Company
Education
Elementary:BilingualSpecialist2026-2027
Neural analysis suggests this role is
optimal for Mid+ candidates.
“Elementary: Bilingual Specialist 2026-2027. Skills: Bilingual education, ESL programs, Dual language programs. Provide instructional support and coaching. Build expertise in second language acquisition”
Industry & Context.
Instructional decision making; Data-driven decision making
Occasional walking, Standing, Sitting, Bending, Stooping, Kneeling, Crouching, Crawling, Lifting/carrying work related items weighing less than 40 pounds, Use hands to finger, handle, or feel objects, Reach with hands, Talk or hear, Close vision, Color vision, Ability to adjust focus, Attendance at conferences, Attendance at professional development, Normal safety precautions, Occasional irregular hours, Maintain emotional control under stress
What They're Looking For.
Must Have
Valid Bilingual Certification, Minimum 5 years teaching experience with emergent bilingual students, Minimum 3 years elementary bilingual classroom teacher experience, Minimum 1 year campus leadership experience
What You'll Do.
Provide instructional support and coaching
Build expertise in second language acquisition
Build capacity in educators
Facilitate Professional Learning Communities
Deliver campus professional learning
Support Language Proficiency Assessment Committee
Inform instructional decisions for emergent bilingual students
Provide instructional leadership
Implement Multilingual Programs Comprehensive Professional Development Plan
Develop expertise in content area teachers
Recognize instructional needs
Identify research-based best practices
Develop expertise in campus leaders
Provide ongoing instructional support
Facilitate data disaggregation for emergent bilingual students
Make instructional decisions
Collaborate with teachers during PLCs
Develop and implement lesson plans
Engage in effective second language acquisition coaching
Ensure district curriculum implementation is comprehensible and equitable
Utilize Second Language Acquisition Coaching Cycle
Set goals for instruction of emergent bilingual students
Provide feedback on instructional practices
Engage teachers in reflective practice
Model linguistically accommodating instruction
Facilitate comprehensible content access
Ensure instruction and assessment support bilingualism
Ensure instruction and assessment support biliteracy
Ensure instruction and assessment support sociocultural competence
Facilitate accommodation of assessments for emergent bilingual students
Align linguistic accommodations for assessments
Provide leadership for implementation of tools
Support student ownership of learning
Support second language acquisition
Manage instructional settings
Ensure environment is conducive to second language acquisition
Ensure classroom environment is attractive
Ensure classroom environment is safe
Ensure classroom environment is conducive to learning
Ensure materials are in good condition
Ensure materials are linguistically accessible
Foster instructional settings that promote culturally responsive teaching
Facilitate utilization of instructional materials
Facilitate utilization of digital tools
Advocate for emergent bilingual students
Ensure emergent bilingual students have equitable access
Support incorporation of linguistically accommodated instruction
Utilize written curriculum aligned to instructional focus
Collaborate with Teaching and Learning Division
Collaborate with Multilingual Programs
Collaborate with Student Support Services
Promote best practices in instruction
Collaborate on instructional planning within PLCs
Develop professional development for teachers and staff
Facilitate professional development for teachers and staff
Provide professional development for teachers and staff
Provide training aligned to dual language program goals
Attend district level instructional meetings
Attend professional learning events
Promote professional growth
Collaborate with other professionals
Carry out school wide instructional activities
Carry out school wide related activities for EB
Participate in professional development
Participate in staff department meetings
Perform classroom visitations
Monitor fidelity to district adopted bilingual programs
Monitor fidelity to district adopted ESL programs
Model how to assess emergent bilingual students' linguistic
Model how to monitor student progress in two
Use results to plan linguistically appropriate instruction
How You'll Work.
Team & Collaboration
Campus EL team; Collaborate with teachers; Collaborate with professionals; Collaborate with Multilingual Programs; Collaborate with SPED and GT
Communication Scope
Oral communication; Written communication
Full Job Description
Job Overview The Specialist Bilingual Elementary will provide instructional support and coaching to build expertise in second language acquisition, bilingualism and biliteracy within the bilingual and ESL content area classrooms. The incumbent will build capacity in educators to support second language acquisition by coaching, modeling, collaborative instruction, Professional Learning Community (PLC) facilitation, and delivery of campus professional learning. As a member of the campus EL team, the Specialist will support the Language Proficiency Assessment Committee (LPAC) to inform appropriate instructional decisions for emergent bilingual (EB) students. The incumbent will provide strong instructional leadership for classroom teachers to implement the Multilingual Programs Comprehensive Professional Development Plan for Bilingual and ESL Programs. Position Description Essential Duties and Responsibilities Instructional Leadership Develop expertise in content area teachers of emergent bilingual (EB) students to recognize instructional needs and identify research-based best practices for linguistically accommodated instruction and assessment through coaching, PLC facilitation, and delivery of professional learning Develop expertise in campus leaders to provide ongoing instructional support that considers the needs of EB students Facilitate the disaggregation of multiple sources of data pertaining to EB students to make instructional decisions Collaborate with teachers during PLCs to develop and implement lesson plans that are linguistically appropriate and accommodated commensurate to language proficiency level, and that meet the District’s and TEA’s curricular requirements (TEKS and ELPS) Engage in effective second language acquisition coaching methods to ensure that District curriculum implementation is comprehensible and equitable for EB students Utilize the Second Language Acquisition Coaching Cycle with teachers to set goals related to the instruction of EB stud
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