FY27: Instructional Assessment, ELD Achievement Specialist, 1.0 FTE
for section headings: e.g., About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule. We need to decide which sections have content.
We have summary description (role description). Could map to "About the role". Responsibilities: maybe from summary description includes leads and supports development etc. Could treat as responsibilities.
Requirements: maybe knowledge, skills, abilities? Or Education/Training/Experience.
Qualifications: maybe Education/Training/Experience.
Skills: maybe Knowledge Skills Abilities.
Benefits: there is a link to benefits doc. So we can include Benefits section with that link.
Pay: salary range given: $78,361 to $159,500 based on education and experience. So include Pay.
Schedule: Full-time, Working Months 12, Shift Day. So include Schedule.
We must not include sections with filler like "commensurate with experience". We have actual salary range, so okay.
We must not include Job ID etc.
We must remove boilerplate like cookie/navigation/legal/EEO etc. Not present.
We must preserve all substantive info; do not invent or summarize away detail. So we need to include the details from summary description, knowledge skills abilities, education training experience, physical demands, special requirements, benefits link, salary, schedule.
We need to format as HTML with headings and - for lists,
for prose.
We need to decide what to list as bullet points.
For About the role: we can put the summary description paragraph(s) as
.
Responsibilities: maybe extract bullet points from summary description: leads and supports development, implementation, monitoring, continuous improvement of systems... ensures assessment systems... partners with schools... serves as systemwide resource... etc. Could list as
.
Requirements: maybe knowledge, skills, abilities? But we have separate Skills section.
Qualifications: education/training/experience.
Skills: knowledge skills abilities.
Benefits: link.
Pay: salary range.
Schedule: full-time, working months 12, shift day.
Physical Demands and Special Requirements: maybe include under Requirements? But we have no specific heading for those; we could incorporate into Responsibilities or Qualifications? The instruction says use headings only for those listed; we can add other headings? It says use for section headings (e.g. About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule). It doesn't forbid other headings, but better to stick to those. We can place Physical Demands and Special Requirements under Requirements or Qualifications as a list.
We must not repeat job title.
We must output only HTML fragment.
Let's craft:
About the role
Under the direction of the Division of Multilingual Education (DME), provides systemwide leadership, technical expertise, and direct support related to the assessment, achievement, accountability, and educational outcomes of emergent multilingual learners (EMLs). Leads and supports the development, implementation, monitoring, and continuous improvement of systems designed to ensure the accurate identification, assessment, placement, service documentation, progress monitoring, reclassification/exit, and post-exit monitoring of EMLs. Supports implementation of federal, state, and local requirements and priorities related to EMLs, including the Every Student Succeeds Act (ESSA), Title I and Title III requirements applicable to English learners, Title VI of the Civil Rights Act of 1964, the Equal Educational Opportunities Act (EEOA), applicable Maryland regulations (COMAR), Maryland State Department of Education (MSDE) requirements, the Blueprint for Maryland's Future, and MCPS Board of Education policies, regulations, strategic priorities, and procedures. Provides leadership for the administration and use of state-required English language proficiency assessments, including the World-Class Instructional Design and Assessment (WIDA) Consortium?s battery of assessments (e.g., WIDA Screener, WIDA ACCESS, and WIDA Alternate ACCESS), as applicable. Ensures that assessment systems, accommodations, data processes, and reporting practices provide valid, reliable, and actionable information regarding EMLs? English language development and academic achievement. Partners with schools, non-public schools, and central services offices to analyze English language proficiency, academic achievement, growth, opportunity, and outcome data; identify disparities and trends; monitor the effectiveness of ELD services and supports; and translate findings into actionable recommendations for instructional planning, school improvement, resource allocation, professional learning, and continuous program improvement. Serves as a systemwide resource to school leaders, ELD educators, classroom teachers, testing coordinators, and central services staff regarding assessment, accountability, accommodations, EML data, and evidence-based practices that promote equitable access to rigorous grade-level instruction and improved outcomes for EMLs.
Responsibilities
- Lead and support development, implementation, monitoring, and continuous improvement of systems for accurate identification, assessment, placement, service documentation, progress monitoring, reclassification/exit, and post-exit monitoring of EMLs.
- Ensure assessment systems, accommodations, data processes, and reporting practices provide valid, reliable, and actionable information on EMLs' English language development and academic achievement.
- Partner with schools, non-public schools, and central services offices to analyze ELP, academic achievement, growth, opportunity, and outcome data; identify disparities and trends; monitor effectiveness of ELD services; translate findings into actionable recommendations for instructional planning, school improvement, resource allocation, professional learning, and program improvement.
- Serve as a systemwide resource to school leaders, ELD educators, classroom teachers, testing coordinators, and central services staff regarding assessment, accountability, accommodations, EML data, and evidence-based practices that promote equitable access to rigorous grade-level instruction and improved outcomes for EMLs.
- Provide leadership for administration and use of state-required English language proficiency assessments (WIDA Screener, WIDA ACCESS, WIDA Alternate ACCESS).
- Support implementation of federal, state, and local requirements (ESSA, Title I/III, Title VI, EEOA, COMAR, MSDE, Blueprint for Maryland's Future, MCPS policies).
Requirements
- Physical demands: As required by the duties and responsibilities of the position.
- Special requirements: Occasional evening and weekend work may be required to meet state and federal assessment, reporting, training, and program implementation deadlines.
Qualifications
- Master's degree from an accredited college or university with coursework in English language development, multilingual education, TESOL, curriculum and instruction, assessment, educational leadership, or a related field.
- Minimum of five years of successful professional experience supporting emergent multilingual learners, including successful teaching experience in English language development/ESOL.
- Experience using English language proficiency and academic achievement data to improve instruction, programs, school improvement efforts, and student outcomes.
- Experience supporting or implementing systems related to EML identification, assessment, placement, progress monitoring, accommodations, reclassification/exit, and/or program evaluation.
- Experience providing professional learning, coaching, technical assistance, or consultation to educators, administrators, or school teams.
- Experience working collaboratively across schools, central services offices, or departments to implement districtwide initiatives (strongly preferred).
- Experience with WIDA assessments, Maryland accountability systems, student information systems, and data-analysis platforms (preferred).
- Experience at both elementary and secondary levels (preferred).
- Other combinations of applicable education, training, and experience that provide the knowledge, abilities, and skills necessary to perform effectively in the position may be considered.
- Possession of a valid Maryland Advanced Professional Certificate (APC) with an endorsement in ESOL/TESOL, English Language Development, or another appropriate teaching certificate relevant to multilingual learner instruction.
Skills
- Thorough knowledge of research, policy, and evidence-based practices related to English language development, multilingual education, assessment, accountability, and the academic achievement of emergent multilingual learners.
- Knowledge of federal and state laws, regulations, guidance, and accountability requirements affecting EMLs, including ESSA, Title III, Title VI, EEOA, applicable COMAR requirements, MSDE requirements, and relevant provisions and priorities of the Blueprint for Maryland's Future.
- Knowledge of WIDA English Language Development Standards and state English language proficiency assessment requirements, including appropriate administration, accessibility, accommodations, interpretation, and use of assessment results.
- Knowledge of federal civil-rights principles related to meaningful and equitable access to educational programs and services for EMLs, including appropriate identification, placement, services, assessment, accommodations, access to grade-level curriculum and programs, monitoring, reclassification/exit, and evaluation of ELD program effectiveness.
- Demonstrated ability to analyze, disaggregate, interpret, and communicate multiple measures of student data, including English language proficiency, academic achievement, growth, course performance, graduation, college and career readiness, and other indicators of student success.
- Ability to identify achievement, opportunity, and access disparities and use quantitative and qualitative evidence to recommend instructional, programmatic, and systems-level improvements.
- Ability to develop and monitor systems that promote accurate, timely, and consistent EML identification, assessment, placement, service documentation, accommodations, reclassification/exit, and post-exit monitoring across schools.
- Ability to translate complex federal, state, and local requirements into clear procedures, guidance, professional learning, tools, and actionable recommendations for school and central services staff.
- Ability to design and facilitate high-quality professional learning for administrators, educators, testing coordinators, and other staff.
- Ability to collaborate effectively across offices and departments, including curriculum and instruction, assessment and accountability, student information systems, special education, technology, school support and improvement, and other offices supporting EML achievement.
- Demonstrated commitment to asset-based approaches to multilingualism, culturally and linguistically responsive practices, educational equity, and high expectations for all students.
- Excellent organizational, analytical, project-management, oral and written communication, presentation, collaboration, and human-relations skills.
- Ability to manage multiple complex projects, timelines, assessment cycles, reporting requirements, and cross-functional initiatives simultaneously.
Benefits
- Benefits document
- Salary schedule (PDF)
Pay
The salary of employees assigned to 12‑mo positions is between $78,361 and $159,500 based on education and experience.
Schedule
- Full-time
- Working months: 12
- Shift: Day
That should satisfy.
Check for any repeated content: we included benefits links twice (two links
- for lists,
for prose. We need to decide what to list as bullet points. For About the role: we can put the summary description paragraph(s) as
. Responsibilities: maybe extract bullet points from summary description: leads and supports development, implementation, monitoring, continuous improvement of systems... ensures assessment systems... partners with schools... serves as systemwide resource... etc. Could list as
- .
Requirements: maybe knowledge, skills, abilities? But we have separate Skills section.
Qualifications: education/training/experience.
Skills: knowledge skills abilities.
Benefits: link.
Pay: salary range.
Schedule: full-time, working months 12, shift day.
Physical Demands and Special Requirements: maybe include under Requirements? But we have no specific heading for those; we could incorporate into Responsibilities or Qualifications? The instruction says use headings only for those listed; we can add other headings? It says use
- Lead and support development, implementation, monitoring, and continuous improvement of systems for accurate identification, assessment, placement, service documentation, progress monitoring, reclassification/exit, and post-exit monitoring of EMLs.
- Ensure assessment systems, accommodations, data processes, and reporting practices provide valid, reliable, and actionable information on EMLs' English language development and academic achievement.
- Partner with schools, non-public schools, and central services offices to analyze ELP, academic achievement, growth, opportunity, and outcome data; identify disparities and trends; monitor effectiveness of ELD services; translate findings into actionable recommendations for instructional planning, school improvement, resource allocation, professional learning, and program improvement.
- Serve as a systemwide resource to school leaders, ELD educators, classroom teachers, testing coordinators, and central services staff regarding assessment, accountability, accommodations, EML data, and evidence-based practices that promote equitable access to rigorous grade-level instruction and improved outcomes for EMLs.
- Provide leadership for administration and use of state-required English language proficiency assessments (WIDA Screener, WIDA ACCESS, WIDA Alternate ACCESS).
- Support implementation of federal, state, and local requirements (ESSA, Title I/III, Title VI, EEOA, COMAR, MSDE, Blueprint for Maryland's Future, MCPS policies).
- Physical demands: As required by the duties and responsibilities of the position.
- Special requirements: Occasional evening and weekend work may be required to meet state and federal assessment, reporting, training, and program implementation deadlines.
- Master's degree from an accredited college or university with coursework in English language development, multilingual education, TESOL, curriculum and instruction, assessment, educational leadership, or a related field.
- Minimum of five years of successful professional experience supporting emergent multilingual learners, including successful teaching experience in English language development/ESOL.
- Experience using English language proficiency and academic achievement data to improve instruction, programs, school improvement efforts, and student outcomes.
- Experience supporting or implementing systems related to EML identification, assessment, placement, progress monitoring, accommodations, reclassification/exit, and/or program evaluation.
- Experience providing professional learning, coaching, technical assistance, or consultation to educators, administrators, or school teams.
- Experience working collaboratively across schools, central services offices, or departments to implement districtwide initiatives (strongly preferred).
- Experience with WIDA assessments, Maryland accountability systems, student information systems, and data-analysis platforms (preferred).
- Experience at both elementary and secondary levels (preferred).
- Other combinations of applicable education, training, and experience that provide the knowledge, abilities, and skills necessary to perform effectively in the position may be considered.
- Possession of a valid Maryland Advanced Professional Certificate (APC) with an endorsement in ESOL/TESOL, English Language Development, or another appropriate teaching certificate relevant to multilingual learner instruction.
- Thorough knowledge of research, policy, and evidence-based practices related to English language development, multilingual education, assessment, accountability, and the academic achievement of emergent multilingual learners.
- Knowledge of federal and state laws, regulations, guidance, and accountability requirements affecting EMLs, including ESSA, Title III, Title VI, EEOA, applicable COMAR requirements, MSDE requirements, and relevant provisions and priorities of the Blueprint for Maryland's Future.
- Knowledge of WIDA English Language Development Standards and state English language proficiency assessment requirements, including appropriate administration, accessibility, accommodations, interpretation, and use of assessment results.
- Knowledge of federal civil-rights principles related to meaningful and equitable access to educational programs and services for EMLs, including appropriate identification, placement, services, assessment, accommodations, access to grade-level curriculum and programs, monitoring, reclassification/exit, and evaluation of ELD program effectiveness.
- Demonstrated ability to analyze, disaggregate, interpret, and communicate multiple measures of student data, including English language proficiency, academic achievement, growth, course performance, graduation, college and career readiness, and other indicators of student success.
- Ability to identify achievement, opportunity, and access disparities and use quantitative and qualitative evidence to recommend instructional, programmatic, and systems-level improvements.
- Ability to develop and monitor systems that promote accurate, timely, and consistent EML identification, assessment, placement, service documentation, accommodations, reclassification/exit, and post-exit monitoring across schools.
- Ability to translate complex federal, state, and local requirements into clear procedures, guidance, professional learning, tools, and actionable recommendations for school and central services staff.
- Ability to design and facilitate high-quality professional learning for administrators, educators, testing coordinators, and other staff.
- Ability to collaborate effectively across offices and departments, including curriculum and instruction, assessment and accountability, student information systems, special education, technology, school support and improvement, and other offices supporting EML achievement.
- Demonstrated commitment to asset-based approaches to multilingualism, culturally and linguistically responsive practices, educational equity, and high expectations for all students.
- Excellent organizational, analytical, project-management, oral and written communication, presentation, collaboration, and human-relations skills.
- Ability to manage multiple complex projects, timelines, assessment cycles, reporting requirements, and cross-functional initiatives simultaneously.
- Benefits document
- Salary schedule (PDF)
- Full-time
- Working months: 12
- Shift: Day
for section headings (e.g. About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule). It doesn't forbid other headings, but better to stick to those. We can place Physical Demands and Special Requirements under Requirements or Qualifications as a list. We must not repeat job title. We must output only HTML fragment. Let's craft:
About the role
Under the direction of the Division of Multilingual Education (DME), provides systemwide leadership, technical expertise, and direct support related to the assessment, achievement, accountability, and educational outcomes of emergent multilingual learners (EMLs). Leads and supports the development, implementation, monitoring, and continuous improvement of systems designed to ensure the accurate identification, assessment, placement, service documentation, progress monitoring, reclassification/exit, and post-exit monitoring of EMLs. Supports implementation of federal, state, and local requirements and priorities related to EMLs, including the Every Student Succeeds Act (ESSA), Title I and Title III requirements applicable to English learners, Title VI of the Civil Rights Act of 1964, the Equal Educational Opportunities Act (EEOA), applicable Maryland regulations (COMAR), Maryland State Department of Education (MSDE) requirements, the Blueprint for Maryland's Future, and MCPS Board of Education policies, regulations, strategic priorities, and procedures. Provides leadership for the administration and use of state-required English language proficiency assessments, including the World-Class Instructional Design and Assessment (WIDA) Consortium?s battery of assessments (e.g., WIDA Screener, WIDA ACCESS, and WIDA Alternate ACCESS), as applicable. Ensures that assessment systems, accommodations, data processes, and reporting practices provide valid, reliable, and actionable information regarding EMLs? English language development and academic achievement. Partners with schools, non-public schools, and central services offices to analyze English language proficiency, academic achievement, growth, opportunity, and outcome data; identify disparities and trends; monitor the effectiveness of ELD services and supports; and translate findings into actionable recommendations for instructional planning, school improvement, resource allocation, professional learning, and continuous program improvement. Serves as a systemwide resource to school leaders, ELD educators, classroom teachers, testing coordinators, and central services staff regarding assessment, accountability, accommodations, EML data, and evidence-based practices that promote equitable access to rigorous grade-level instruction and improved outcomes for EMLs.
Responsibilities
Requirements
Qualifications
Skills
Benefits
Pay
The salary of employees assigned to 12‑mo positions is between $78,361 and $159,500 based on education and experience.
Schedule