Technology Integration Specialist - Elementary Expertise

Technology Integration Specialist - Elementary Expertise JobID: 6954 Date Posted: 6/10/2026 Location: Various locations At HopkinsPublic Schools, we believe that our strength lies in the diversity of our students, staff, and community. We are a proudly inclusive E-12 district serving approximately 7,200 students across the City of Hopkins and surrounding communities. Our district represents a rich mosaic of cultures, backgrounds, identities, and lived experiences; we value and celebrate that diversity in everything we do. As an academically rigorous and human-centered district, we are committed to fostering a welcoming environment where every student and staff member feels seen, heard, and valued. There is no "typical" Hopkins student, and we embrace this truth as a catalyst for innovation, growth, and equity in learning. We seek educators and staff who are equity-minded, culturally responsive, and deeply committed to creating inclusive spaces where all learners can thrive. We welcome candidates who are passionate about dismantling systemic barriers, advancing justice, and preparing students to become bold, collaborative, and compassionate global citizens. When you join HopkinsPublic Schools, you are not just joining a district, you are becoming part of a community that honors difference, nurtures potential, and inspires remarkable achievement in every learner, from birth through graduation. You are welcome at Hopkins. You belong at Hopkins. 2‑Year Role: Technology Use Guidance & Multilingual Language Access Implementation This is a 2‑year, capacity‑building position designed to address a critical system need. The role focuses on advancing district‑wide coherence and robust implementation in two key areas: Technology Use Guidance (district‑wide launch August 2026) Multilingual Language Access (aligned to the District Language Access Plan) This position combines school‑embedded instructional partnership (approx. 80%) with system‑level design and resource development (approx. 20%), ensuring that classroom practice and district strategy are tightly aligned. This role is critical as Hopkins launches district‑wide Technology Use Guidance and strengthens multilingual language access in response to community priorities. Purpose Statement This role exists to strengthen how technology is used to support learning, language development, student well‑being and equitable access in our learning environments through both classroom practice and system‑wide alignment. The Technology Integration Specialist (TIS) serves as a coach, designer and system translator, partnering with educators, leaders and district teams to: Implement and operationalize Hopkins' Technology Use Guidance in ways that are developmentally appropriate, instructionally meaningful and consistently applied across classrooms and schools. Integrate technology to amplify multilingual learner voice, language development and communication access for students and families. Design and support rigorous, inclusive and language‑accessible learning experiences aligned to the Hopkins Learning Framework. This role is essential to ensuring that technology use across Hopkins is intentional, research‑informed, developmentally appropriate and consistently implemented across the system. It supports the district‑wide direction toward active, meaningful learning experiences, addressing community concerns while strengthening student engagement, safety, well‑being and outcomes. The TIS and team builds shared understanding, coherence and confidence across staff, students and caregivers setting the conditions for educators and leaders to implement Technology Use Guidance and multilingual language access with fidelity in instructional decision‑making alongside clear and consistent communications about technology use in service of learning with the broader Hopkins community. You may be a strong fit if you… Have deep elementary instructional expertise. Use technology intentionally to support language development and communication access with multilingual/ESL/immersion learners. Thrive in job‑embedded coaching (co‑planning, modeling, responsive in‑the‑moment support). Can translate classroom practice into scalable systems and resources. Can lead and support implementation of systemwide instructional guidance with clarity, consistency and responsiveness across diverse invested parties. Are energized by building coherence across classrooms, schools and district initiatives. Approach technology use as an instructional and equity practice, not a toolset. Design professional learning that leads to sustained changes in educator practice. Over the two‑year term, this role will: Year 1: Implementation & Alignment Support rollout of Technology Use Guidance. Build staff capacity to use multilingual and accessibility tools appropriately and effectively. Partner with ML and site teams to strengthen Tier 1 language access practices. Advance TIS collaborations and deliverables. Year 2: Coherence & Sustainability Develop and refine districtwide resources, exemplars, communications and professional learning sequences. Strengthen consistency in language‑accessible instructional practices across sites. Support long‑term integration of technology use and language access into core instructional practice. Advance TIS collaborations and deliverables. Success in this role means: Increased staff and community trust overall coherence around technology use for learning in schools. Increased staff confidence and consistency in using technology to support multilingual learners. Improved access for families and students through aligned language access practices. Clear, scalable systems that outlast the position. Advanced TIS system impact. Position Available We are seeking a Technology Integration Specialist with expertise in elementary education, intentional technology use and multilingual language access to strengthen systemwide implementation of district priorities. This role focuses on translating Technology Use Guidance, multilingual learner priorities, and the District Language Access Plan into consistent, technology‑enabled effective classroom and school day‑to‑day practices. The position emphasizes an Elementary and Multilingual specialization, while serving holistically as a member of the TIS team. This role partners closely with the cross‑functional Technology Use Guidance Task Group and TIS team to implement districtwide Technology Use Guidance with high levels of systemwide coherence. This role partners closely with the Multilingual Learner (ML) Coordinator to support technology‑enabled instruction, language access, and family communication at the elementary level. Key Responsibilities 1. Classroom Implementation & Instructional Coaching Partner with multilingual/EL/immersion educators, classroom teachers, and support staff to implement high‑leverage, technology‑supported instructional strategies that advance language development, student agency, and academic success. Co‑design and model concept‑based, inquiry‑driven learning experiences that intentionally amplify multilingual learners' voices, assets, and identities. Support educators in designing learning experiences that allow students to express thinking and understanding across multiple languages and modalities. Provide responsive, in‑the‑moment instructional support during learning, including use of accessibility features, multilingual tools, and district‑approved supports. Collaborate with teachers and caregivers to support effective use of district 1:1 devices and integrated technology tools to enhance language access, comprehension, and communication. Support implementation of Universal Design for Learning (UDL) practices to reduce linguistic barriers and increase equitable access for multilingual learners. 2. Language Access Systems & Technology Use Guidance Partner with site and district teams to support implementation of the District Language Access Plan in alignment with Hopkins Technology Use Guidance. Support staff in using integrated technology tools to expand Tier 1 language access for students and families in consistent, developmentally appropriate ways. Build staff understanding of ethical, effective, and compliant use of translation, interpretation, and district‑approved AI‑supported tools, including when human support is required for high‑stakes communication. Collaborate with Technology Integration Specialists (TIS), Digital Learning Specialists (DLS), Innovation, Design & Learning (IDL), Information Services, and Multilingual teams to ensure coherence and consistency in technology use and language access practices across the system. Increase visibility, consistency, and adoption of language‑supportive technology practices that strengthen family engagement, student participation, and access to learning. 3. District Leadership & Capacity Building Serve as a district instructional leader supporting aligned, consistent implementation of Technology Use Guidance and multilingual language access across elementary learning environments. Maintain current knowledge of language access requirements and multilingual education practices, supporting systemwide compliance with state and federal expectations in partnership with instructional and operational teams. Support strategic alignment of developmentally appropriate elementary multilingual tools and resources with instructional goals, student needs, and district priorities. Design, develop, and contribute to districtwide resources, exemplars, and professional learning that build educator capacity for effective, inclusive technology integration. Contribute to systemwide coherence by translating classroom insights into scalable practices, guidance, and supports that strengthen implementation across schools. Qualifications As Hopkins advances districtwide Technology Use Guidance and strengthens multilingual language access, this role is essential to ensuring these priorities are implemented consistently, equitably and effectively in elementary learning environments. Required Qualifications Minnesota teaching license in Elementary Education. Demonstrated expertise integrating technology to amplify multilingual learner voice, language development and communication access. Demonstrated expertise using technology in classrooms in ways that are developmentally appropriate, instructionally meaningful to strengthen student engagement, safety, well‑being and outcomes. Bachelor's degree in education, or a closely related field. Driver's license – travel required to locations throughout the District. Ability to perform work duties in an office and classroom setting. Desired Qualifications Minnesota teaching license in ESL/EL or Early Childhood (Birth‑Grade 3). Date of Availability: July 1st 1.0 FTE – Willingness to work year‑round, 185 days, on a flexible calendar. HEA Union Contract. Range: BA, Step 0: $51,000.00 MA, Step 0: $60,228.00 Position specific Benefits information is available HERE Union Contracts, Position Handbook/Agreements are located HERE Postings current as of 6/13/2026 10:05:29 AM CST. Powered by applicant tracking, a product of Frontline Education. #J-18808-Ljbffr Hopkins-Public-Schools