Job Title: Department of Multilingual Instructional Coach

Exemption Status: Exempt

Reports to: Director of DOME

Term of Employment: 186 days; grant funded

Classification: Teacher

Dept./School: Department of Multilingual Education

Primary Purpose:

Support K-12 instruction by coaching and modeling instructional strategies for multilingual learners, and by developing, coordinating, and leading professional development for staff for the purpose of improving core classroom instruction and improving student outcomes. Work side by side with teachers, in a non-evaluative role, to examine and refine systems & enhances instructional practices for the purpose of increasing positive student outcomes.

Education/Licensure/ Testing Required/Bonding

Master’s degree or higher from an accredited college or university preferred

Current Oregon Teacher license issued by Teacher Standards and Practices Commission (TSPC) required

ESOL Endorsement or equivalent required

Oregon Fingerprint and Criminal background check clearance

Valid Oregon Driver’s License

Experience

Five years teaching experience in the K-12 setting

Demonstrated experience facilitating teacher collaboration and/or professional learning

Demonstrated expertise in research-based instructional strategies for sheltered instruction

Excellent communication skills to enhance respectful collegial relationships

Bilingual/Bicultural preferred

Skills, Knowledge and/or Abilities Required:

Skills to oversee programs, communicate effectively, problem solve and make independent judgement, analyze data, and make recommendations; design and deliver professional development based on findings; maximize adult learning within time and resource restraints

Knowledge of district curriculum, sheltered instruction practices, inclusive practices, coaching models, and district policies; provide direction to others and make independent judgments

Abilities to keep and maintain accurate records, meet deadlines, communicate with individuals of varied cultural and educational backgrounds, communicate in both oral and written form, use Excel and Word for data analysis and recordkeeping, use appropriate technology for presentations and display of data.

Essential Job Functions:

Instructional Coaching

• Coach teachers with emphasis on effective implementation of strong core instructional practices which are inclusive, sheltered (e.g., SIOP, GLAD strategies, language scaffolds, oracy, Constructing Meaning, Dual Language Immersion, etc.), and culturally relevant to increase access for multilingual learners in core content areas.
• Coach English Language Development (ELD) teachers with an emphasis on data analysis to align targeted ELD instruction with students identified academic needs.
• Engage in coaching cycles, which are teacher driven and focused on student outcomes in order to enhance teacher efficacy.
• Provide support in the differentiation, content sheltering and cultural relevancy of instructional practices to engage underserved learners.
• Enhance the Professional Learning Community (PLC) process to align instruction, assessment and interventions across multiple schools and classrooms.
• Facilitate and participate in collaborative teaming and networks of support for educators.

Professional Development:

• Determine and develop specific, relevant Professional Learning through conversation, observation of instructional practice, and analysis of data for individual teachers, grade level teams, programs, or schools
• Deepen the learning and broaden the research based instructional practices schools have undertaken to become more inclusive and culturally relevant
• Build staff-wide capacity and expertise in the implementation of sheltered instructional strategies for multilingual learners (e.g., SIOP, GLAD strategies, language scaffolds, oracy, Constructing Meaning, Dual Language Immersion, etc.)
• Remain current in research-based instructional practices for language acquisition.

Instructional Leadership

• Provide communication between building staff and district staff for the purpose of determining coaching and professional learning needs across the district.
• Collaborate with staff in like positions to ensure a cohesive delivery system of instructional supports for multilingual learners.
• Work with new teachers throughout the academic school year, ensuring that best practice instructional strategies are being implemented for multilingual learners.
• Coordinate access to district level resources for coaching and learning when needs arise through collaboration with teachers.
• Stay current in research regarding language acquisition and guidance/policies regarding English learners.
• Collaborate with DOME staff to meet department goals.

Other Duties

• Perform other related duties as needed.

Supervisory Responsibilities:

None

Mental Demands/Physical Demands/Environmental Factor Essential Requirements:

Tools/Equipment Used: Standard office equipment including district assigned computers, peripherals, and technology

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

Motion: Repetitive hand motions including frequent keyboarding and use of mouse; reaching/handling/manual dexterity; talking/hearing conversations and other sounds, visual acuity/depth perception/visual with or without accommodation

Lifting: Lifting and carrying (up to 15 pounds) to move training materials and physical strength to move chairs, and tables to arrange training spaces when needed

Environment: May work prolonged or irregular hours; frequent district-wide travel; occasional statewide travel and out-of-state travel; remote work may be required

Mental Demands: Work with frequent interruptions; maintain emotional control under stress