Please contact the district or school with any questions regarding this position.
The Bilingual Instructional Coach will provide oversight for the effective implementation of district-wide curriculum on TISD Bilingual campuses.  The Instructional Coach will support Bilingual curriculum enhancements, assist in development of curriculum-based assessments, monitor program implementation, coach Bilingual teachers, train personnel, teach demonstration lessons, lead data analysis, and model best practices to ensure that the curriculum guides are being implemented as written and in accordance with effective teaching strategies. 
The Bilingual Instructional Coach/Literacy Coach will report to the campus Principal and the C&I Directors.
Support to the Principal and Campus – Responsibilities:
  • Facilitate the evaluation of Bilingual programs to ensure teachers implement research-based practices.
  • Train teachers on the characteristics of effective and efficient classroom environments and provide focus on content and learning strategies embedded in the programs being implemented.
  • Debrief with site principal as appropriate about possible actions that could be taken to improve campus instruction and implementation.
  • Train teachers and principals in critical components of Bilingual instructional delivery.
  • Co-teach with and/or demonstrates lessons for Bilingual teachers to model best instructional practices and ensure the fidelity of specific program implementation and intervention support.
  • Observe Bilingual teachers teaching demonstration lessons and gives immediate feedback and support for instructional adjustments.
  • Analyze assessments data and assists the campus principal and teachers with planning professional development to meet the specific needs of teachers on assigned campuses.
  • Analyze early reading assessment data and assist the campus principal and teachers with planning professional development and tiered intervention and progress monitoring for students in K-2.
  • Assist principal and grade/department chairs with planning and/or conducting grade level meetings to analyze assessments and plan for instruction.
  • Attend school site professional development.  The meetings may include: grade level meetings, district-wide professional development days, faculty meetings focused on instructional/pedagogical issues, professional development planning meetings.
  • Work closely with principals to provide professional development and intervention support for Bilingual teachers requiring additional assistance and support.
  • Serve as a resource in identifying appropriate instructional strategies and interventions to improve student achievement for all Bilingual students, including Bilingual students enrolled in Special Education Program and Bilingual students with unique/diverse learning needs.
  • Facilitate the Wilson Fundations early reading program campus wide.
  • Facilitates curriculum-based assessment administrations.
  • Assists Bilingual teachers in preparation for instruction and the pacing for instruction.
  • Assists Bilingual teachers in building an interactive classroom environment focused on the delivery of the core curriculum.
  • Demonstrates researched-based instructional strategies to ensure that all Bilingual teachers have been trained to an advanced level of delivery and are using the instructional materials as designed.
  • Observes instruction and provide constructive feedback and “next-step” Bilingual teacher support.
Professional Development to Improve Instruction:
  • Provides on-site staff development to ensure that Bilingual teachers are knowledgeable about program components, alignment of curriculum with TEKS and assessments.
  • Attends meetings/training with the Directors of C&I to increase knowledge of curriculum components and implementation.
  • Participates in collaborative grade level meetings to help analyze and utilize assessment data to improve student achievement.
  • Assists Bilingual grade level teams in setting goals for improved instruction.
  • Provides professional development on the use of assessments to guide classroom instruction.
  • Provides focused professional development at each Bilingual grade level on instructional delivery and intervention strategies.
  • Works with the Directors of C&I and Campus Principal to provide support for teachers who require additional assistance.
  • Makes adjustments in Bilingual program implementation and professional development by helping analyze data from screening, diagnostic, progress monitoring and outcome benchmark assessments.
  • Creates and submits Curriculum Based Assessments with the assistance of curriculum writers.
  • Guides teachers in the administration and monitoring of assessments.
  • Assists teachers in using data to identify students for intervention instruction.
  • Assists teachers in implementing continuous progress monitoring.
  • Assists teachers with monitoring and reporting student performance during the year.
  • Assists teachers in assessments and placement of students throughout the year.
  • Collects and organizes assessment data in an Assessment Report.
  • Assists the Director of PEIMS, Accountability and Assessment and the Directors of C&I with training and testing activities for Bilingual students.
  • Meets regularly to review assessment data and to assess outcomes of goals established by grade level teams.
  • Meets regularly with Bilingual Director to plan and monitor teacher needs and student achievement. 
  • Articulates and oversees the implementation and curriculum scope and sequence.
  • Assists Bilingual teachers in using classroom data to plan classroom instruction.
  • Establishes effective time period for instruction, grouping and intervention.
  • Along with the Directors of C&I and Campus Principal, determines campus and district needs for professional development.
  • Establishes and monitors pacing guidelines for the core curriculum guides.
  • Establishes guidelines for appropriate assessment administration.
  • Uses assessment data to plan professional development.
  • Performs other tasks as may be assigned by Supervisor/Superintendent.
Support to Director of Bilingual/ESL and Director of Elementary Education
  • Plans for regular meetings with other ICs and the Directors of C&I to provide focused, data-driven professional development regarding the full and skillful implementation of the curriculum guides, appropriate intervention support for students working below grade level and the analysis and use of assessment data to improve student achievement.
  • Provide updates to ensure that all are knowledgeable about Bilingual student achievement progress, program components, TEKS and diagnostic/progress monitoring tools.
  • Meets regularly to discuss areas of strength and areas of need across the district and to strategize effective ways to meet these needs.
  • Communicates results of implementation visits by providing a Bilingual Campus Summary and other Accountability Reports.
  • Assists with state assessment program, as needed, including TELPAS and TEJAS LEE.
  • Facilitates the use of technology in the teaching-learning process.
  • Implements policy established by federal and state law, SBOE rule and local board policy related to curriculum and instruction.
  • Provides instructional leadership in the textbook selection process.
  • Facilitates the textbook adoption process by assisting in the organization of textbook task forces and/or the planning of textbook hearings.
  • Secures consultants, specialists and other community resources to assist instructional staff in attaining instructional objectives.
  • Compiles, maintains, and files all reports, records and documents as required.
  • Works with the District’s Bilingual Task Force for continued improvement of the Bilingual Program.
  • Performs other tasks as may be assigned by Supervisor/Superintendent.
Works with Bilingual teachers and principals to ensure appropriate delivery of Bilingual curriculum and use of effective instructional strategies.
  • Must be a Bilingual certified teacher who has expertise in curriculum assessment, instructional delivery and staff development and fluent in Spanish speaking.  
  • The Bilingual Instructional Coach must possess a deep understanding of the scientific research base for instruction, extensive knowledge of Bilingual program components and teaching experience with one or more mandated content areas. 
  • The Bilingual IC is knowledgeable about proven scientific based research strategies, appropriate use of assessment and intervention strategies for struggling students.  The Bilingual IC will work directly with Directors of C&I and support Campus Principal. 
Leadership Qualities
  • Models a Commitment to Excellence by embracing a shared vision for the campus, utilizing innovative approaches to that align to the school vision, and influences others to achieve campus and district goals.
  • Has the ability to Connect with All by building trust among peers, collaborates in a way that values varying perspectives, and communicates clearly with campus peers and administrators.
  • Seeks opportunities to Invest in Growth by pursuing opportunities to learn, empowers teammates to grow and develop, and embraces reflective practices to encourage growth toward goal attainment.
Bachelor’s degree, a valid Texas Teaching Certificate, Bilingual Certification, and 5 years of teaching experience as a Bilingual classroom teacher.
Ability to read and interpret documents such as state and local rules and regulations, operating and  maintenance instructions and procedure manuals in both English and Spanish.  Ability to write routine reports and correspondence in both English and Spanish.  Ability to speak effectively before the education board, superintendents, principals, teachers, students and general public in both English and Spanish.
Ability to apply common sense understanding to carry out instructions furnished in written, oral, or diagram form. Ability to deal with problems involving several concrete variables in standardized situations.
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. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
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.
Frequent district-wide travel to multiple campuses as assigned. The noise level in the work environment is usually moderate.