English Learner (EL) 6-12 Grade Newcomer Coach

Grand Rapids Public Schools•Grand Rapids, MI

14h•Onsite

About The Position

The EL Coach provides the educational staff and district administration with core content and 2nd language acquisition differentiated support using the WIDA framework and the SIOP (Sheltered Instruction Observation Protocol) instructional model. With the district’s academic plan as the foundation, the EL coach designs professional development related to the WIDA Standards and Can-Do statements and SIOP’s 8 components and 30 features to ensure that all English Learners are instructed in content while supporting 2nd language development. To further ensure best practices are provided to ELs, the position works with district leaders to develop and monitor WIDA framework and SIOP implementation plans. The position will provide in-person leadership and instructional direction to school buildings regarding curriculum, instruction, assessment, tiered levels of support, school improvement, school leadership, teacher leadership, and systems thinking in English Language Development. Providing direct coaching to 6-12 grade educators and leaders. The position will collaborate with peers to create resources and guidance tools (e.g., curriculum, parent materials, best practices in program design, etc.). The position will receive intense professional learning to support navigating the social and emotional needs of 6-12 grade newcomer scholars and their families, including conflict trauma response strategies. The position will then work to build capacity at the school level to support scholars and their family’s long term.

Requirements

Master’s Degree in Bilingual Education or Teaching English to Speakers of Other Languages.
A minimum of ten years’ experience as an effective or highly effective classroom teacher in a 6-12 grade classroom with EL scholars.
Experience as a building teacher leader and/or professional development facilitator.
Experience writing curriculum.
Ability to handle sensitive and confidential situations and documentation.
Ability to effectively communicate both orally and in writing with diverse populations.
Ability to work independently with minimal supervision.
Ability to problem solve (listen, identify problems and solutions) and provide excellent internal and external customer service.
Ability to work collaboratively and be a team player.
Ability to work in a diverse environment and understand cultural competence.
Ability to organize and compile data.
Ability to work in a fast-paced environment, handle multiple tasks at the same time, and meet deadlines in a timely manner.
Regular on time and in person attendance is an essential function of this job.

Nice To Haves

Bilingual (Spanish, Kinyarwanda, or Swahili) preferred, in buildings with a high bilingual scholar population.
Skilled in the use of a range of diagnostic assessments to plan specific research-based interventions for specific scholars.
Successfully completed SIOP initial training or must be completed within 6 months of starting.
Successfully completed SIOP coaching training or must be completed within 6 months of starting.
Experience with compiling and disaggregating data to inform instruction.
Computer literate with experience creating multi-media presentations, along with proficiency creating Word, Publisher, and Power Point documents.

Responsibilities

Work collaboratively with multiple Sheltered Instruction Observation Protocol (SIOP) teachers to SIOP based lessons.
Coach SIOP trained teachers through site-visits, co-planning, co-teaching, and site- based SIOP follow-up support meetings/trainings.
Coach content and ESL teachers in differentiating instruction, providing accommodations and assessments for English learners.
Assess and work with staff to diagnose reading, writing and math deficits of English Learners and recommend effective, research-based interventions for ELs.
Demonstrate model lessons for ESL, classroom, and content-area teachers using SIOP techniques.
Assist school-based teams to develop capacity to train and coach more classroom and content-area teachers.
Participate in the implementation of Title III through MDE and GRPS by providing high-quality, on-going professional development.
With the principal, a team of teachers or independently facilitate professional at staff meetings, professional development days, after school and/or during summer sessions.
Provide ESL consultation to private schools including WIDA screener and WIDA Access test administration and attend annual private school meetings.
Meet monthly with the EL district staff (group meetings or individual meetings).
Submit a detailed schedule to the EL Director weekly, sharing with staff as needed.
Consistently demonstrate dependable attendance and punctuality.
Perform other duties as assigned.