Secondary: English Learner Specialist 2026-2027

Job Overview

The Specialist English Learner Secondary will provide instructional support and coaching to build expertise in second language acquisition within the content area classroom. The incumbent will build capacity in educators to support second language acquisition by coaching, modeling, collaborative instruction, Professional Learning Community (PLC) facilitation, and delivery of campus professional learning. As a member of the campus English learner (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 ESL Programs.

About the Role

As a specialist in English Learner Secondary, you will play a crucial role in supporting the academic success of emergent bilingual students. Your primary responsibility is to coach and mentor teachers in the content area classroom, ensuring they can effectively accommodate the linguistic needs of their students. You will also collaborate with campus leaders to provide ongoing support and facilitate the development of lesson plans that are linguistically appropriate and aligned with TEKS and ELPS.

Responsibilities

• 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
• Build capacity 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 to facilitate the development of 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 language proficiency level that facilitates comprehensible access to content
• 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

Qualifications

• Bachelor's Degree
• Master's Degree preferred
• Valid Teaching Certification Issued by Texas Education Agency appropriate to subject and grade level of assignment any content (prefer secondary level)
• Valid Texas ESL Certification
• Valid Bilingual Certification preferred
• Minimum of 5 years of teaching experience working with EB students
• Minimum of 3 years of teaching experience working with EB students at the secondary level preferred
• Minimum of 1 year of campus leadership experience (ex. team leader, department head, etc.) preferred
• Strong communication and interpersonal skills, both orally and in writing in English
• Demonstrated knowledge of ESL education and effective instructional practice to support EB 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
• Strong communication and interpersonal skills, both orally and in writing in additional languages preferred