Title III Instructional Literacy Coach ESL/BIL Elementary

JobID:

1416

Position Type:

Professional/Title III Instructional Literacy Coach for

ESL & BIL

Elementary Date Posted:

6/4/2026

Location:

Educational Services Div Complex Job Title:

Title III Instructional Literacy Coach ESL/BIL –

Elementary Wage/Hour Status:

Exempt Reports to: Director of Reading Language Arts PK-12

Pay Grade:

AP 3 – 197 days Dept./

School:

Educational Services Division Date Revised:

June 3, 2026

Primary Purpose:

To ensure that academic language development is intentionally embedded into all content areas for all students especially Emergent Bilingual (EB) students, through a collaborative and role-specific coaching approach.

Qualifications:

Education/Certification:

Valid teacher certification Bilingual certification recommended Five years of teaching experience in the designated area

Special Knowledge/Skills:

Extensive knowledge of best practices for Spanish and second language acquisition Ability to work effectively with principals, teachers, and students Ability to lead Professional Learning Communities Ability to coach teachers in classroom settings including observations with formative feedback Ability to utilize formal and informal data to inform instruction Ability to support others in the implementation of the district curriculum, effective teaching strategies, and other best practices in language arts Fluent in

English and Spanish Preferred Experience:

1. Experience in conducting staff development and/or mentoring teachers 2. Experience in developing curriculum activities and TEKS-based assessments 3. Experience in facilitating the planning and application of emerging technologies in the classroom 4. Minimum of five years of teaching experience in Dual Language and/or ESL programs

Major Responsibilities and Duties:

1. Supports teachers in reading/writing instruction across content areas, TEKS alignment, and literacy frameworks 2. Analyzes district, campus, and student achievement data (e.g., STAAR, MAP, district benchmarks, TELPAS) to plan targeted instructional responses aligned to the MTSS framework, with a focus on growth for Emergent Bilingual students 3. Offers instructional coaching and collaborate within PLCs to refine teaching practices, support language acquisition, and improve student outcomes 4. Partners with content specialists/coaches and other departments to identify language opportunities within instructional units 5. Delivers model lessons that demonstrate effective language acquisition strategies, including scaffolds and differentiation 6. Builds teacher capacity in applying ELPS within content instruction to support content-based language instruction (CBLI)

Joint Collaboration Opportunities:

Co-Planning Meetings:

Integrate language and content objectives in unit plans

Co-Teaching/Modeling Lessons:

Title III coach embeds language scaffolds

Learning Walks:

Conduct classroom visits with a focus on language use in content base language instruction

PD Co-Facilitation:

Host joint sessions

Supervisory Responsibilities:

None Working Conditions:

Mental Demands/Physical Demands/Environmental Factors:

Tools/Equipment Used:

Personal computer and peripherals; standard instructional equipment;

Posture:

Prolonged standing; frequent kneeling/squatting, bending/stooping, pushing/pulling, and twisting

Motion:

Frequent walking

Lifting:

Moderate lifting and carrying (up to 30 pounds)

Environment:

Work inside, may work outside; regular exposure to noise

Mental Demands:

Maintain emotional control under stress; work prolonged or irregular hours. Ability to communicate effectively (verbal and written); interpret policy, procedures, and data; coordinate district functions. District-wide and statewide travel. Occasional prolonged and irregular hours. Physical demands of preparing for professional development sessions.

Other:

Follow district safety protocols and emergency procedures; Other duties as assigned The foregoing statements describe the general purpose and responsibilities assigned to this job and are not an exhaustive list of all responsibilities and duties that may be assigned or skills that may be required. The administration has the exclusive right to alter this job description at any time without notice. Funded by Title III, Part A (100%) with the primary purpose to support grant activities aimed to improve academic achievement for English Learners (ELs) and Immigrant students struggling to meet state standards. I agree to perform these major responsibilities and duties and understand that this position is for the 2026-2027 school year and is funded with Title III funds. This position is reviewed annually based on available funding. (Please Print)

Signature of Employee:

___________________________________________________________

Date:

_________________________________________________________________________ Approved by:

Kim Holcomb Date:

06/03/26 Reviewed by: Dr.

Tamy Smalskas Date:

06/04/26