Dual Language/ESL Instructional Coach

Job Title: Dual Language/ESL Instructional Coach Wage/Hour Status: Exempt

Reports to: Executive Director, Bilingual & Migrant Pay Grade: Teacher Pay Scale

Dept./School: Academics and School Leadership Initiated Date: April 2025

WHO WE ARE

La Joya Independent School District (ISD) is committed to excellence for students and our community. We have a strong, 100-year legacy in the Rio Grande Valley. The district’s vision – Educational Excellence: The Right of Every Student – conveys our urgent focus on students.

Our work is rooted in five district priorities, which require collaboration and deep commitment to supporting one another as we serve the community.

1. Customer Service
2. Trust & Transparency
3. High-Quality Instruction
4. Excellence in Leadership
5. Integrity & Accountability

We are focused on ensuring every student in La Joya ISD has access to a high-quality, best-fit school as we work to improve from a B-district to an A-rated district. We serve more than 22,000 students in more than 30 schools and span six municipalities, covering more than 220 square miles.

WHO WE ARE LOOKING FOR

We are seeking an Instructional Coach that can support teachers to increase the number of students who are reading on grade level and becoming biliterate, bilingual, and bicultural. The coach will provide support for Emergent Bilingual students and the teachers and staff that serve them. The ideal candidate will have demonstrated impact on teacher performance and efficacy, student outcomes, accelerating student growth, building strong community relationships, and creating a culture of support and excellence. You must have the commitment and urgency needed to help quickly establish excellence and build structures to sustain that excellence over time. You will have to be ready for adaptive change in a very fast environment.

WHY LA JOYA ISD

You will be joining a district that is building on a legacy of achievement while rapidly improving and creating systems to reach new heights for student outcomes. You will receive intentional, targeted support in your leadership journey and have access to the highest-quality, research-based resources and instructional materials. We are also a district focused on continuous improvement and rigorous analysis of where we need to grow and learn.

QUALIFICATIONS

Education/Certification:

• Bachelor’s degree required; preferred in Education, curriculum or related field
• Master’s degree preferred
• Valid or eligible to receive Texas Teacher Certification required with bilingual or ESL certification
• Evidence of completion of the Texas Teacher Reading Academy or equivalent science of reading certification preferred

Experience:

• Minimum of three year’s teaching experience preferred

Special Knowledge and Skills

• Demonstrated ability to support all types of students, including students with special needs and Emergent Bilingual students
• Deep knowledge of the science of reading and how to teach and support reading in both English and Spanish
• Demonstrated impact on helping students learn to read
• Demonstrated ability to coach and develop other educators toward improvement
• Knowledgeable in the physical, mental and emotional child development process
• Experience in using and interpreting data to inform decision-making processes that allow for intentional actions and lead to improved student achievement
• Exceptional interpersonal and communication skills (written and oral)
• Strong organizational and collaboration skills
• Bilingual (English/Spanish) required

MAJOR RESPONSIBILITIES AND DUTIES

Professional Growth

1. Serve as a transformational educator working to create a best-in-class learning environment.
2. Participate in professional development and training to improve skills related to job assignment.
3. Foster collegiality and team building among staff members.
4. Provide for two-way communication with staff, students, parents, and community.
5. Demonstrate professional, ethical, and responsible behavior. Serve as a role model for students.
6. Commit to professional growth through active participation in reading workshops, seminars, conferences, and/or other designated professional learning.

Coaching & Training

1. Promote the expectation for high-level performance from students and recognize excellence and achievement.
2. Develop and implement coaching goals and coaching plans for assigned teachers.
3. Assist instructional staff with the implementation of high-quality instructional materials and evidenced-based Tier 1 instruction.
4. Serve as an expert in the assigned curricular area.
5. Be expert in multiple coaching techniques, including but not limited to: observation and feedback, modeling, co-teaching, planning, assessing, and reflective questioning.
6. Serves as a lead trainer for professional development for teachers and other district staff
7. Support staff growth and development through peer observation, learning walks, and effective use of planning and PLCs

Professional Learning Community (PLC’s)

1. Participate in and lead Professional Learning Communities (PLC’s) that create positive relationships amongst teachers and administrators while fostering a team culture of open sharing, risk taking and shared leadership, to work effectively as a team.
2. Attend, lead and participate in faculty meetings, including designated PLC and other meetings.
3. Provide training to campuses and campus designees as requested.

Effective Feedback

1. Receive coaching and meaningful feedback.
2. Participate in school visits as required.

Culture & Climate

1. Create, cultivate and lead a culture of excellence, support, and community for all school stakeholders.
2. Support a student behavioral support system that results in positive student behavior and enhances the classroom and school climate.
3. Facilitate effective and timely resolution of conflicts.
4. Develop and maintain a school environment conducive to effective learning.
5. Enhance students’ social, emotional, behavioral, and academic achievement.
6. Follow all policies, practices, and procedures that create optimal learning conditions for students with special needs in alignment with IDEA.

School or Community Relations

1. Make provisions for being available to students and parents for educational-related purposes outside the instructional day when required or requested to do so under reasonable terms.
2. Communicate with parents, families, and communities on a regular and consistent basis to ensure clear and consistent messaging to parents.
3. Engage with parents, families, and community members to increase parental involvement on the campus
4. Demonstrate awareness of school and community needs and initiate activities to meet those needs using appropriate and effective techniques to encourage community and parent involvement.

Fiscal, Administrative, and Facilities Functions

1. Maintain accurate, complete, and correct records as required by law, district policy, and administrative regulation to accomplish instructional goals and objectives.
2. Take all necessary and reasonable precautions to protect students, equipment, materials, and facilities.
3. Compile, maintain, and file all reports, records, and other documents required including accurate and timely reports.
4. Participate in safety inspections and drills.
5. Comply with district policies, state and federal laws and regulations affecting schools.

Other duties as assigned.

Supervisory Responsibilities

None

WORKING CONDITIONS

Physical Demands

Typical demands of a school environment. Lifting and carrying of books, boxes, and audiovisual equipment, light (15-20 pounds), climbing, stretching, visual acuity, walking, pulling, bending, stooping, climbing stairs, reaching, pushing, sitting, kneeling, standing, and twisting, may be required to control behavior through physical restraint.

Work Environment

Primarily school-based with regular interaction with district staff, educators, students, families, and community members. Campus visits will be required as needed and as a part of ensuring program implementation with fidelity and monitoring of service delivery models. Attendance at evening or weekend events may be required. Occasional prolonged and irregular hours.

Reading, supporting instruction, demonstrating computer skills appropriate for assignment, effective communication and interpersonal skills, ability to work well with students, concentration (detailed work), interpretive skills (policy, procedure, dates), reasoning skills, understanding verbal instructions, analyzing, differentiating, memorizing, coordinating, compiling, and computing.

Mental Demands:

Must maintain emotional control under stress.

POSITION WORKING DAYS

197 days

COMPENSATION

Based on the pay plan.

The above statements are intended to describe the general nature and level of work being performed by people assigned to this job. They are not intended to be an exhaustive description of all work requirements and responsibilities, and management reserves the right to revise the job description or require that other responsibilities be performed when the job changes. Additionally, the minimum level of education notated as a requirement could be supplemented by commensurate experience and/or certification(s) or license(s) as determined by the hiring manager.

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