25-26 - OYR - Bilingual Resource Teacher - 0.5 FTE

Essential Duties and Responsibilities:Instructional Supports & Service Delivery Provide supplementary* instruction for targeted English Language Development within or outside** of the classroom to English Learners (ELs) in general education environments across program types (i.e., ELI, DLI-DBE, Hmong Heritage Programs.)* in addition to or supplemental to an instructional program/service that would otherwise be provided to ELs** activities outside of the classroom should be for a limited duration and should target the academic language development needs of the ELs in the group (newcomers)Provide English language development instruction for EL students who have been in US schools for less than one calendar year (i.e., Newcomers per DPI) for key content areas in high school.Establish consistent communication with, and guidance to, Bilingual Resource Specialists (BRS) regarding student needs, instructional support, and family outreachHelp to create school-wide welcoming environments and support inclusion of EL students in instructional settingsWork with the building administrator and Multilingual Services and Programs staff to coordinate service delivery that is inclusive and conforms to district protocols and requirements for English language learnersServe as an integral member of the school-based team responsible for student placement and scheduling to ensure compliance with and law regarding ESL servicesWork with Librarian/Library Media Technology Specialist and/or Instructional Coach to purchase culturally and linguistically relevant materialsParticipate as active team members in discussions of academic, transition, secondary options, graduation and career/vocational post-secondary planning for ELsServe on the Student Support and Intervention Teams (MTSS) to ensure culturally and linguistically responsive practices throughout the referral process when student in question is an ELParticipate as active team members (not as interpreters) in IEP meetings for ELs to represent the student’s language development needsProvide assessment supportAdminister English language proficiency assessments and screeners including WIDA Kindergarten Screener, WIDA Screener Online, and ACCESS 2.0 (including bilingual screeners when applicable)Monitor students’ ability to access grade level curriculum through ongoing formative assessment in collaboration with general education staffCollaborate with non-ESL staff to ensure that ELs have appropriate and adequate assessment scaffolds in assessments of core content learning (formative, interim, and summative)Provide professional learning to colleagues to ensure that content-related language growth is measured and reportedSupport classroom teachers in understanding how to use the English Language Development observation tools, and how to use data to guide instructional planning.Collaborate with School Testing Coordinators to ensure appropriate testing accommodations are provided for ELs in district and state-mandated assessments. (The testing environment should include the scaffolds, supports, and differentiation that reflect routine classroom instruction and assessment.)Family InvolvementServe as one of the communication links among student, families, and school staff in collaboration with classroom teachersParticipate in parent-teacher conferences that include ELs served by the BRT/ESL teachers in collaboration with the general education classroom teacherCollaborate with Bilingual Resource Specialists (BRS) and other staff to coordinate communication with familiesProvide families of ELs with information related to MMSD and the U.S. educational system including the process of identifying ELsBilingual Resource Teachers provide English Language Development support in general education environments across program types (i.e., ELI, DLI-DBE, Hmong Heritage Programs).Bilingual Resource Teachers working in 4K environmentsProvide support for the development of social language in a play-based environment for students whose parents have indicated the presence of another language as part of the Home Language SurveyProvide support with routines related to instructional activitiesCollect anecdotal notes under the observational assessment framework while interacting with the children (no individualized or standardized testing or pull-out)Review and use the 4K benchmarksCollaborate with classroom teachers during planning time to embed language strategies to support students whose guardian has indicated the presence of another language in the students’ Home Language Survey. EL Case Management Serve as Case Managers for ELs to provide a school-based contact/advocate for parents and studentsExplain EL Data Management forms to parents to keep them informed of their student’s academic status and file paperwork for ELs by performing the following tasks:Identify potential ELs from information provided by families on Home Language Survey section of the MMSD Enrollment process; gather information to determine whether a student should be assessed for English language proficiency; communicate with families; assess students who meet criteria for language screeningReport WIDA Screener Online/WIDA Kindergarten Screener scores of qualifying students to Contact the previous WI or WIDA school district of any new EL to MMSD to obtain the most recent ACCESS for ELLs scores and report those to Multilingual Services and Programs Central Office staff (in lieu of WIDA Screener Online/WIDA Kindergarten Screener )Create Individualized Learning Plan (ILP) forms to notify parents of the school’s plan to provide English language support services to students; present plan for parent/guardian approval/acceptanceArchive signed ILP forms in EL data management systemNotify parents whose student has tested Proficient on the ACCESS for ELLs assessment that student will be placed on two-year monitoring statusNotify parents who have refused EL language support services of student’s most recent ACCESS scores and that student’s academic and language growth will continue to be monitoredMonitor ELs’ academic and language learning throughout the school yearServe as consultant to non-ESL staff to ensure ELs receive language-attentive instructionNotify parents in the fall of a monitored student’s level of academic success without language support services; move student to second year of monitoring or exit, as appropriateAssist building clerical staff with maintenance electronic cumulative files by ensuring the student’s file contains original EL records and assessment results (e.g., ACCESS score reports, annual EL Individualized Learning Plan (ILP) forms)Work with parents of misidentified ELs, and Multilingual Services and Programs Central Office staff to remove the student’s EL status in MMSD and from state databasesCapacity BuildingPromote a teaming model during common planning times and through participation in regularly-scheduled team meetingsConsult with general education staff to integrate targeted language instruction within the core and implement language scaffolds to meet individual student needsProvide guidance to general education staff to monitor, measure, and report language developmentProvide resources pertaining to the distinction between disability and second language/literacy developmentCollaborate with Special Education staff to meet both the language development and academic learning needs of ELs with Individual Education PlansCollaborate (co-plan, co-facilitate, share resources, etc.) with building coaches to provide professional development at the building level, in best practices for ELs, bilingual education, and second language acquisitionOther duties as assignedPosition Competencies:High Expectations For Every StudentQuality Instructional PracticeCultural CompetenceData ProficiencyTeam CollaborationStudent & Family EngagementResilience & Results OrientationSelf-Awareness & Growth MindsetMinimum Requirements:Bachelor’s degree. Official transcripts are required for formal employment.Native-like fluency in Spanish and English. For Bilingual Resource Teacher and Dual Language Immersion positions, written, reading, and oral Spanish language proficiency assessments are required.NEED: Wisconsin Department of Public Instruction (DPI) teaching license in:High SchoolCore content (Math, Science, English, Language Arts, or Social Studies)Bilingual/Bi-CulturalESL (preferred)Middle SchoolRegular Education inclusive of grades 6-8 (e.g., 1-8, K-9, MC/EA, 4-12 core content (Math, Science, English, Language Arts, or Social Studies), etc.)Bilingual/Bi-CulturalESL (preferred)Elementary SchoolRegular Education inclusive of elementary grade levels (e.g., PK-3, K-6, 1-8, EC-MA, etc.)Bilingual/Bi-CulturalESL (preferred)Applications are considered on a rolling basis. MMSD will consider applicants who are fully licensed before considering applicants who are not yet licensed.If you do not already have an active Wisconsin teaching license, you must obtain and maintain the necessary license(s) for the position. An application must be on file within 30 days of starting your employment with MMSD. Failure to do so will result in your contract being voided.The district does not provide financial support for the continued education that is required to achieve the certification. The district does not select or endorse any particular certification program that leads to the required Wisconsin teaching license. An unlicensed candidate can be considered, but they must be hired by a school district in order to apply for a One-Year License with Stipulations with DPI.