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School Year 24/25 Dual Language Coach
3 months ago
**About LPS**
Lynn is a seaside urban district located on Boston’s north shore. The city is known for its contemporary public art, historic architecture, downtown cultural district, and public parks and open spaces, which include the oceanfront Lynn Shore Reservation and Lynn Woods Reservation. Home to an international population, Lynn Public Schools services almost 17,000 students across 18 elementary schools, 3 middle schools, 2 comprehensive high schools, 1 vocational school, and 1 alternative Jr/Sr high school. We are a linguistically-rich community with 68% of our students speaking two or more languages.
**LPS Core Vision and Values**
Drawing upon the strength of our community, our families, our students, and our partners, Lynn Public Schools commits to fulfilling the intellectual, physical, and social-emotional potential of all of our students. We work together so our students learn to thrive, advance, and impact the greater community and the world.
The Lynn Public Schools is committed to our Core Values:
- Inclusiveness
- Shared Responsibility
- Collaborative Relationships
- High Expectations
- Inspiring Life-Long Learning
- Lynn Public Schools is dedicated to the goal of strengthening an environment and school culture that honors and celebrates diversity and responds effectively to the social-emotional experiences of every student and family._
**QUALIFICATIONS**:
- Current and Valid Massachusetts Teaching License (Early Childhood or Elementary) with Bilingual Endorsement.
- Possession of advanced educational degree in Bilingual Education, Literacy, and/or ESL preferred or related field
- Fluent in Spanish speaking, listening, reading and writing.
- Knowledge of and experience working with second language learners.
- Understanding of dual language programs.
- Coaching experience preferred
- Experience in delivering professional development to teachers.
- Evidence of at least three (3) years of exemplary classroom teaching experience.
- Excellent communication skills.
- A proven track record in the use of a rich array of instructional methods, the analysis and use of data and technology to improve instruction, and the ability to build professional relationships, solve problems, and plan collaboratively.
- Evidence of productive experience with result-based collaboration.
- Evidence of planning, organization, and time management skills that will bring structure and accountability to the position.
- Deep understanding of student learning theory, brain-based learning, differentiated instruction and adult learning.
- Proven ability to engage teachers in the collaborative exploration of data and interventions.
- Proven ability to listen, share ideas, identify obstacles to student achievement, and plan together with individual teachers and schools through a free flow of ideas.
- Desire to continue learning “what works” in classroom instruction.
- Evidence of improving student achievement in the classroom.
- Knowledge of equity issues in current education reform.
- Knowledge of standards-based education system, including a deep understanding of CCSS, Massachusetts Frameworks, and WIDA ELD standards
**SKILLS AND RESPONSBIBLITIES**:
- Provide on-site embedded professional development and support to teachers in the use of proven instructional methods.
- Collaborate regularly with staff for instructional planning, co-teaching, and modeling of effective second language acquisition strategies
- Collaborate on curriculum development
- Collaborate with district-level staff developers to plan and implement professional learning opportunities for staff.
- Participate in the school improvement process through goal setting and implementation as well as data analysis for instructional improvement
- Deliver appropriate coaching, training, and resources to support the professional growth of individuals.
- Research new strategies and resources for dissemination to instructional staff. Advises school and district administrators on high-value high-impact techniques and resources.
- Lead professional discussions about research based instructional methods that are age and level appropriate during common planning time, faculty meeting, and other professional development time.
- Work in partnerships to accelerate teachers’ professional learning through mutually enriching relationships based upon team needs, the individual teacher’s needs, and - most importantly - students’ needs.
- Advise instructional staff on the use of various strategies to aid content comprehension and language and literacy development.
- Provide modeling and co-teaching of a variety of proven instructional methods, use of materials and assessments in the classroom setting to increase teacher confidence and enable teachers to utilize a variety of effective teaching techniques.
- Observe classes taught by the collaborating teacher to provide specific and confidential feedback in individual coach-teacher conferences.
- Provide support for c
