Title III Instructional Literacy Coach ESL/BIL - Elementary

Job Title and Details Title III Instructional Literacy Coach ESL/BIL – Elementary (Job ID: 1416) | Openings as of 6/6/2026 | Position Type: Professional Primary Purpose To ensure that academic language development is intentionally embedded into all content areas for all students especially Emergent Bilingual (EB) students, through a collaborative and role‑specific coaching approach. Qualifications Valid teacher certification Bilingual certification recommended Five years of teaching experience in the designated area Special Knowledge and Skills Extensive knowledge of best practices for Spanish and second language acquisition Ability to work effectively with principals, teachers, and students Ability to lead Professional Learning Communities Ability to coach teachers in classroom settings, including observations with formative feedback Ability to utilize formal and informal data to inform instruction Ability to support others in the implementation of the district curriculum, effective teaching strategies, and other best practices in language arts Fluent in English and Spanish Preferred Experience Experience conducting staff development and/or mentoring teachers Experience developing curriculum activities and TEKS‑based assessments Experience facilitating the planning and application of emerging technologies in the classroom Minimum of five years of teaching experience in Dual Language and/or ESL programs Major Responsibilities and Duties Supports teachers in reading and writing instruction across content areas, TEKS alignment, and literacy frameworks Analyzes district, campus, and student achievement data (e.g., STAAR, MAP, district benchmarks, TELPAS) to plan targeted instructional responses aligned to the MTSS framework, with a focus on growth for Emergent Bilingual students Offers instructional coaching and collaborates within PLCs to refine teaching practices, support language acquisition, and improve student outcomes Partners with content specialists/coaches and other departments to identify language opportunities within instructional units Delivers model lessons that demonstrate effective language acquisition strategies, including scaffolds and differentiation Builds teacher capacity in applying ELPS within content instruction to support content‑based language instruction (CBLI) Joint Collaboration Opportunities Co‑Planning Meetings: Integrate language and content objectives in unit plans Co‑Teaching/Modeling Lessons: Title III coach embeds language scaffolds Learning Walks: Conduct classroom visits with a focus on language use in content‑based instruction PD Co‑Facilitation: Host joint sessions Working Conditions Mental Demands/Physical Demands/Environmental Factors: Prolonged standing, frequent kneeling/squatting, bending/stooping, pushing/pulling, twisting; frequent walking; moderate lifting up to 30 pounds. Environmental factors include work inside and may work outside; regular exposure to noise. Work may involve district‑wide and statewide travel and occasional prolonged and irregular hours. Requires ability to maintain emotional control under stress and communicate effectively (verbal and written). Reporting Information Reports to: Director of Reading Language Arts PK‑12. Pay Grade: AP 3 – 197 days. Department: Educational Services Division. Location Educational Services Division Complex Additional Information Tools/Equipment Used: Personal computer and peripherals; standard instructional equipment. Note: This position is funded by Title III Part A (100%) for the 2026‑2027 school year and is reviewed annually based on available funding. #J-18808-Ljbffr Carrollton Farmers Branch Independent School District