Multilingual Programs Specialist

PRIMARY PURPOSE:

Under the guidance and supervision of the Director of Multilingual Programs, the Multilingual Programs Specialist supports the instructional development and effectiveness of teachers and Multilingual Interventionists across two program areas:

(1) ESL and Newcomer Programs, which serve Emergent Bilingual (EB) students across all campuses, and


(2) the district's Dual Language Immersion (DLI) pilot program, beginning at Pre-K. The Specialist coaches educators to implement high-quality, standards-aligned language development and biliteracy instruction, strengthens Tier I instruction and small group intervention, and ensures consistent program model fidelity. Campus support is prioritized based on data and identified areas of need. This role collaborates with campus leadership to ensure that multilingual learners receive equitable instruction that accelerates both language proficiency and academic achievement.

QUALIFICATIONS:

Education/Certifications

(a) Bachelor's degree from an accredited institution.


(b) Valid Texas Teacher Certification with Bilingual certification required.

Knowledge & Skills To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodation may be made to enable individuals with disabilities to perform the essential functions.

(a) Ability to read and interpret documents such as safety rules, operating and maintenance instructions, and procedure manuals.


(b) Ability to write routine reports and correspondence.


(c) Ability to speak effectively before groups of constituents or employees of organization.


(d) Ability and/or willingness to learn to use and understand Microsoft Office for spreadsheets, letters and other written communications in order to effectively communicate information with employees, administration and the Board.


(e) Ability to apply common sense understanding to carry out instructions furnished in written, oral, or diagram form.


(f) Ability to deal with problems involving several concrete variables in standardized situations. Preferred Experience


(a) Experience teaching Emergent Bilingual students and implementing ELD strategies.


(b) Experience teaching in or supporting a dual language or bilingual program.


(c) Experience with instructional coaching use a teacher performance rubric.

MAJOR RESPONSIBILITIES & DUTIES: ESSENTIAL DUTIES AND RESPONSIBILITIES include but are not limited to the following. Other duties may be assigned by the Director of Multilingual Programs:

Instructional Coaching - ESL and Newcomer Programs
• Coach Multilingual Interventionists to design and implement data-driven small group instruction aligned to language development needs, including student selection, grouping, and use of aligned curriculum resources.
• Develop the instructional capacity of Multilingual Interventionists to effectively support Emergent Bilingual students through small group instruction and in-class support.
• Model and support the implementation of Content-Based Language Instruction (CBLI), including structured academic discourse, academic vocabulary, and intentional linguistic supports.
• Support Multilingual Interventionists in planning and delivering in-class support, including determining push-in versus pull-out structures and aligning support to grade-level instruction.
• Provide coaching and feedback to teachers, in alignment with campus leadership, to strengthen Tier 1 instruction for Emergent Bilingual students. Instructional Coaching - Dual Language Immersion
• Support the implementation of the district's DLI pilot program (beginning at Pre-K) by coaching DLI teachers in biliteracy development, language allocation, and target language instructional strategies.
• Partner with campus leadership to promote model fidelity, including appropriate language separation, cross-linguistic connections, and integration of language and content objectives.
• Coach teachers in differentiating instruction to meet the varied needs of DLI learners, including native English speakers, native partner-language speakers, and emerging bilinguals at different proficiency levels.
• Collaborate with the Director to contribute to the vertical articulation of the DLI program across grade levels and support planning aligned to the district's biliteracy pathway. Data-Driven Instruction and Campus Prioritization
• Analyze multiple data sources (TELPAS, STAAR/EOC, benchmarks, screeners, and classroom assessments) to identify priority campuses, classrooms, and student groups for support.
• Support campus-based Multilingual Interventionists with data analysis and intervention plans to meet district and campus student achievement goals.
• Use a campus prioritization framework (e.g., Tier 1, Tier 2, Tier 3) to ensure time and resources are aligned to areas of greatest need across both ESL and DLI program areas.
• Contribute to systems for tracking student progress and instructional impact related to language development and academic achievement.
• Align weekly schedules and coaching plans to data-driven priorities, ensuring focused and strategic support across assigned campuses. Professional Development and Collaboration
• Design and facilitate job-embedded professional learning related to CBLI, structured academic discourse, linguistic accommodations, biliteracy instruction, and best practices for supporting Emergent Bilingual students.
• Develop, in collaboration with campus leadership, a professional learning scope and sequence for Multilingual Interventionists and DLI teachers to build instructional capacity over time.
• Collaborate with Assistant Principals and instructional leaders to align coaching efforts and ensure consistent expectations for Tier 1 instruction across multilingual program types.
• Participate in campus leadership meetings, data meetings, and professional learning communities as appropriate to support instructional priorities.

Other
• Work as part of the broader multilingual team to ensure instructional components of all multilingual programs are implemented effectively across assigned campuses.
• Participate in regional meetings, trainings, and professional learning opportunities.
• Understand and comply with all district policies, procedures, and expectations.
• Perform all other duties as assigned by the Director of Multilingual Programs. Skills/Qualifications: To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed above are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
• Ability to read and interpret documents such as safety rules, operating and maintenance instructions, and procedure manuals.
• Ability to write routine reports and correspondence.
• Ability to speak effectively before groups of constituents or employees of the organization.
• Ability and/or willingness to learn to use and understand Microsoft Office for spreadsheets, letters and other written communications in order to effectively communicate information with employees, administration and the Board.
• Ability to apply common sense understanding to carry out instructions furnished in written, oral, or diagram form.
• Ability to deal with problems involving several concrete variables in standardized situations.

While performing the duties of this job, the employee is regularly required to sit; use hands to grasp, handle, or feel; and talk or hear. The employee is regularly required to stand, walk, and reach with hands and arms. The employee must occasionally lift and /or move up to 25 pounds.