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ESL Coach, HS

Spring, Texas
Closing date
Jul 17, 2024

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Job Role
Days per year: 187

JOB TITLE: English as a Second Language (ESL) Coach

REPORTS TO: Campus Principal




The English as a Second Language (ESL) Coach position is designed for an educator who strives to positively affect the ESL classroom success in the area of English language acquisition. The primary role of the ESL Coach is to improve the implementation of the state curricular standards (TEKS and ELPS) through utilization of the research-based instructional strategies focused on English language acquisition and content mastery. The ESL Coach, under the direction of campus leadership, will directly support teachers of English Learners (ELS) that provide classroom instruction in the content areas, by providing core content knowledge development, lesson planning, instructional delivery, classroom environment and data action planning. The ESL coaching is designed to assist teachers of ELs in the implementation of curriculum standards and delivery of instructional ESL strategies in order to increase ELs learning, progress and achievement.

All employees of SISD are expected to act with integrity, support organizational goals, communicate in a clear and respectful manner, championing the needs of our students and drive continuous improvement.


  • Bachelor's degree from accredited college or university in generalist education
  • Five years' job related experience in PK-12 education
  • Valid Texas teaching certificate
  • Bilingual and/ or ESL Certification for campuses with large English Language Learner (ELL) student populations
  • Successfully demonstrated track record of success with at-risk and/or diverse learners as well as adult learners
  • Successful experience in coaching PK-12 classroom teachers in language acquisition
  • Sheltered Instruction trained

  • Excellent organizational, communication and interpersonal skills
  • Excellent skills in the use of Microsoft Office applications
  • In-depth knowledge of state curricular standards in literacy as written, taught and assessed
  • In-depth knowledge of federal, state and local laws, policies, procedures and processes related to the education of students who receive services through Bilingual/ESL, career and technical, gifted and talented and/or special education programs
  • Ability to coach teachers that teach English learners in the critical attributes of instruction and student engagement with diverse populations
  • Excellent data analysis skills

  • Safeguards the confidentiality of all documentation provided or
  • Engages teachers of English learners (ELs) in adult learning experiences designed to develop a district culture that fosters a growth mind set and promotes all employees as
  • Spends 80% of time EL coaching, observing, modeling and participating in planning, learning, practicing and data driven planning, professional learning community (PLC) meetings with teachers of ELs receiving support in the area of language acquisition. Spends the remaining 20% of time in strategic planning sessions and required trainings/meetings with other ESL coaches.
  • Uses research-based adult learning and engagement strategies to support teachers in the transfer of learning experiences into practice.
  • Implements coaching cycle with teachers that teach ELs
  • Provides ongoing content development in English language development during Learning
  • Models effective lesson design for classroom teachers that teach
  • Models effective instructional strategies for classroom teachers that teach
  • Tracks teacher development based on identified criteria in the area of English language
  • Shares coaching plans and progress with campus administrators for teachers receiving support in English language acquisition.
  • Models best practices and differentiation of instruction by creating resources in various formats to meet the needs of ELs.
  • Promotes and models the integration of technology throughout the design and delivery of coaching and professional development modules.
  • Prepares for and conducts coaching and professional development sessions for any campus-based or campus-support personnel throughout the school year.
  • Participates in all district trainings throughout the school year and during the
  • Performs all other duties as assigned.


The usual and customary methods of performing the job's functions require the following physical demands: physical mobility, standing, prolonged sitting, some lifting, carrying, pushing, and/or pulling. This position will require traveling within the district.

Mental demands: ability to solve problems and deal with a variety of situations; ability to interpret a variety of data; ability to interpret TEC and policy; ability to apply knowledge of current research and theory, ability to be effective in both oral and written communication; ability to maintain emotional control under stress.

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