To perform this job successfully, an individual must be able to perform the essential job functions satisfactorily. Reasonable accommodations may be made to enable individuals with disabilities to perform the primary job functions herein described. Since every duty associated with this position may not be described herein, employees may be required to perform duties not specifically spelled out in the job description, but which may be reasonably considered to be incidental in the performing of their duties just as though they were written out in this job description.  

 

GRPS MISSION: Our mission is to ensure that all students are educated, self-directed and productive members of society. 

English Learner (EL) 6-12 Grade Newcomer Coach 

Department:    Instructional Services  

Bargaining Unit:        Grand Rapids Education Association (GREA)  

Salary: Determined by the collective bargaining agreement and a comprehensive benefits package 

  

JOB SUMMARY 

The EL Coach provides the educational staff and district administration with core content and 2nd language acquisition differentiated support using the WIDA framework and the SIOP (Sheltered Instruction Observation Protocol) instructional model. With the district’s academic plan as the foundation, the EL coach designs professional development related to the WIDA Standards and Can-Do statements and SIOP’s 8 components and 30 features to ensure that all English Learners are instructed in content while supporting 2nd language development. To further ensure best practices are provided to ELs, the position works with district leaders to develop and monitor WIDA framework and SIOP implementation plans.   

 

The position will provide in-person leadership and instructional direction to school buildings regarding curriculum, instruction, assessment, tiered levels of support, school improvement, school leadership, teacher leadership, and systems thinking in English Language Development. Providing direct coaching to 6-12 grade educators and leaders. The position will collaborate with peers to create resources and guidance tools (e.g., curriculum, parent materials, best practices in program design, etc.). The position will receive intense professional learning to support navigating the social and emotional needs of 6-12 grade newcomer students and their families, including conflict trauma response strategies. The position will then work to build capacity at the school level to support students and their family’s long term. 

ESSENTIAL JOB FUNCTIONS 

Essential functions under the Americans with Disabilities Act may include any of the following duties, knowledge, and skills. This list is illustrative only and is not a comprehensive listing of all functions and duties performed by employees in this position. Regular on time and in person attendance is an essential function of this job. Other essential functions may include, but are not limited to the following: 

 

• Work collaboratively with multiple Sheltered Instruction Observation Protocol (SIOP) teachers to SIOP based lessons. 

• Coach SIOP trained teachers through site-visits, co-planning, co-teaching, and site- based SIOP follow-up support meetings/trainings. 
• Coach content and ESL teachers in differentiating instruction, providing accommodations and assessments for English learners.  
• Assess and work with staff to diagnose reading, writing and math deficits of English Learners and recommend effective, research-based interventions for ELs. 
• Demonstrate model lessons for ESL, classroom, and content-area teachers using SIOP techniques.  
• Assist school-based teams to develop capacity to train and coach more classroom and content-area teachers. 
• Participate in the implementation of Title III through MDE and GRPS by providing high-quality, on-going professional development. 
• With the principal, a team of teachers or independently facilitate professional at staff meetings, professional development days, after school and/or during summer sessions. 
• Provide ESL consultation to private schools including WIDA screener and WIDA Access test administration and attend annual private school meetings.  
• Meet monthly with the EL district staff (group meetings or individual meetings). 
• Submit a detailed schedule to the EL Director weekly, sharing with staff as needed. 
• Other related duties as assigned.  

QUALIFICATIONS 

Education and Experience: 

• Master’s Degree in Bilingual Education or Teaching English to Speakers of Other Languages. 
• A minimum of ten years’ experience as an effective or highly effective classroom teacher in a 6-12 grade classroom with EL students. 
• Experience as a building teacher leader and/or professional development facilitator. 
• Experience writing curriculum. 

 

Preferred Qualifications: 

• Bilingual (Spanish, Kinyarwanda, or Swahili) preferred, in buildings with a high bilingual student population. 

• Skilled in the use of a range of diagnostic assessments to plan specific research-based interventions for specific students.  
• Successfully completed SIOP initial training or must be completed within 6 months of starting. 
• Successfully completed SIOP coaching training or must be completed within 6 months of starting. 
• Experience with compiling and disaggregating data to inform instruction. 
• Computer literate with experience creating multi-media presentations, along with proficiency creating Word, Publisher, and Power Point documents.  

Knowledge, Skills, and Abilities:  

• Ability to handling sensitive and confidential situations and documentation.   
• Ability to effectively communicate both orally and in writing with diverse populations. 
• Ability to work independently with minimal supervision. 
• Ability to problem solve (listen, identify problems and solutions) and provide excellent internal and external customer service. 
• Ability to work collaboratively and be a team player.  
• Ability to work in a diverse environment and understand cultural competence. 
• Ability to organize and compile data. 
• Ability to work in a fast-paced environment, handle multiple tasks at the same time, and meet deadlines in a timely manner. 

ADA REQUIREMENTS 

The physical demands, work environment factors, and mental functions described below are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. 

PHYSICAL DEMANDS 

While performing the duties of this job, the employee is required to stand, walk, sit, use hands to finger, handle, or feel, reach with hands and arms, climb or balance, stoop, kneel, crouch, or crawl, talk, hear (in a quiet or noisy environment). Specific vision abilities required by this job include close vision, distance vision and ability to adjust/focus.  

 

WORK ENVIRONMENT  

The noise level in the work environment is usually moderate.   

 

MENTAL FUNCTIONS 

While performing the duties of this job, the employee is required to compare, analyze, communicate both orally and in writing, copy, coordinate, instruct, compute, synthesize, evaluate, use interpersonal skills, compile, and negotiate. 

 

Non-Discrimination 

The Grand Rapids Public Schools will not discriminate against any person based on race, sex, sexual orientation, gender, gender identity and expression, height, weight, color, religion, national origin, age, marital status, pregnancy, disability, veteran, or military status. 

 

Americans with Disabilities Act accommodations: Assistance with the application process may be requested through the Human Resources Department at (616) 819-2022 or humanresources@grps.org.