Multilingual Teacher

Hoquiam School District•Hoquiam, WA

4d•Hybrid

About The Position

The Multilingual Education Program (MEP) Teacher provides direct instruction and intervention for multilingual students and coaches classroom teachers in effective language development practices. Using the Language Proficiency Standards as a framework, the employee works with school-based teams to strengthen core instruction for multilingual learners, administers required language assessments, and supports the integration of ML services within the district’s Multi-Tiered System of Supports (MTSS).

Requirements

Bachelor’s Degree in Education or related field
Valid Washington State Teaching Certificate.
English Language Learner Endorsement or proof of enrollment in a Washington State approved ELL Program.
Deep understanding of the strengths and unique challenges of multilingual students and families.
Training or experience in sheltered instruction methods such as SIOP or GLAD.
Knowledge of Multi-Tiered Systems of Support as applied to multilingual learners.
Familiarity with state and federal MEP guidelines, Title III, and OSPI reporting requirements.
Strong facilitation, consultation, and interpersonal skills; ability to build trust with educators across disciplines.
Data-informed decision-making and instructional planning.
Excellent written and oral communication skills across diverse audiences.
Strong organizational skills and the ability to manage multiple priorities and meet timelines.
Technological proficiency with learning, student management, and state reporting systems (e.g., Skyward, Canvas).
Ability to travel between school sites and conduct home visits as needed.
Successful clearance of a Washington State Patrol, FBI fingerprint criminal history background check, and Sexual Misconduct background check.

Nice To Haves

Master’s Degree preferred.
Experience working with migrant, multilingual, or underserved student populations preferred.
Experience coaching or leading adult professional learning preferred.
Bilingual (Spanish/English) preferred.

Responsibilities

Build trusting, culturally responsive relationships with multilingual students and their families.
Coach and co-plan with classroom teachers through collaborative planning and inquiry cycles focused on language development.
Provide professional development to school teams on sheltered instruction, language acquisition, and the strengths and needs of multilingual students.
Provide guidance and instructional direction to ML Paraeducators.
Demonstrate empathy, discretion, and cultural humility in all student, family, and staff interactions.
Provide direct instruction and academic support to multilingual students at the elementary and secondary levels in collaboration with classroom teachers and specialists.
Model and support culturally responsive, trauma-informed, and sheltered instruction practices (e.g., SIOP, GLAD).
Administer WIDA Screeners and the annual WIDA assessment within required timelines.
Plan and deliver targeted interventions based on language proficiency and academic data.
Develop and maintain Newcomer programming for students entering our schools with limited to no English proficiency.
Use data to inform instructional planning and monitor the effectiveness of ML instruction at the core, supplemental, and intensive levels.
Integrate ML support with school-wide systems, including MTSS and Special Education; participate in Guidance Team and IEP meetings for multilingual students.
Support individualized plans that address language support, credit accrual, and graduation planning for secondary multilingual students.
Maintain documentation of supplemental and intensive interventions and student progress.
Continuously monitor progress of students who have exited the multilingual program.
Serve as a resource to building leadership by providing reports, research-based data, and status updates to inform decision-making.
Collaborate with the MEP Coordinator on student identification, program compliance, and family engagement.
Attend and actively participate in staff meetings, PLCs, and professional development related to language acquisition and equitable practices.
Comply with all district, state, and federal policies governing services for English learners, including Title III and OSPI guidelines.
Perform other duties as assigned.