Secondary English Language Facilitator Pool Posting

ENGLISH LANGUAGE FACILITATOR 

Secondary

SUMMARY DESCRIPTION: 

Under the general supervision of the Director of the Department of English Language Development (ELD) and English Language Development Programming Coordinators the English Language Facilitator Elementary/Secondary, ensures that federal requirements for teaching, identifying, and assessing English Learners (ELs) are met. A classroom teacher will implement school board policy regarding the educational curriculum of a particular instructional division and/or instructional unit. The English Language Facilitator helps facilitate appropriate placement, academic and linguistic growth, and parent outreach programs to support English language acquisition for students whose first language is not English. The English Language Facilitator will be responsible for collaborating with school administrators, grade level/content area teams, and teaching assistants to coach the promotion of best practices for language instruction through content for ELs in mainstream classrooms/course. This collaboration may be in the form of co-teaching, coaching teachers, planning with administrators and/or planning for language development instruction to occur throughout content subjects. (English Language Development Elementary/Secondary 

EXEMPLARY DUTIES/RESPONSIBILITIES: 

The essential functions and duties listed below are in alignment with the WCSD Strategic Plan to know every student by name, strength and need and are intended as illustrations of the various types of work that may be performed. The primary duties of an English Language Facilitator is to provide schools with strategies for explicit language instruction through core curriculum courses. In addition, the English Language Facilitator will ensure compliance with Title III guidelines for record keeping and assessment (as needed); additional duties may be assigned by ELD Director and ELD Programming Coordinators as schedule permits. The omission of specific statements of duties does not exclude them from the position if work is similar, related or a logical assignment to the position. 

Planning and Preparation 

• Demonstrates mastery of content, pedagogy, resources, and knowledge of EL proficiency levels 
• Demonstrates knowledge and understanding of WIDA standards, instruction, and assessment framework 
• Demonstrates an understanding of designing effective language instruction through Backward Design and selecting intentional strategies and scaffolds to support EL learning. 
• Utilizes data to assist staff in making decisions for language and content targets and objectives for ELs to increase their oral and written production. 
• Sets instructional outcomes for diverse learners and student language learning outcomes. 
• Assists in Designing coherent instruction and student assessments aligned with Nevada Academic Content Standards, WIDA English language development standards, and district EL curriculum/course objectives. 
• Uses language data (e.g. ELPA, QSI, Lexia English, iReady, writing samples, anecdotal records, formative and summative assessments) to plan and prepare instruction. 

Coaching and Classroom Environment 

• Creates a professional coaching model with high expectations, respect, rapport, and cultural acceptance. 
• Engages in a cycle of continuous improvement (PDSA) with classroom and content area teachers to build capacity. 
• Organizes schedule to create a safe, accessible, resource rich environment for positive coaching for staff to meet student language needs. 
• Supports effective classroom procedures and student behavior through, co-teaching with mainstream classroom and EL teachers, and providing opportunities for reflective discussion and feedback. 
• Establishes a commitment to elevating educators to create a culture of learning for ELsDemonstrates cultural competency by using an equity lens, continually advocates, and builds capacity for cultural responsibility. 

Instruction Coaching 

• Assists in developing high quality, standards aligned, explicit English language instruction, employing best practices for ELs, including appropriate differentiation techniques and strategies, in order to develop each student’s ability to read, write, speak, and listen in a broad range of cultural, social and academic contexts. 
• Engages with mainstream content area and EL colleagues in giving and receiving feedback on sheltered instruction techniques, GLAD strategies, best practices for ELs to analyze EL student work to determine instructional goals, and sharing responsibility for student learning to ensure EL students make one year growth annually. 
• Develops and communicates learning expectations for EL students. 
• Engages teachers in creating lessons that provide students have multiple opportunities for oral and written academic and language. 
• Coaches staff to utilizing questioning and discussion techniques to maximize student interaction. 
• Embeds assessment in instruction. 
• Demonstrates flexibility and responsiveness. 
• Demonstrates or develops familiarity with Multi-Tiered Systems of Support, including ELL specific considerations and procedures. 
• Delivers professional learning on high quality explicit English language instruction, best practices for ELs, and differentiation techniques. 

Testing, Compliance and Placement 

• Maintains EL documents/records as required by the Department of EL, Nevada Department of Education, and federal government. 
• Assists the Department of EL Assessment/Compliance Specialist and the site-based testing coordinator in the administration of the annual English Language Proficiency Assessment (ELPA) 
• Collaborates with Department of EL, administration, counselors, and staff to ensure appropriate placement of EL students in EL courses and mainstream courses leading to graduation. 

Professional Responsibilities 

• Collaborates with Department of ELD staff, and site administration to create and deliver professional learning for the district and schools for back to school and ongoing professional development throughout the school year. 
• Maintains accurate records. 
• Reflects on coaching responsibilities and support. 
• In alignment with the Strategic Plan, supports schools in developing strong partnerships with families and community partnerships. 
• Supports schools in developing a plan for communicating EL related data with all stakeholders to include families. 
• Participates in a professional learning partnerships…es at site. 
• Participates in Department of EL meetings, PLCs, cadres, and/or professional learning that is relevant to job expectations. 
• Provides access to and facilitates analysis of language and anecdotal data with respect to EL language development and social emotional needs with site staff and administration. 
• Demonstrates professionalism, integrity, and ethical conduct. 
• Attends school and district level meetings and training related to the position. 
• Participates in MTSS meetings of EL students or prepares documents that general education teachers may use to make decisions as they relate to language progress. 
• Collaborates with school administrators and ELD Programming Coordinators to meet the goals of the School Performance Plan and Corrective Action Plan as designated. 
• Consult with site administration on EL-related issues. 
• Performs other job-related duties as assigned by ELD Programming Coordinator and/or ELD Director. 

Education/Experience: Any combination of education and experience that would provide the required knowledge and skills is qualifying. A typical way to obtain the knowledge and skills would be: 

1. A valid State of Nevada K-8 Teaching Credential; TESL (EL, ELAD) endorsement, or a master’s degree in TESL or related field; 

AND 

1. Experience of at least three years of classroom or EL classroom teaching experience preferred. 

AND 

1. Experience coaching or mentoring teachers and/or ability to demonstrate school leadership preferred. 

AND 

1. Experience developing and delivering professional learning to adult learners preferred. 

Preferred Skills, Abilities, and Knowledge of: 

• Working knowledge of WIDA Standards/Framework and the Nevada Academic Content Standards 
• Working knowledge or experience using SIOP components, GLAD strategies, and high leverage EL Strategies and follow-up for implementation in classrooms 
• Deep understanding of theories and teaching methodology for second language learners along with the sophisticated understanding of the academic and social and emotional needs of children learning English as a second language 
• Highly motivated self-starter who can work both independently and collaboratively. 
• Ability to collect and analyze data in order to make recommendations for instructional programming. 
• Well-established communication and interpersonal skills and ability to share information and resources as appropriate. 
• Experience with technology as a resource (e.g. Excel, Word, Power Point, Infinite Campus, BIG, Share Point). 
• Maintains confidentiality; creates and maintains a positive and conducive work environment. 

Licenses/Certificates: 

Hold a Nevada State Teaching License and a TESL Endorsement which aligns to the grade level cluster of the level (elementary, middle, or high school) the applicant is applying for. 

THIS JOB SPECIFICATION SHOULD NOT BE CONSTRUED TO IMPLY THAT THESE REQUIREMENTS ARE THE EXCLUSIVE STANDARDS OF THE POSITION. INCUMBENTS MAY BE REQUIRED TO FOLLOW ANY OTHER INSTRUCTIONS, AND TO PERFORM ANY OTHER RELATED DUTIES AS MAY BE REQUIRED BY THEIR SUPERVISOR. 

The Washoe County School District is committed to providing a safe and respectful learning and working environments for all students, staff, and visitors.? The District prohibits bullying, cyber-bullying, harassment, sexual harassment, and/or discrimination based on an individual’s actual or perceived race, color, religion, sex (including pregnancy), national origin, age, sexual orientation, gender identity or expression, genetic information, veterans or military status, marital status, disability or the presence of any sensory, physical or mental handicap in any of its educational programs/activities and employment, or in any program or activity conducted or funded by the U.S. Department of Agriculture. The district prohibits discrimination against any youth group listed in Title 36, as a patriotic society, (i.e. Boy Scouts of America) from access to public school facilities use.

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