are as follows:
Provide language acquisition leadership and program compliance support to building teams, General Education, DL and ELL staff, community agencies, and parents to meet the diverse needs of English and Spanish language learners.
Provide effective instructional support, curriculum development, and technical assistance for TBIP and Title III standards and requirements to administrators, certificated, classified, and school support staff.
Plan, coordinate, and facilitate in-service training and technical assistance for certificated and classified staff and parents in Washington State English Language Proficiency Standards (ELPS), WIDA Spanish Language Proficiency Standards, core instruction aligned to CCSS, ELPS, and SLPS and related research-based methodologies for systematic, differentiated instruction (curriculum, assessment, instructional data collection, analysis, and decision-making) and teaming
Serve as part of the Instructional Support Teams throughout the district, in conjunction with building administrators, to implement comprehensive and powerful instructional programs which ensure meaningful access to core instruction, as well as targeted language development instruction for ELL and DL students.
Develop curriculum and provide technical assistance on TBIP and Title III program standards and requirements.
Assist in collecting and analyzing student and building level data and utilize the data for instructional decision-making.
Collaborate with Instructional Support Teams to ensure targeted support is aligned with compliance goals and district initiatives to increase student achievement.
Serve as member of the Instructional Support team for the district; performs related duties consistent with the scope and intent of the position as assigned.
Coordinate special programs as needed and work collaboratively with Inclusive Education to ensure a comprehensive and coherent continuum of services for students.
Serve as a program spokesperson to staff, parents, and community members; serve as liaison among parents, teachers, patrons, students, and district administration as needed.
Serve on a variety of committees and work on special projects.
Perform other related duties as assigned.
Ability to exhibit multicultural and ethnic understanding and sensitivity with the ability to communicate effectively with all cultural groups in the school community
Experience working with a diverse student population and the specific school demographics
Desired teacher characteristics are: flexibility; ability to organize ideas, time and materials to accomplish goals; enthusiasm; ability to express ideas clearly and understand concepts being discussed; ability to learn new ideas and skills; ability and willingness to develop favorable relationships with students; knowledge of current approaches to teaching; and willingness to model behavior deemed appropriate by the school district and the community.
REQUIRED QUALIFICATIONS:
Valid Washington State Teaching Certificate and endorsement(s) in ELL, ESL, ESOL, or Bilingual Education
Master’s degree and completion of an accredited teacher training program as determined by the Washington State Department of Education; minimum of five years of successful certificated experience (three of which afforded the incumbent successful educational experience working with ELL students), or any equivalent combination of education, experience, and training that would provide the applicant with the desired knowledge, skills, and abilities required to perform the work and to meet certification requirements.
Must be fully literate and fluent in Spanish
PREFERRED QUALIFICATIONS:
Knowledge of effective researched-based strategies and language acquisition instructional programs for students with special education needs.
Demonstrated knowledge of federal and state laws governing TBIP and Title III programs, Common Core State Standards, Washington English Language Proficiency Standards (ELPS), WIDA Spanish Language Proficiency Standards, and related assessments.
Knowledge of district goals and initiatives, including SIOP, tiered intervention, and assessment best practices and requirements.
Knowledge of and ability to use computer software, and technology resources related to word and data processing, telecommunication, the internet, and integration of technology in the classroom.
Demonstrated ability to plan and present professional development for teachers and other staff.
Demonstrated ability to successfully implement and support intervention models and adult education in the area of language acquisition.
Demonstrated ability or experience using current research-validated literacy, numeracy, curricula and materials (basic and supplementary).
Proven ability to collaborate with, mentor, and/or coach others who use varied learning/teaching styles.
Ability to be flexible, develop favorable relationships, and work collaboratively with co-workers, administrators, parents, students and the community.
Excellent written and verbal communication skills.
Strong organizational skills and demonstrated ability to manage ideas, time and materials to accomplish goals and monitor multiple projects at a time.
Successful classroom experience is preferred.
WORKING RELATIONSHIPS: The incumbent in this position collaborates with and supports central office administrators, principals and staff in the oversight of TBIP and Title III program compliance, program development and the selection of appropriate supplies, materials, equipment, hardware, and software to support the program. Working with administrators, principals, department chairpersons, and staff is also required in the implementation of curriculum programs and instructional strategies. This specialist may also interact with parents, patrons, staff, and students through service on various committees to receive recommendations for the development and revision of related programs.
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