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INSTRUCTIONALWork with administration to support all teachers of ELs.   ELPTs must participate in the school ILT representing ELs.   Supports may include but are not limited to:Participate in grade level meetingsParticipate in the MTSS team to plan curriculum/instructional supports and differentiation for ELs and support documentation in Branching MindsCollaborate with bilingual/ESL teachers in aligning instruction with CCSS and WIDA ELD and share current research and best practices around EL instruction with facultyCoach teachers to implement high quality instruction and identify assessment best practices Engage in EL data analysis to inform instruction
EL instructional priorities include: Provide access to a high-quality curriculum that meets the needs of ELs, including native language instruction across all content areas that is language-proficiency appropriate, grade-level appropriate and standards-aligned (English language development standards: ELD), meaningful, and responsive to their communities and identities. Schools implement a balanced assessment system that includes alignment of the language of instruction with the language of assessments, differentiation and supports for ELs when tested in English, as well as informed decision-making that understands the limitations and information that can be interpreted from assessments given to students who are not yet proficient in English and unable to demonstrate their mastery of content in that languageAdminister assessments in the native language when available and appropriateTeachers facilitate instruction that honors students’ identities and linguistic needs including native language instruction.English learners are supported in engaging with and meeting grade-level standards through practices that recognize their strengths and build on those through just-in-time support. Having been provided with appropriate Tier 1 instruction, English learners can access tiered academic and social-emotional interventions that align to their linguistic needs and supplement core instruction when needed to facilitate their success with grade-level standards.Provides differentiated instructional support by working directly with teachers in the classroom to model effective, research-based instructional practices.Collaborate with dual language coordinator (if it is the case) to foster high quality education for multilingual learners.Provide EL placement recommendations to the principalSupport family engagement and parent engagement efforts at the school to be fully inclusive of parents/guardians of ELs. The ELPT can support the administration with vetting interpretation vendors or updating the posted list of interpreters representing the home languages in the school, but the ELPT is not required to provide interpretation or translation services themselves.Facilitate establishment and operation of Bilingual Advisory Committee (BAC)Ensure required EL Program instruction is presented to parents at initial BAC meetingHold BAC position elections and submit to OLCEE ensure timely submission of documents (See BAC Advisory Handbook for details)Ensure that BAC officers approve a spending plan for BAC fundsEnsure timely reimbursements and expense submissions for BAC fundsProvide guidance to teachers and principals regarding program implementationCollaborate with school administration in all areas related to ELsRAM COORDINATIONCoordinate administration of mandated State-prescribed Screener (e.g., WIDA Screener, MODEL K, Pre-IPT) within30 daysof enrollment at the start of the school year and14 daysof enrollment thereafterEnter data in ASPEN such as state-prescribed screener results and EL profiles. Review EL rosters and ACCESS reports to: 1) ensure ELs are appropriately placed/transitioned 2) Coordinate ACCESS testing in accordance with assessment guidelines Coordinate distribution of CPS Parent Notification Letters generated from Aspen along with translated versions on the OLCE Employee IntranetCollaborate with special education staff to ensure ELs with IEPs are serviced appropriately and service delivery model numbers are entered accurately in SSMMaintain annual documentation of bilingual/ESL staff participation of two State-mandated EL  PD sessionsCoordinate EL Program Reviews and collaborate with administration and Network specialist to create an action plan that addresses technical requirement and instructional needsAssist school administration in submission of all required OLCE forms in a timely manner (e.g. EL summer program enrollment, etc.)Attend required ELPT trainings and disseminate information to administrators, teachers of ELs, and general program staffMonitor progress for Transition (T1-T4) students, students with a parent refusals, and current ELs to ensure additional supports and interventions can be provided if neededCollaborate with testing coordinator regarding District assessments in which ELs participate, particularly around using appropriate EL testing accommodations

MINIMUM QUALIFICATIONS

Education and Experience: Successful completion of all student teaching requirements as well as all course work required to obtain the appropriate teaching license(s) issued by the Illinois State Board of Education.

Licensure Requirements Must possess the appropriate Illinois State Board of Education issued educator license with a bilingual endorsement in the grade level being taught.

Knowledge, Abilities, and Skill: Knowledge of subject matter consistent with state certification requirements, knowledge of contemporary principles and practices of teaching, knowledge of classroom and behavior management techniques which includes the following:

Ability to modify instruction to meet student needs, ability to cooperate with the school faculty and administration in the development and implementation of an articulated program of instruction, ability to work effectively with students, parents, and guardians, staff members, and community representatives in providing an appropriate educational program; ability to understand the physical, intellectual, social, and emotional patterns of students.

Skill in the application of contemporary principles and practices of teaching, good oral and written communication skills, good interpersonal skills, skill in exercising sound and professional judgment.

Physical Requirements: Light Work: Exerting up to twenty (20) pounds of force occasionally, or up to ten (10) pounds of force frequently, or a negligible amount of force constantly to move objects. Physical demands include the ability to stoop occasionally, reach frequently, handle objects occasionally, talk and hear constantly, frequent use of near visual acuity, and occasional use of far visual acuity.