Elementary: Bilingual Specialist 2026-2027

Job Overview

The Specialist Bilingual Elementary will provide instructional support and coaching to build expertise in second language acquisition, bilingualism and biliteracy within the bilingual and ESL content area classrooms.

About the Role

As a member of the campus EL team, the Specialist will support the Language Proficiency Assessment Committee (LPAC) to inform appropriate instructional decisions for emergent bilingual (EB) students. The incumbent will provide strong instructional leadership for classroom teachers to implement the Multilingual Programs Comprehensive Professional Development Plan for Bilingual and ESL Programs.

Essential Duties and Responsibilities

• Instructional Leadership
• Develop expertise in content area teachers of emergent bilingual (EB) students to recognize instructional needs and identify research-based best practices for linguistically accommodated instruction and assessment through coaching, PLC facilitation, and delivery of professional learning
• Develop expertise in campus leaders to provide ongoing instructional support that considers the needs of EB students
• Facilitate the disaggregation of multiple sources of data pertaining to EB students to make instructional decisions
• Collaborate with teachers during PLCs to develop and implement lesson plans that are linguistically appropriate and accommodated commensurate to language proficiency level, and that meet the District’s and TEA’s curricular requirements (TEKS and ELPS)
• Engage in effective second language acquisition coaching methods to ensure that District curriculum implementation is comprehensible and equitable for EB students
• Utilize the Second Language Acquisition Coaching Cycle with teachers to set goals related to the instruction of EB students, provide feedback on instructional practices, and engage teachers in reflective practice
• Model linguistically accommodating instruction and assignments commensurate to English/Spanish language proficiency level that facilitates comprehensible access to content
• Ensure that instruction and assessment (i.e., the learner experience) supports bilingualism, biliteracy and sociocultural competence
• Facilitate the accommodation of assessments for EB students by aligning linguistic accommodations for assessments with classroom linguistic accommodations
• Manage instructional settings and other parts of a campus to ensure environment is conducive to the process of second language acquisition
• Foster instructional settings that promote culturally responsive teaching
• Facilitate the utilization of a variety of instructional materials and available digital tools to enhance learning
• Advocate for and ensure that emergent bilingual students have equitable access to educational opportunities
• Professional Learning
• Utilize the Second Language Acquisition Coaching Cycle to support the incorporation of linguistically accommodated instruction utilizing the written curriculum that is aligned to the identified district/campus instructional focus
• Collaborate with the Teaching and Learning Division, Multilingual Programs, and Student Support Services (SPED and GT) to promote best practices in instruction through modeling, collaborative instruction, and instructional planning within Professional Learning Communities (PLCs)
• Collaborate with Multilingual Programs to develop, facilitate, and/or provide teachers and staff with professional development and training aligned to dual language program goals, including campus based and district wide professional learning opportunities
• Attend district level instructional meetings and professional learning events to promote professional growth
• Collaborate with other professionals to carry out school wide instructional or related activities for EB students
• Participate in professional development and staff department meetings as required or appropriate to assignment
• Program Support
• Perform classroom visitations to monitor fidelity to the district adopted bilingual and ESL programs
• Model how to assess emergent bilingual students' linguistic abilities as related to desired educational goals
• Model how to monitor student progress in two languages through TELPAS and other formative/summative assessments and use results to plan linguistically appropriate instruction
• Provide support to ELA and other content area teachers to meet the needs of EB students
• Facilitate collaborative instructional opportunities with ELA and other content area teachers as a method for meeting the needs of EB students

Qualification Requirements

• Bachelor's Degree
• Master's Degree preferred
• Valid Teaching Certification Issued by Texas Educaiton Agency appropriate to subject and grade level of assignment for elementary grade levels
• Valid Bilingual Certification
• Minimum of 5 years of teaching experience working with emergent bilingual (EB) students at the elementary level
• Minimum of 3 years of experience as an elementary bilingual classroom teacher
• Minimum of 1 year of campus leadership experience (ex. team leader, etc.)
• Strong communication and interpersonal skills, both orally and in writing in English and Spanish
• Demonstrated knowledge of bilingual education and effective instructional practice to support emergent bilingual students
• Demonstrated knowledge of best practices related to the implementation of district initiatives
• Demonstrated knowledge in curriculum, instruction, and assessment development
• Demonstrated knowledge in Bilingual, ESL, and/or Dual language programs
• Proficiency in Microsoft Office including Excel, Word, PowerPoint and Outlook