District Bilingual​/ESL Facilitator

Reports To: Assistant Superintendent of Student Engagement
Date Revised: 2/26

Duty Days: 207

The District Bilingual/ESL Facilitator is responsible for partnering with the district Curriculum Team and school administration as a data coach, instructional specialist, learning facilitator, instructional coach, and catalyst for change. The instructional facilitator will play a key role in enhancing student learning by supporting instructional effectiveness through facilitation of teacher collaboration; individual coaching; professional development planning, facilitation, and assessment of programs;

strategic reform planning and leadership; and fidelity of curriculum implementation as developed by the Curriculum and Instruction team.

• Master's Degree in an education‑related field from an accredited university
• Valid Texas Teaching Certification (English Language Arts and Reading or Generalist preferred)
• Valid Bilingual or ESL certification required

• Three to five years teaching experience in a bilingual or ESL classroom setting at multiple grade levels
• Campus administration experience preferred
• Demonstrated success with coaching, modeling, and collaborating with early childhood teachers
• Experience designing and facilitating professional learning including Shelter Instruction Observation Protocol
• Demonstrated success with culturally responsive teaching practices
• Advanced training in digital classroom tools
• Instructional coaching
• Professional learning communities (preferred)

• Assist with training teachers, administrators and other staff to use district‑adopted curriculum with fidelity.
• Work with teachers and administrators to differentiate and adapt curriculum and instructional practices to meet the needs of English Language Learners.
• Develop and support teacher leadership of collaborative groups and professional learning communities that use summative, interim, and formative data.
• Ability to improve teaching through a variety of methods, i.e., coaching, monitoring data, focused dialogue, collaborative planning, action plan implementation and providing professional learning experiences based on district and campus level expectations.
• Provide research‑based support to individual teachers in areas such as instructional strategies and materials, classroom climate and organization, behavior management, and professional growth and development to ensure that instruction meets English Language Learner student needs, grade level content standards, ELPS, and best practices.
• Provide targeted feedback to teachers regarding effective implementation of ELL instruction, student learning and assessment practices.
• Plan, demonstrate, co‑teach, and coach classroom teachers as well as developing and supporting teacher leadership of collaborative groups and professional learning communities that use summative, interim, and formative data to inform instruction.
• Demonstrate knowledge and skills in the use of technology as a resource tool for accessing and analyzing data for determining appropriate interventions and support to campuses.
• Work with the district level coordinator and campus administration identify campus areas of growth in English Language Learner instruction and practices.
• Maintain effective written and oral communication to build and maintain positive working relationships at the district and campus level.
• Attend district provided or facilitated professional learning opportunities, includingevenings and weekends as needed.
• Maintain professional development in content area, knowledge and expertise, identify current trends by attending conferences, workshops, and reading current literature.
• Collaborate with coordinators and facilitators to implement the use of vertical and horizontal instructional planning and meetings among grade‑levels and/or departments with teachers.
• Collaborate with campus staff to facilitate systemic change and sustainability of district initiatives.
• Conduct teacher observations and/or walk‑throughs and provide feedback that facilitates teacher reflection and growth.
• Perform all duties relating to the Title III, Part A grant at 100%.

Standard office equipment including personal computer and peripherals

Prolonged sitting; occasional bending/stooping, pushing/pulling, and twisting

Repetitive hand motions, frequent keyboarding and use of mouse; occasional reaching

Occasional light lifting and carrying (less than 15 pounds)

Frequent district wide travel; occasional statewide travel

Work with frequent interruptions; maintain emotional control under stress

A+ Charter Schools may renew this position annually or may, at its discretion, discontinue the position at any time.