Coordinator of ESOL - K-8

Job Summary And Purpose

The K-8 ESOL Coordinator provides leadership, alignment, and coordination of the ESOL program across elementary and middle school sites. The coordinator serves as a content specialist and instructional resource for school administrators and teachers, bridging the Department of Academic Programs and individual schools to advance student learning goals identified in the division strategic plan. A central focus of this role is championing high-quality Tier 1 instruction as the most powerful lever for English learner success — ensuring core classroom instruction is linguistically accessible, scaffolded, and culturally responsive before additional interventions are considered.

Work Objectives/Essential Functions

• Provide instructional coaching and co-teaching training and support across all assigned elementary and middle school sites.
• Conduct regular school visits and classroom observations at all assigned schools to monitor EL instructional quality and provide targeted feedback.
• Partner with K–8 principals at all assigned schools to improve ESOL instructional quality; support building leadership teams in developing and evaluating school improvement plans with EL goals integrated.
• Provide data-driven, targeted support to build school-level capacity; analyze K–8 EL data to inform division decision making.
• Champion high-quality Tier 1 instruction by coaching ESOL and content-area teachers on sheltered instruction, language objectives, academic vocabulary, and differentiation — ensuring core classroom instruction meets ELs' needs before additional intervention is considered.
• Guide the creation and provide support to ESOL teachers in building and refining K–8 curriculum, newcomer units, and textbook access and support.
• Provide scheduling guidance for elementary and middle school counselors and registrars; support EL access to intervention structures at both levels.
• Co-Lead Title III compliance division-wide, including audit creation, follow-up, and coordination.
• Co-Lead WIDA and SOL accommodations documentation and systems across all levels.
• Create and maintain monitoring cycle forms, tiles, and reminders; set shared monitoring cadence in coordination with the ESOL team.
• Lead bi-annual registrar training coordination division-wide.
• Serve with ESOL Team as the division-wide system-level point of contact for TalentEd monitoring.
• Lead the division-wide SPED–ESOL partnership, including cross-division communication and case coordination in collaboration with ESOL Team.
• Partner with K–8 principals at all assigned schools to improve ESOL instructional quality; support building leadership teams in developing and evaluating school improvement plans with EL goals integrated.
• Provide data-driven, targeted support to build school-level capacity; analyze K–8 EL data to inform division decision making.
• Collaborate across departments to meet the needs of all EL students; represent the division in regional, state, and national ESOL associations and study groups as appropriate.
• Monitor parent notification structures and processes at school sites to ensure compliance with VLA legislation and division expectations.
• Review appropriate student instructional data and evaluate performance trends across intervention cycles and ensure intervention identification and student needs are met.
• Provide quarterly progress reports on intervention structures based on division expectations.

Education And Experience

• Education Attainment (Required): Master’s degree in Education – ESOL required. Candidates with a Bachelor’s degree in a related field and exemplary relevant experience will be considered.

• Education Attainment (Preferred): Relevant Experience (Required): Five (5) or more years of experience as an EL classroom teacher with demonstrated success supporting student academic growth. Relevant Experience (Preferred): Industry Licensure or Certifications (Required): ESOL endorsement is required. Industry Licensure Or Certifications (Preferred): Virginia Postgraduate License in Administration and Supervision or ability to secure this is preferred.

• Knowledge: Additional Knowledge, Skills, and Abilities Knowledge of Title III compliance requirements, WIDA and SOL accommodations systems, and current EL education trends, early literacy and language acquisition research, and the MTSS framework as it relates to Tier 1 instruction for ELs.

• Knowledge of SPED–ESOL intersection, including eligibility considerations, case coordination processes, and the legal distinctions between disability and language acquisition.

• Demonstrated knowledge and experience in Title III Compliance as it relates to serving ELs and their families.

• Skills: Experience at the building or division level as an instructional leader, such as service as a department chair, leader of a professional learning community.

• Demonstrate appropriate use of written and oral communication, and a thorough knowledge of English grammar and usage.

• Demonstrate effective time management and organizational skills.

• Abilities: Ability to build strong, trust-based relationships with school staff, administrators, families, and community partners across diverse cultural and linguistic backgrounds.

• Ability to work independently, prioritize competing demands, and meet deadlines in a high-caseload, division-level role.

• Demonstrate evidence of in-depth knowledge of current initiatives and issues in K-8 ELA evidence-based instructional practice.

• Demonstrate the ability to develop, lead, and support the literacy community of practice.

• Demonstrate the ability to relate and communicate with educators in large groups, learning communities, multidisciplinary curricular teams, and one-on-one.

• Demonstrate the ability to relate and communicate with all educational stakeholders.

• Demonstrate effective time management and organizational skills.

Core Expectations of All Stafford Schools Employees

• Engage in ongoing professional development relevant to position.
• Respond to written and oral requests for information promptly and thoroughly.
• Maintain a clean, neat appearance and dress appropriate to position and duties.
• Maintain a record of appropriate attendance and punctuality.
• Serve as a role model for students, colleagues, and the general public.
• Work in close harmony with supervisor(s) and colleagues.

Weight Demands

• Lifting – 1–25 lbs: X
• Lifting – 26–50 lbs: X
• Lifting – 50+ lbs: X
• Carrying – 1–25 lbs: X
• Carrying – 26–50 lbs: X
• Carrying – 50+ lbs: X
• Pushing/Pulling – 1–25 lbs: X
• Pushing/Pulling – 26–50 lbs: X
• Pushing/Pulling – 50+ lbs: X
• Standing: X
• Sitting: X
• Walking: X
• Reaching: X
• Turning/Twisting: X
• Balancing/Climbing: X
• Stooping/Kneeling: X
• Crouching/Crawling: X