaching. Work Environment/Conditions As established by the current Agreement between Proviso Township High Schools District No. 209 Board of Education and the Proviso Teachers Union, Local 571, AFL-CIO. Participation in school events, meetings, and extended professional development sessions is expected. Position Goals In consultation with the supervisor, the employee will set annual goals, which will be included in the performance evaluation document. In the event of a disagreement regarding the goals, the Superintendent will make the final determination. Compensation & Benefits Salary Range and benefits as established by the current Agreement between Proviso Township High Schools District No. 209 Board of Education and the Proviso Teachers Union, Local 571, AFL-CIO. Selection Process The selection process will be rigorous, transparent, and aligned to district instructional priorities. Candidates will participate in a multi‑step process designed to assess instructional expertise, leadership capacity, and impact on adult learning. The process will include: Application and Screening: Review of qualifications, leadership experience, and alignment to district instructional priorities. Framework Alignment Exercise: Candidates will observe a live or recorded lesson observation, demonstrating their ability to analyze instruction, identify evidence of student learning, and provide actionable, standards‑aligned feedback grounded in the district’s instructional framework. Artifact Review: Candidates will submit artifacts demonstrating evidence of instructional coaching and professional development/learning facilitation, such as: Coaching plans or cycles Feedback tools or observation notes Professional learning agendas, materials, or facilitation guides Data used to inform instructional decision‑making and academic learning Panel Interview: Candidates will participate in an interview conducted by a cross‑functional team comprised of district and school‑based leadership, including instructional leaders, administrators, and content or program specialists. Interview questions will assess instructional leadership, coaching practices, equity‑driven decision‑making, and facilitation of professional learning. *Disclaimer: This job description outlines the duties and responsibilities typical of the position. The listed duties are intended as examples and may evolve over time. The omission of specific duties does not exclude them from the role if they are similar, related, or a logical assignment for this position. This job description does not constitute an employment agreement and is subject to modification by the district as needs and job requirements change. The district’s policies govern all employment matters. As per Board Policy 5:32, no individual with an interested relationship with any member of the Board of Education, the Superintendent, or district‑level administrators shall be considered for employment. #J-18808-Ljbffr Proviso Township High Schools