Dual Language Instructional Coach (Middle School) (2026-2027 SY)

Alexandria City Pub Sch Dist•Alexandria, VA

22h•Onsite

About The Position

The Dual Language Instructional Coach (Middle School) under the supervision of the Dual Language Coordinator, will provide site-based, technical assistance to administrators, faculty, and staff to support effective implementation of the ACPS Dual Language Program. This is a 10-month, 195 day Middle School Licensed position, reporting to the DL Coordinator, for the 2026-2027 SY.

Requirements

A Bachelor’s Degree from an Accredited College or University in a Related Field Required
A Valid Virginia Department of Education Teaching Collegiate, or PostGraduate License, with an endorsement in an appropriate subject/grade level area.
Minimum of 5 years’ experience teaching and/or coaching with a record of successfully impacting student achievement.
Language proficiency in Spanish and English.
Extensive knowledge of second language acquisition and content-based language instruction.
Extensive experience effectively working with culturally and linguistically diverse students.
Ability to work cooperatively and effectively with teachers to foster a professional learning community.
Evidence of continuous learning and a commitment to participation in professional growth opportunities and self-reflection.
Demonstrated ability to organize and prioritize responsibilities, projects, and tasks.
Effective oral and written communication skills.
Criminal Justice Fingerprint/Background Clearance.
Tuberculosis Skin Test.
Public Health Compliance - Must follow safety and health protocols.

Nice To Haves

Master's Degree Preferred.
Preferred experience working successfully with linguistically and culturally diverse learners.
Previous coaching and/or teacher leadership experience in a dual language/immersion program preferred, but not required.

Responsibilities

Coaching of dual language teachers to support implementation of adopted instructional approaches and best practices (i.e., Project GLAD, biliteracy model), including the modeling, co-planning, and co-teaching of instruction, as well as the mentoring of new dual language teachers.
Direct support of Spanish language arts Professional Learning Communities (PLC) for middle school dual language teachers.
Development and delivery of professional learning to support program priorities and site-based needs.
Planning and support of the administration of site-based dual language assessments (i.e., the STAMP).
Participation in site-based master scheduling to optimize dual language student outcomes.
Participation in committee work and decision-making related to dual language implementation at the assigned middle school.
Development of collegial relationships that support implementation of the vision, priorities, and goals of the Dual Language Program.
Engagement in the planning and supervision of dual language curriculum writing and revision.
Plan Co-plans instructional units and lessons, and develops resources aligned to the dual language curriculum framework and division goals.
Co-creates and co-adapts assessments to evaluate student learning and support academic excellence in the dual language program.
Plans ongoing professional learning that aligns with school, dual language program, and division goals.
Prepares structures and resources needed for ongoing professional learning.
Gathers, analyzes, and interprets dual language data and collaborates with teachers to guide instruction.
Co-plans monthly communications to dual language families in the middle school.
Teach Provides embedded professional learning opportunities through various coaching models; co-teaches with a gradual release of responsibility; and provides effective feedback and follow-up.
Builds dual language teachers’ capacity to utilize research-based instructional strategies that meet the needs of diverse dual language students (i.e., students with IEPs, language learners, gifted students, etc.).
Supports implementation of professional learning for dual language teachers and administrators in understanding the dual language curriculum framework, program, assessments, data analysis, and other areas of focus.
Guides dual language staff in selecting, analyzing, and interpreting multiple sources of data to improve instructional planning and delivery.
Assess Conducts non-evaluative walk-throughs and provides data-based, descriptive, and constructive feedback that facilitates teacher reflection and growth.
Collects, analyzes, and uses data to support improvement of teacher practice, and to evaluate its impact on student achievement.
Adjust Participates in ongoing professional learning with division initiatives and foundational coaching essentials, including, but not limited to: division procedures protocols, division curriculum and assessments, pedagogy, professional learning communities, equity, and data literacy.
Engages in self-reflection on the impact of coaching activities on teacher practices and student achievement data.