Instructional Service Bilingual School Coach
for section headings (About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule)
2. Use - for lists,
for prose
3. Do NOT repeat job title as heading
4. Do NOT put Job ID/requisition numbers as headings
5. Preserve ALL substantive information
6. Remove boilerplate (cookie/navigation/legal/EEO/scam-warning, duplicated lines, application instructions)
7. Include section ONLY when posting has real, specific content for it
8. Never emit heading followed by filler/placeholder text
9. Never create Pay/Schedule/Benefits sections unless posting actually states them
10. Output ONLY HTML fragment - no /, no markdown code fences
Let me analyze the content:
The posting has:
- Overview/General Summary (career ladder position details, stipend, eligibility criteria)
- Essential Functions (detailed list of duties)
- Reporting Relationships
- Working Conditions
- Minimum Qualifications (education, experience, substitution)
- Eligibility requirements (PG&E ratings, student growth, etc.)
- Continuing Education/Training
- Clearances
- Required Knowledge, Skills and Abilities (Knowledge of, Skill in, Ability to)
- Licenses/Special Requirements
- Benefits info (SEBB, eligibility based on hours)
- Salary Schedule mention (but no actual schedule)
- Application questions (screening questions)
I need to organize this into appropriate sections. Let me map:
- About the role: General summary, career ladder description, stipend info, reporting relationships
- Responsibilities: Essential functions
- Requirements: Minimum qualifications, eligibility, continuing education, clearances, licenses
- Skills: Required Knowledge, Skills and Abilities
- Benefits: Benefits info (SEBB, eligibility)
- Pay: Salary schedule mentioned but no details - should I include? The rule says "never create Pay/Schedule/Benefits sections unless the posting actually states them." It mentions "Salary Schedule Please find the salary schedule associated with this role and others like it" but doesn't give actual pay. Might be a link. I'll include a brief mention in About the role or skip Pay section since no actual pay info.
- Schedule: Working conditions mention evening, weekend, summer meetings - could be Schedule section.
Let me structure:
About the role
Career Ladder Position: Priority consideration will be given to current SPS certificated staff who may apply. Career Ladder positions are stipend roles that entail additional duties beyond a certificated contract. This job is eligible for a stipend in addition to a regular teaching salary.
This position's responsibilities are to ensure support and assistance to school-based staff, teachers and principals in providing appropriate services to students who require Multilingual education services. The position works with assigned schools to provide assistance in designing and planning and implementing school-based professional development activities and related support and training activities to actively support schools' Continuous School Improvement and Multilingual plans. This position supports implementation of the OSPI Strategic Plan for Multilingual Learners and the SPS Strategic Plan at assigned schools through development of inclusionary practices including co-teaching and co-planning in supporting ML students in the general education setting and integrating UDL strategies within the SPS adopted curriculum. Training and experience with GLAD and/or SIOP is strongly preferred.
This position reports to the Director of Multilingual Services Department. Reports to the Manager of Bilingual Services with expectation that input for evaluation will include information from principals and other administrators.
Responsibilities
- Supports schools in development and implementation of ESL/Bilingual delivery models within the context of building strategic plans and in accordance with Seattle Public Schools strategic goals and state/federal mandates.
- Provides ongoing support to ESL/Bilingual teachers to enhance program development and continuity of services across the district; arranges scheduled networking opportunities for teachers and paraprofessionals; demonstrates model lessons; facilitates problem-solving work groups to develop solutions for program needs; designs and implements staff development in-service training sessions.
- Supports individual teachers to ensure students' attainment of progress toward grade-level standards, goals and objectives; assists teachers through lesson planning, acquisition of appropriate materials, program organization, as well as, curriculum alignment with mainstream curriculum.
- Facilitates teaming between classrooms and families by promoting joint in-service opportunities between parents and teachers and effective conferencing techniques/strategies.
- Assists schools in accessing current information regarding Seattle Public Schools placement options for students, including program location and descriptions; assists principals in making difficult student placement decisions and disciplinary decisions that could be impacted by cultural linguistic factors.
- Assists school and central administration in the dissemination of student and classroom data to schools; seeks collaborative verification of data for input into program changes/redesign.
- Responds to the educational needs of particular/specialized group(s) of students; advocates for appropriate services on behalf of these students and their families; answers questions/inquiries regarding those students; maintains positive relationship with supporting outside agencies and assists schools in accessing services; develops/implements parent workshops as to assist their participation in their children's education.
- Participates in school Learning Walks (small teams that visit classrooms with a specific focus) in assigned schools.
- Demonstrates lessons for school based coaches and teachers to observe; works along side school based coaches and teachers demonstrating instructional strategies, modeling intensive classroom support and guiding coaches and teachers as they implement the strategies in their schools and classrooms.
- Performs related duties consistent with the scope and intent of the position.
Requirements
Minimum Qualifications
- Master's degree and three (3) years of successful teaching experience or related services experience in the linguistically assigned ESL/Bilingual field.
- Two (2) years successful educational coaching experience or related experience mentoring/coaching adults.
- Substitution: Bachelor's degree in a major content area and five years of successful teaching or related service experience in ESL/Bilingual Education may be substituted for the Master's degree. No substitution for two (2) years successful coaching experience.
Eligibility
- Must have been rated "Innovative" in at least two of the following domains of the PG&E: Classroom Environment; Planning and Preparation; or Instruction. (Must be at least "Proficient" in the other domains.)
- Beginning in 2012-13 a teacher of tested subjects must have achieved high student growth two consecutive years.
- To become a career ladder teacher at a low-performing (Level 1) school, must have demonstrated experience working with similar student populations.
- A written statement of purpose is required by the applicant.
- The application process will include a demonstration lesson and interview with a school-designated interview team.
- Performance evaluation may include peer-review component.
Continuing Education/Training
- All Career Ladder Teachers will be required to participate in professional development training, an initial 6 hour session and three 2 hour sessions throughout the year.
Clearances
- Criminal justice fingerprint and background check
Licenses/Special Requirements
- Valid Washington State teaching certificate
- Certification/endorsement in special education, ESL, or related services
- Valid Washington State driver's license or evidence of equivalent mobility
Skills
Knowledge of:
- Adult learning theory and instructional design and delivery
- Collaborative methods
- Effective student and adult behavior management
- Effective instructional techniques and current rules and regulations governing services to ESL/Bilingual students who experience varying degrees of English acquisition
- Research-based instructional practices
- Teaching and learning in a standards-based system
- Use of school and performance data to improve academic achievement
- Current research about the elimination of achievement gaps and accelerated student learning
- Culturally competent pedagogy and schooling practices
- Curriculum alignment and integration
- Differentiated instruction
Skill in:
- Instructing, coaching and leading adults
- Analyzing and interpreting student performance data
- Aligning instructional materials with ESL/Bilingual, State standard and grade level expectations
- Appropriate use of instructional methods
- Adapting subject materials and teaching techniques to increase achievement
- Effective written and oral communication
- Presenting to groups
- Facilitation of group processes
- Developing assessment tools and statistical reports
- Effective decision-making and problem solving
- Organizational and time management
- Planning and implementing strategies for change
- Record keeping techniques
Ability to:
- Speak, read and write in a language other than English (e.g., Spanish, Mandarin)
- Establish and maintain effective working relationships with District staff and administrators, students, parents or guardians, outside agencies and the public, in a multi-ethnic, multi-cultural and multi-lingual environment
- Plan and deliver professional development
- Address and evaluate adult and student learning, work and plan assessment to improve instruction and behavioral styles and abilities
- Address new trends and ideas in education and education transformation
- Plan; organize; prioritize; multi-task; work independently and as a team member
- Collaborate with others
- Meet goals and deadlines
- Use computer for tracking data, building spreadsheets, conducting presentations and communicating both in person and via e-mail
- Coordinate and facilitate activities
- Adapt to change and remain flexible
Working Conditions
- General office environment; may occasionally deal with distraught or contentious individuals
- Potentially exposed to infectious diseases carried by others in the workplace including students
- Required to drive to sites
- Required to transport materials and equipment for training and instruction up to 30 pounds (lbs)
- May be exposed to visual display terminal for prolonged periods
- Required to attend evening, weekend and summer meetings or activities
- May represent the District on potentially sensitive or controversial matters beyond those covered by the SEA/SPS collective bargaining agreement
Benefits
Seattle Public Schools benefits are administered by the Washington State Healthcare Authority (HCA) under the School Employees Benefits Board (SEBB). Eligibility for benefits is determined by the number of hours employees are anticipated to work during the school year (September 1 through August 31). Any employee who is scheduled to work 630 hours or more in a year is eligible for benefits.
I should not include the screening questions (01-07) as they are application instructions. Also not include "Salary Schedule Please find the salary schedule associated with this role and others like it" since no actual pay info.
Now, I need to output only the HTML fragment. Use for main sections, for subsections within Requirements and Skills. Use - for lists,
for prose.
Let me write the
for prose 3. Do NOT repeat job title as heading 4. Do NOT put Job ID/requisition numbers as headings 5. Preserve ALL substantive information 6. Remove boilerplate (cookie/navigation/legal/EEO/scam-warning, duplicated lines, application instructions) 7. Include section ONLY when posting has real, specific content for it 8. Never emit heading followed by filler/placeholder text 9. Never create Pay/Schedule/Benefits sections unless posting actually states them 10. Output ONLY HTML fragment - no /, no markdown code fences Let me analyze the content: The posting has: - Overview/General Summary (career ladder position details, stipend, eligibility criteria) - Essential Functions (detailed list of duties) - Reporting Relationships - Working Conditions - Minimum Qualifications (education, experience, substitution) - Eligibility requirements (PG&E ratings, student growth, etc.) - Continuing Education/Training - Clearances - Required Knowledge, Skills and Abilities (Knowledge of, Skill in, Ability to) - Licenses/Special Requirements - Benefits info (SEBB, eligibility based on hours) - Salary Schedule mention (but no actual schedule) - Application questions (screening questions) I need to organize this into appropriate sections. Let me map: - About the role: General summary, career ladder description, stipend info, reporting relationships - Responsibilities: Essential functions - Requirements: Minimum qualifications, eligibility, continuing education, clearances, licenses - Skills: Required Knowledge, Skills and Abilities - Benefits: Benefits info (SEBB, eligibility) - Pay: Salary schedule mentioned but no details - should I include? The rule says "never create Pay/Schedule/Benefits sections unless the posting actually states them." It mentions "Salary Schedule Please find the salary schedule associated with this role and others like it" but doesn't give actual pay. Might be a link. I'll include a brief mention in About the role or skip Pay section since no actual pay info. - Schedule: Working conditions mention evening, weekend, summer meetings - could be Schedule section. Let me structure:
About the role
Career Ladder Position: Priority consideration will be given to current SPS certificated staff who may apply. Career Ladder positions are stipend roles that entail additional duties beyond a certificated contract. This job is eligible for a stipend in addition to a regular teaching salary.
This position's responsibilities are to ensure support and assistance to school-based staff, teachers and principals in providing appropriate services to students who require Multilingual education services. The position works with assigned schools to provide assistance in designing and planning and implementing school-based professional development activities and related support and training activities to actively support schools' Continuous School Improvement and Multilingual plans. This position supports implementation of the OSPI Strategic Plan for Multilingual Learners and the SPS Strategic Plan at assigned schools through development of inclusionary practices including co-teaching and co-planning in supporting ML students in the general education setting and integrating UDL strategies within the SPS adopted curriculum. Training and experience with GLAD and/or SIOP is strongly preferred.
This position reports to the Director of Multilingual Services Department. Reports to the Manager of Bilingual Services with expectation that input for evaluation will include information from principals and other administrators.
Responsibilities
- Supports schools in development and implementation of ESL/Bilingual delivery models within the context of building strategic plans and in accordance with Seattle Public Schools strategic goals and state/federal mandates.
- Provides ongoing support to ESL/Bilingual teachers to enhance program development and continuity of services across the district; arranges scheduled networking opportunities for teachers and paraprofessionals; demonstrates model lessons; facilitates problem-solving work groups to develop solutions for program needs; designs and implements staff development in-service training sessions.
- Supports individual teachers to ensure students' attainment of progress toward grade-level standards, goals and objectives; assists teachers through lesson planning, acquisition of appropriate materials, program organization, as well as, curriculum alignment with mainstream curriculum.
- Facilitates teaming between classrooms and families by promoting joint in-service opportunities between parents and teachers and effective conferencing techniques/strategies.
- Assists schools in accessing current information regarding Seattle Public Schools placement options for students, including program location and descriptions; assists principals in making difficult student placement decisions and disciplinary decisions that could be impacted by cultural linguistic factors.
- Assists school and central administration in the dissemination of student and classroom data to schools; seeks collaborative verification of data for input into program changes/redesign.
- Responds to the educational needs of particular/specialized group(s) of students; advocates for appropriate services on behalf of these students and their families; answers questions/inquiries regarding those students; maintains positive relationship with supporting outside agencies and assists schools in accessing services; develops/implements parent workshops as to assist their participation in their children's education.
- Participates in school Learning Walks (small teams that visit classrooms with a specific focus) in assigned schools.
- Demonstrates lessons for school based coaches and teachers to observe; works along side school based coaches and teachers demonstrating instructional strategies, modeling intensive classroom support and guiding coaches and teachers as they implement the strategies in their schools and classrooms.
- Performs related duties consistent with the scope and intent of the position.
Requirements
Minimum Qualifications
- Master's degree and three (3) years of successful teaching experience or related services experience in the linguistically assigned ESL/Bilingual field.
- Two (2) years successful educational coaching experience or related experience mentoring/coaching adults.
- Substitution: Bachelor's degree in a major content area and five years of successful teaching or related service experience in ESL/Bilingual Education may be substituted for the Master's degree. No substitution for two (2) years successful coaching experience.
Eligibility
- Must have been rated "Innovative" in at least two of the following domains of the PG&E: Classroom Environment; Planning and Preparation; or Instruction. (Must be at least "Proficient" in the other domains.)
- Beginning in 2012-13 a teacher of tested subjects must have achieved high student growth two consecutive years.
- To become a career ladder teacher at a low-performing (Level 1) school, must have demonstrated experience working with similar student populations.
- A written statement of purpose is required by the applicant.
- The application process will include a demonstration lesson and interview with a school-designated interview team.
- Performance evaluation may include peer-review component.
Continuing Education/Training
- All Career Ladder Teachers will be required to participate in professional development training, an initial 6 hour session and three 2 hour sessions throughout the year.
Clearances
- Criminal justice fingerprint and background check
Licenses/Special Requirements
- Valid Washington State teaching certificate
- Certification/endorsement in special education, ESL, or related services
- Valid Washington State driver's license or evidence of equivalent mobility
Skills
Knowledge of:
- Adult learning theory and instructional design and delivery
- Collaborative methods
- Effective student and adult behavior management
- Effective instructional techniques and current rules and regulations governing services to ESL/Bilingual students who experience varying degrees of English acquisition
- Research-based instructional practices
- Teaching and learning in a standards-based system
- Use of school and performance data to improve academic achievement
- Current research about the elimination of achievement gaps and accelerated student learning
- Culturally competent pedagogy and schooling practices
- Curriculum alignment and integration
- Differentiated instruction
Skill in:
- Instructing, coaching and leading adults
- Analyzing and interpreting student performance data
- Aligning instructional materials with ESL/Bilingual, State standard and grade level expectations
- Appropriate use of instructional methods
- Adapting subject materials and teaching techniques to increase achievement
- Effective written and oral communication
- Presenting to groups
- Facilitation of group processes
- Developing assessment tools and statistical reports
- Effective decision-making and problem solving
- Organizational and time management
- Planning and implementing strategies for change
- Record keeping techniques
Ability to:
- Speak, read and write in a language other than English (e.g., Spanish, Mandarin)
- Establish and maintain effective working relationships with District staff and administrators, students, parents or guardians, outside agencies and the public, in a multi-ethnic, multi-cultural and multi-lingual environment
- Plan and deliver professional development
- Address and evaluate adult and student learning, work and plan assessment to improve instruction and behavioral styles and abilities
- Address new trends and ideas in education and education transformation
- Plan; organize; prioritize; multi-task; work independently and as a team member
- Collaborate with others
- Meet goals and deadlines
- Use computer for tracking data, building spreadsheets, conducting presentations and communicating both in person and via e-mail
- Coordinate and facilitate activities
- Adapt to change and remain flexible
Working Conditions
- General office environment; may occasionally deal with distraught or contentious individuals
- Potentially exposed to infectious diseases carried by others in the workplace including students
- Required to drive to sites
- Required to transport materials and equipment for training and instruction up to 30 pounds (lbs)
- May be exposed to visual display terminal for prolonged periods
- Required to attend evening, weekend and summer meetings or activities
- May represent the District on potentially sensitive or controversial matters beyond those covered by the SEA/SPS collective bargaining agreement
Benefits
Seattle Public Schools benefits are administered by the Washington State Healthcare Authority (HCA) under the School Employees Benefits Board (SEBB). Eligibility for benefits is determined by the number of hours employees are anticipated to work during the school year (September 1 through August 31). Any employee who is scheduled to work 630 hours or more in a year is eligible for benefits.
I should not include the screening questions (01-07) as they are application instructions. Also not include "Salary Schedule Please find the salary schedule associated with this role and others like it" since no actual pay info. Now, I need to output only the HTML fragment. Use for main sections, for subsections within Requirements and Skills. Use - for lists,
for prose.
Let me write the
- for lists,
for prose. Let me write the