Language Development (LD) Coach

About the role

The Language Development Coach supports district and school implementation of Massachusetts Department of Elementary and Secondary Education (DESE) requirements for English learners under state MLL regulations and federal civil rights law, including Title VI of the Civil Rights Act of 1964 and Lau v. Nichols. This role ensures equitable access to grade-level content for students identified as English learners by strengthening high-quality ESL and sheltered content instruction, supporting compliance with EL identification, placement, service delivery, and monitoring requirements, and building educator capacity through job-embedded instructional coaching.

Responsibilities

• Supports district and school implementation of DESE requirements for English learners under state MLL regulations and federal civil rights law.
• Ensures equitable access to grade-level content for students identified as English learners.
• Strengthens high-quality ESL and sheltered content instruction.
• Serves as a liaison between district leadership and schools to ensure consistent implementation of DESE-aligned MLL instructional practices.
• Collaborates with administrators, coaches, and educators to strengthen coherence in EL programming and instructional expectations.
• Promotes equitable access, inclusion, and academic success for Multilingual Learners across all content areas.
• Designs, leads, and facilitates district-wide professional development.
• Supports school leaders in developing systems that sustain high-quality instruction for multilingual learners.
• Supports implementation and documentation of ongoing progress monitoring systems for English learners, including identification of students needing additional language support or intervention.
• Affirms DESE guidance for English Learner Education programs, including ACCESS assessment requirements, English learner education plans and reclassification criteria.

Requirements

Education Requirement: A Bachelor’s Degree from an accredited college or university in TESOL, Applied Linguistics, Elementary Education or a related field required; Master’s Degree preferred.

Professional Experience: Minimum of 5 years of classroom teaching experience, including experience with multilingual learners or Dual Language Bilingual Education programs. Demonstrated experience in a leadership or mentorship capacity (e.g., Department Head, Grade Level Lead, Mentor Teacher), with a proven ability to lead peer teams, facilitate collaborative planning, and influence instructional practice through coaching.

Proven track record of developing instructional content and delivering high-quality professional development sessions to staff. Strong knowledge of research-based instructional practices, language development strategies, and student-centered pedagogy.

Ability to collaborate with district and school leadership, teachers, families, and community partners to foster equitable outcomes for all students.

Bilingual proficiency in Spanish and/or Portuguese is encouraged.

Qualifications

Instructional Coaching & Modeling: Ability to design and implement Tier 1 instruction and Tier 2 interventions and model these practices for colleagues to meet the diverse needs of students, including those with IEPs, 504 plans, and multilingual learners.

Data-Driven Systemic Support: Proficiency in analyzing standardized and formative assessment data (e.g., ACCESS, MCAS, AMIRA/Elefante Letrado DIBELS, i-Ready, or other content-based assessments) to monitor student growth, inform school-wide Tier 1 instruction, interventions, accelerations and guide teachers in adjusting instructional delivery.

Content Pedagogy & Foundational Skills: Deep pedagogical knowledge of evidence-based instructional practices (e.g., Foundational Literacy, the 5E Model for STEAM, or Second Language Acquisition) to ensure all students reach grade-level proficiency.

District-to-School Strategic Alignment: Skill in aligning daily lesson plans and school-based "Team Time" with the Massachusetts Curriculum Frameworks and District-wide strategic initiatives.

Adaptive Technology Integration: Mastery of instructional technology (Google Workspace, interactive whiteboards, and content-specific software) to enhance student engagement and facilitate teacher training.

Collaborative & Systemic Leadership: Ability to lead Professional Learning Communities (PLCs) and multidisciplinary teams to bridge the gap between district-level curriculum goals and school-based execution.

Cultural Proficiency: Demonstrated cultural proficiency and competence in fostering an equitable and inclusive district environment for all staff, students, and families.

Professionalism & Composure: Maintain regular, predictable, and punctual attendance; exhibit professionalism in responding to high-stakes or unpredictable classroom situations.

Skills

To perform this job successfully, an individual must satisfactorily perform each essential duty. The requirements listed below represent the knowledge, skills, and abilities required:

• Instructional Coaching & Modeling: Ability to design and implement Tier 1 instruction and Tier 2 interventions and model these practices for colleagues to meet the diverse needs of students, including those with IEPs, 504 plans, and multilingual learners.
• Data-Driven Systemic Support: Proficiency in analyzing standardized and formative assessment data (e.g., ACCESS, MCAS, AMIRA/Elefante Letrado DIBELS, i-Ready, or other content-based assessments) to monitor student growth, inform school-wide Tier 1 instruction, interventions, accelerations and guide teachers in adjusting instructional delivery.
• Content Pedagogy & Foundational Skills: Deep pedagogical knowledge of evidence-based instructional practices (e.g., Foundational Literacy, the 5E Model for STEAM, or Second Language Acquisition) to ensure all students reach grade-level proficiency.
• District-to-School Strategic Alignment: Skill in aligning daily lesson plans and school-based "Team Time" with the Massachusetts Curriculum Frameworks and District-wide strategic initiatives.
• Adaptive Technology Integration: Mastery of instructional technology (Google Workspace, interactive whiteboards, and content-specific software) to enhance student engagement and facilitate teacher training.
• Collaborative & Systemic Leadership: Ability to lead Professional Learning Communities (PLCs) and multidisciplinary teams to bridge the gap between district-level curriculum goals and school-based execution.
• Cultural Proficiency: Demonstrated cultural proficiency and competence in fostering an equitable and inclusive district environment for all staff, students, and families.
• Professionalism & Composure: Maintain regular, predictable, and punctual attendance; exhibit professionalism in responding to high-stakes or unpredictable classroom situations.

Benefits

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Pay

Not specified

Schedule

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