Instructional Coach - Middle School Multilingual Learner (SY 24-25)

Providence Public Schools District (PPSD) seeks an exceptional MIDDLE SCHOOL MULTILINGUAL LEARNER COACH who is highly qualified and skillful to join our community of teachers, students and stakeholders. This is an exciting opportunity for teachers who seek a challenging yet rewarding teaching experience.

 

The MLL Coach maintains a positive, caring, and supportive learning culture and environment for the diverse student population of PPSD.  As part of the leadership team, the coach helps foster a professional learning community focused on analyzing student data to inform the instructional priority and/or school improvement plan. Additionally, they will be required to provide teachers with support through coaching, observation, and feedback, as well as build the capacity of teachers to improve student outcomes. The coach supports teachers with the implementation of high-quality instructional strategies aligned to CCSS, WIDA, TESOL, SLA, and NGSS, with a focus on supporting all students academically, linguistically and social emotionally.

Coaching occurs through creating and delivering professional development, side-by-side planning and coaching, modeling lessons, observing lessons and providing non-evaluative feedback, and making use of critical data to design instruction that supports individual student needs.

Additionally, the MLL Coach will:

Participate in an annual review process to assess the overall effectiveness of the performance as a MLL Coach in the areas of responsibilities outlined below. 

We serve approximately 22,000 students at 37 elementary, middle, and high schools. Approximately 55% of students come from homes where English is not the primary language spoken. Combined, our students and families speak 55 different languages and hail from 91 countries of origin. In PPSD, the teachers and leaders set high expectations for academic achievement, provide equal access to differentiated instruction, and endeavor to close the achievement and opportunity gap among historically marginalized subgroups within the schools.  PPSD is a great place for those who desire an environment that supports their creativity and ingenuity, and respects their credentials and abilities as a teacher.
 
REPORTS TO:  Principal
 
**Contingent upon funding**

EDUCATION TRAINING AND EXPERIENCE

• Minimum of 5 years of ESL classroom teaching experience
• Bilingual strongly preferred (Spanish or other high occurring, low-incidence languages)
• Prior experience working with students in SIFE, Newcomer, and/or ESL programs strongly preferred 
• Ability to collaborate with colleagues and effectively lead teams of teachers in making accommodations for MLLs 
• Must meet the “highly qualified” criteria as defined by the No Child Left Behind Act of 2001.
• Strong organizational and communication skills
• Ability to analyze data to inform instruction
• Ability to design and deliver instruction utilizing research-based teaching practices for ELs
• Demonstrated ability to design, deliver, and coordinate professional development in a variety of venues, (before/after school, embedded during the day through coaching work, planning times, meetings with colleagues)

RIDE Certificate Requirements:

• Any RI certification in a Middle School or Secondary area, Grades 5-8 or 7-12; and
• All Grades English to Speakers of Other Languages Teacher, Grades PK-12

DESCRIPTION OF DUTIES, RESPONSIBILITIES AND CURRICULAR LINKAGES

Provide Direct instruction of English Language Development to all identified students based on most recent data.

*Provide recommendations for programming and placement for ELs in the building.

*Participate in IEP meetings for English Learners,  acting as EL liaison and team member to provide information and interpret data  in relation to second language acquisition, time in program, educational history, and student demographics.

Collaborate with school and district level staff to continuously improve instruction for English Learners:

*Build an understanding of second language acquisition (i.e culturally responsive classroom, language development, classroom environment and instructional modifications etc.) for all educators working with ELs and ENEs

*Serve as a resource in identifying appropriate instructional strategies and interventions for English Learners as they acquire English and content knowledge 

*Provide feedback to classroom teachers focusing upon differentiated instruction with a multi-tiered framework based on English Language Proficiency Levels 

*Be knowledgeable of current teaching methodologies, strategies and research for implementation of language development supports

*Design and deliver professional development at the school and district level in effective research based best practices for English Learners 

*Work in conjunction with principals and faculty to develop and sustain professional learning communities at the school sites.

*Facilitate grade-level meetings to assist colleagues in planning and implementing instruction which support second language acquisition, access to the core curriculum, and academic competence. 

Work with administration and teachers to consistently use effective teaching practices to incorporate the WIDA Standards into all content areas.

*Provide direct assistance to colleagues through lesson demonstration, observation, constructive feedback and coaching

*Provide assistance to colleagues in making the CCSS and the Next Generation Science Standards accessible to ELs at their current grade levels 

*Ensure the effective and equitable integration of EL students in the general education setting

Work with the principal and Leadership Team to ensure frequent monitoring and assessment of student learning:

*Determine and input appropriate EL accommodations for local and state assessments

*Assist with assessment administration, record keeping, and reporting as required in conjunction with the  Office of Research, Planning and Accountability

*Support teachers in interpreting data and student information in relation to second language learners/acquisition

*Meet regularly with the principal and faculty to review all assessment results and to ascertain ongoing program/placement changes as needed 

*Collaborate with the Teacher Support Team (TST/RTTI) to develop and implement plans designed to assist struggling English Learners. 

Continue to increase content and pedagogical knowledge 

Attend meetings and professional development sessions as directed by the Office of English Language Learners to support and lead the implementation of WIDA ELD Standards integrated with CCSS aligned resources, and research-based instructional strategies for English Learners.

MINIMUM QUALIFICATIONS STANDARDS

Resume 

Cover letter

Three letters of reference current within the previous 2 years required.