Coordinator of Multilingual Education

SUMMARY:

The District Coordinator of Multilingual Education is responsible for leading the district's multilingual learner services and dual language immersion program, including ensuring that regulations are met and that Multilingual Learner (ML) students are supported appropriately in their academic and language acquisition and development. 

The Coordinator of Multilingual Education provides facilitation and assistance in the implementation, oversight and standardization of curriculum, instruction and assessment for students identified as ML across all content areas and in Spanish-English bilingual dual language immersion programming. The Coordinator plays a critical role in narrowing and closing the achievement gap by providing assistance with school-wide systems for monitoring student progress, in alignment with Title III guidelines and regulations. 

The Coordinator collaboratively supports the classroom teacher, grade level teams and resource teachers to plan, model, observe, and provide feedback on culturally responsive, differentiated instruction in English, and in English/Spanish in dual language immersion classrooms. The Coordinator works with district and school level leaders to develop and implement structures, procedures and professional development opportunities to support systematic and continuous improvement in teaching and learning related to Multilingual Learners.

DISTRICT ML PROGRAMMING

1. Coordinate 4K-12 ML programming and services
2. Maintain, evaluate, monitor and improve the district ML Plan
3. Lead the ML team and Bilingual Assistant team, including facilitating monthly team meetings to support the implementation of the District's instructional framework
4. Define and provide guidance and assistance in programming options for ML students that promote equity and access.
5. Establish effective practices and implement training for ML staff to remove barriers for students of diverse backgrounds
6. Oversee and evaluate the implementation of strategies to support newcomers
7. Oversee and evaluate the implementation of student specific language goals for every ML student; addressing concern with staff and building administrators where it exists
8. Oversee and evaluate the reclassification process, including completion of an audit of required paperwork, classification change and communications.
9. Assist school administrators in implementing ML plans and act as co-evaluator of ML teachers and Bilingual Assistant staff
   1. The Coordinator of Multilingual Education will work in tandem with the building administrator to devise a plan of action and identify action steps for staff who are not meeting expectations.
10. Coordinate ML data collection and reporting at the school and district levels
11. Act as primary custodian of student records of all ML students in the student information system; including performance of accuracy checks periodically throughout the school year.
12. Ensure that all federal and state reporting requirements are met, including ESSA and Title III
13. Coordinate the testing of ML students, including W-APT and ACCESS testing
14. Coordinate all of the testing accommodations required for ML students for all annual assessments.
15. Ensure that all students who did not meet sufficient growth on the ACCESS assessment have language goals that are entered and actively monitored in the Student Information System
16. Act as primary oversight for translation and interpretation needs throughout the district.
17. Maintain and improve the ML and dual language program section of the district website
18. Communicate within the district through regular newsletter updates
19. Possess knowledge of all core area standards (English Language Arts, Math, Social Studies and Science) in order to effectively support ML learners at all levels
20. Support the district Curriculum Renewal and Design Plan and represent the needs of ML students in curriculum adoption cycles (Years 1 and 2 specifically on the curriculum cycle, and other years as required)
21. The Coordinator of Multilingual Education will prepare a comprehensive yearly monitoring report that will consist of an overview of the work accomplished; an audit of student participation and qualification; an audit of programming related to student language proficiencies; an audit of any other curricular area identified as an area of need. This report will be presented to the Director of Secondary Teaching, Learning and Equity before the end of June, each year.
22. Prepare data and progress updates and supporting documents to present to the Board of Education as needed
23. Work with administrative leadership in developing and supporting math and literacy programming  for Multilingual Learners within an Equitable Multi-Level System of Support (EMLSS) system
24. The Coordinator of Multilingual Education will provide professional development for staff during SP Academy and during any professional development days that occur within the school year.
25. The Coordinator of Multilingual Education will act as primary district level contact for building administrators, building based ML and DLI staff and parents/caregivers related to concerns, questions and problem solving around programming, transportation or scheduling.
26. Support the Director of Secondary Teaching, Learning and Equity in determining staffing needs, and in the hiring of personnel   
27. Maintain confidentiality in all verbal, written, and electronic communication

DISTRICT DLI PROGRAMMING

1. Coordinate the application process for DLI students, including recruitment and enrollment for DLI programming
2. Support the process for recruitment and hiring of DLI educators
3. Facilitate curriculum and instruction development and implementation, including the co-facilitation of a district biliteracy steering committee, in coordination with the directors of teaching, learning, and equity
4. Ensure compliance with all federal, state and local requirements for DLI programs

PROFESSIONAL DEVELOPMENT 

1. Plan and facilitate professional development workshops related to effective practices in culturally relevant instruction and instructional pedagogy for supporting ML and DLI Program needs. Collaborate with core content areas to align PD opportunities to include a focus on co-teaching practices
2. Provide guidance for site-based professional development based on unique building based needs
3. Provide site-based instructional coaching in WIDA standards, language acquisition strategies, and culturally relevant practices                

ASSESSMENT         

1. Support classroom teachers, as well as site and district leadership in analyzing assessments to plan for culturally responsive, differentiated instruction that meet the needs of all students.
2. Analyze school and district level data to determine growth for individual students as well as use of data for systemic improvement and overall attainment of content and language  standards, in English and in Spanish in DLI classrooms
3. Assist teams in analyzing data in order to develop language goals and a service plan for ML students
4. Lead communication with families regarding assessment results related to language acquisition

OUTREACH 

1. Build community understanding of ML programming in the Sun Prairie Area School District through multiple communication and engagement strategies
2. Develop, implement, and facilitate a district-wide plan for building the home-school relationship regarding core subject areas and supports buildings in establishing and maintaining relationship with students and their families
3. Facilitate meetings with parents/caregiver, community members and instructional teams
4. Assist building based ML staff to plan and implement at least one ML Night per year per site
5. Develop partnerships with other districts and community organizations to better meet the needs of students and their families                  

QUALIFICATION REQUIREMENTS                                                    

To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to eligible individuals with disabilities to perform the essential functions.

PEDAGOGICAL KNOWLEDGE                                                 

1. Extensive knowledge of effective practices of instruction for  Multilingual Learners in the core content areas of literacy, math, science, and social studies
2. Extensive knowledge of effective practices and pedagogy for Spanish-English bilingual-bicultural dual language immersion programming
3. Knowledge of 4K-12 education and student developmental readiness levels
4. Ability to facilitate professional development and coaching opportunities for adults in English and in Spanish
5. Expertise and experience in teaching Multilingual Learners in a variety of settings and curricular areas

EDUCATION and/or EXPERIENCE:      

The Coordinator of Multilingual Education must possess a Master's degree from an accredited program in education. Ability to demonstrate knowledge and skills in differentiating instruction for Multilingual Learners and displays knowledge of bilingual-bicultural education, general education, and advanced learner education curriculum models, assessments, and data analysis. 

Candidates must be able to read, write, speak, and understand English and Spanish with native-like fluency.

Experience working with students, staff, parents and caregivers from diverse linguistic and cultural backgrounds.

CERTIFICATES, LICENSES:                  

Must possess and maintain or be eligible to hold a current Wisconsin Department of Public Instruction teaching or administrative license. Must have a valid driver's license.

Must have, or be able to obtain, licensure from the Wisconsin Department of Public Instruction in the area of English as a Second Language and Bilingual-Bicultural Education. At least five years experience teaching in the licensed areas preferred. 

COMMUNICATION AND LANGUAGE SKILLS:                                

Ability to read, analyze, and interpret general business periodicals, professional journals, technical procedures, or governmental regulations. Ability to effectively present information and respond to questions from groups of students, peers, administrators, parents/caregivers, and the general public. 

Candidates must be able to read, write, speak, and understand English and Spanish with native-like fluency.                        

MATHEMATICAL SKILLS:                                

Ability to add, subtract, multiply, and divide in all units of measure, using whole numbers, common fractions, and decimals. Ability to compute rate, ratio, and percent and to draw and interpret bar graphs.

ANALYTICAL AND REASONING ABILITY:                           

Ability to define problems, collect data, establish facts, and draw valid conclusions. Ability to interpret an extensive variety of technical instructions in mathematical or diagram form and deal with several abstract and concrete variables.

OTHER SKILLS AND ABILITIES: 

Ability to apply knowledge of current research and theory to instructional programs; ability to plan and implement lessons based on building and district goals and the needs and abilities of students to whom assigned. Ability to establish and maintain effective relationships with students, peers, parents, administrators, and community. Ability to communicate clearly and concisely.

TEMPERAMENTS:                        

Ability to direct others, work with people, and influence people in their opinions, attitudes, and judgments.

PHYSICAL ATTRIBUTES: 

The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job.Must be able to sit or stand for prolonged periods, up to 6 hours in an eight-hour day, with or without back support. Must be able to perform light physical work, frequently lifting up to 10 pounds and occasionally lifting up to 30 pounds without assistance in an indoor setting. Must be able to move throughout the building and from building to building. Must be able to reach in all directions and bend/stoop to store and retrieve files, use telephone, calculator, computer and other office equipment. Must have dexterity and hand/eye coordination necessary to operate computer keyboard and other office equipment such as fax machine, scanner, etc. Hearing activity requires the ability to participate in numerous conversations throughout the day, both in person and over the telephone. Must be able to complete job duties in an environment where background noise and frequent interruptions are the norm. Must have the ability to maintain concentration and focus on tasks requiring timelines and accuracy.

WORK ENVIRONMENT: 

The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. While performing the duties of this job, the employee is occasionally exposed to outside weather conditions. The noise level in the work environment is usually loud.

PHYSICAL REQUIREMENTS:                            

Shall complete a physical examination as required by Wisconsin Statute 118.25.