TOSA: Bilingual Programs
IMMEDIATE SUPERVISOR: Assistant Superintendent
The Bilingual Programs Teacher on Special Assignment is responsible for teacher training, support and facilitation of instructional best practices for emerging bilingual students K-12. They work with school staff to ensure students’ program model including Dual Language, Spanish Literacy, English Language Development and Sheltered Instruction, is solid and sound and targeted to need for student growth and achievement. Through data monitoring, research, building partnerships and working with district staff, they oversee the instruction, support, and student growth to ensure students are on track for academic success.
REQUIRED QUALIFICATION:
A. Three years of experience relevant to the duties listed in essential responsibilities.
B. Valid Oregon teaching license appropriate to the assignment with a minimum of five (5) successful years of teaching. Endorsement in ELD required.
C. Bilingual candidates with proficient oral and written communication skills in English & Spanish are required.
D. Understanding of Dual Language Immersion models and experience working in DLI programs and/or schools.
E. The ability to effectively work and communicate with students, parents, and school personnel from diverse cultures and/or backgrounds.
F. Proficient in Google suite applications and student information systems.
G. Establishing working relationships with co-workers and functioning as part of a cohesive team.
H. Effective organizational planning and project management skills, including handling multiple deadlines and tasks simultaneously.
ESSENTIAL RESPONSIBILITIES:
A. Lead and promote educational equity based on the principle that each student receives what is required for them to achieve success with regard to the allocation of resources, opportunity, treatment, and access.
B. Align and support Dual Language programs across K-12 schools in the district.
C. Collaborate with the Department of Teaching & Learning in adoption of materials, development of curriculum design, and implementation for K-12 schools with the lens of supporting emerging bilingual students.
D. Provide leadership and development of strategies supportive of standards based education including regular review of data and student outcomes for emerging bilingual students in various programs i.e. DLI, ELD, and sheltered instruction.
E. Build teacher understanding and leadership in the area of English Language Development at the building level for all staff. Lead and recommend professional development and structures for ongoing professional learning.
F. Work with administration, ELD program staff, and DLI program staff to support the growth, training and support of instruction for emerging bilinguals.
G. Meet with K-12 principals and instructional coaches to develop foundational and innovative instructional strategies and a responsive implementation plan.
H. Work with the Clackamas ESD EL/Migrant programs to coordinate supports for Migrant families and services provided by Title 1-C.
I. Work in conjunction with the Assistant Superintendent to oversee EL data collection and Title III monitoring.
J. Develop and implement professional development that supports and increases the retention of bilingual educators in collaboration with the Human Resources Department.
K. Collaborate with the Student Services Department to establish best practices for serving emerging bilingual students identified for special education services.
L. Systematically facilitate the Seal of Biliteracy opportunity.
M. Collaborate with district leaders to provide outreach to multilingual community organizations, highlighting opportunities for students and families.
N. Collaborate with neighboring districts and Oregon Department of Education to improve practices within both ELD and Dual Language Instructional models.
O. Seek to improve family engagement, especially for bilingual families, through communication, extended opportunities to build community, and problem solving.
This organization believes that every individual makes a significant contribution to our success. That contribution should not be limited to assigned responsibilities. Therefore, this position description is designed to define primary duties, qualifications, and job scope but should not limit the incumbent nor the organization to the work identified. We expect every employee to offer their services wherever and whenever necessary to ensure the success of the District’s goals.
PHYSICAL REQUIREMENTS:
In 8-hour workday, this job requires:
R – Rarely (Less than .5 hr per day) O – Occasionally (.5 – 2.5 hrs per day)
F – Frequently (2.5 – 5.5 hrs per day) C – Continually (5.5 – 8 hrs per day)
NA – Not Applicable
WORKPLACE EXPECTATIONS:
A. Work effectively with and respond to people from diverse cultures or backgrounds
B. Demonstrate professionalism and appropriate judgment in behavior, speech, and dress in a neat, clean, and appropriate professional manner for the assignment and work setting
C. Have regular and punctual attendance
D. Confer regularly with immediate supervisor
E. Follow all District policies, work procedures, and reasonable requests by proper authority
F. Maintain the integrity of confidential information relating to students, staff, and District patrons
G. Cultivate and model a respectful working and learning environment
H. Annually pass the District’s required online training by the District’s assigned due-date
I. Follow site and/or District protocol for reporting absences
J. Maintain current licenses and/or certificates required for the position
K. Utilize the District’s electronic systems and applications related to the job