Bilingual Education Coordinator

Job Function

Under the guidance and supervision of the Director of Multilingual Programs, the Bilingual Education Coordinator supports the instructional development and effectiveness of teachers and Multilingual Interventionists in the primary grades across the network. The Coordinator leads two core areas of work: (1) strengthening primary-grade achievement through coaching on content-based language instruction (CBLI) strategies to support Emergent Bilingual (EB) students, including side-by-side instructional coaching in a small number of priority courses across the network''s primary campuses; and (2) supporting the planning, design, and pilot of the network''s Dual Language Immersion (DLI) program, with a 2026-27 planning and build year and full implementation in 2027-28. In the DLI area, the Coordinator organizes and develops curriculum resources, scope and sequence, assessments, and training, and organizes the curricular materials necessary for launch with the support of the Director of Multilingual Programs; the Coordinator also provides side-by-side coaching of DLI pilot teachers as pilot classrooms come online. The Coordinator coaches educators to deliver high-quality, standards-aligned language development and biliteracy instruction, strengthens Tier I instruction and small group intervention in the primary grades, and ensures consistent program model fidelity. Campus support is prioritized based on data and identified areas of need. This role collaborates with campus leadership to ensure that primary-grade multilingual learners receive equitable instruction that accelerates both language proficiency and academic achievement.

Duties

ESSENTIAL DUTIES AND RESPONSIBILITIES include, but are not limited to the following. Other duties may be assigned by the Director of Multilingual Programs:

Instructional Coaching - Primary Grade CBLI and Emergent Bilingual Support

• Provide side-by-side instructional coaching to teachers and Multilingual Interventionists in a small number of designated priority courses across the network''s primary grades, modeling and co-delivering instruction in the moment.
• Coach classroom teachers and Multilingual Interventionists to design and implement data-driven small group instruction aligned to language development needs, including student selection, grouping, and use of aligned curriculum resources.
• Develop the instructional capacity of primary-grade teachers and Multilingual Interventionists to effectively support Emergent Bilingual students through Tier I instruction, small group instruction, and in-class support.
• Model and support the implementation of Content-Based Language Instruction (CBLI), including structured academic discourse, academic vocabulary, and intentional linguistic supports.
• Support teachers and Multilingual Interventionists in planning and delivering in-class support, including determining push-in versus pull-out structures and aligning support to grade-level instruction.
• Provide coaching and feedback to teachers, in alignment with campus leadership, to strengthen Tier I instruction for Emergent Bilingual students in the primary grades.

Dual Language Immersion - Planning, Design, and Pilot

• Lead the planning alongside the Director of Multilingual Programs and build-out of the network''s DLI program during the 2026-27 planning year, in preparation for full implementation in 2027-28.
• Organize and develop DLI curriculum resources, scope and sequence, and assessments, and organize the curricular materials necessary for program launch.
• Design and deliver training and development for DLI pilot teachers, including instruction in biliteracy development, language allocation, and target-language instructional strategies.
• Provide side-by-side coaching of DLI pilot teachers as pilot classrooms come online, co-planning and co-delivering instruction to establish model fidelity from the start.
• Partner with campus leadership to promote model fidelity, including appropriate language separation, cross-linguistic connections, and integration of language and content objectives.
• Coach teachers in differentiating instruction to meet the varied needs of DLI learners, including native English speakers, native partner-language speakers, and emerging bilinguals at different proficiency levels.
• Collaborate with the Director to build the vertical articulation of the DLI program across primary grade levels and support planning aligned to the network''s biliteracy pathway.

Data-Driven Instruction and Campus Prioritization

• Analyze multiple data sources (TELPAS, STAAR, benchmarks, screeners, and classroom assessments) to identify priority campuses, classrooms, and student groups for support in the primary grades.
• Support campus-based teachers and Multilingual Interventionists with data analysis and intervention plans to meet network and campus student achievement goals.
• Use a campus prioritization framework (e.g., Tier 1, Tier 2, Tier 3) to ensure time and resources are aligned to areas of greatest need across both primary CBLI and DLI program areas.
• Contribute to systems for tracking student progress and instructional impact related to language development and academic achievement.
• Align weekly schedules and coaching plans to data-driven priorities, ensuring focused and strategic support across assigned primary campuses.

Professional Development and Collaboration

• Design and facilitate job-embedded professional learning related to CBLI, structured academic discourse, linguistic accommodations, biliteracy instruction, and best practices for supporting Emergent Bilingual students in the primary grades.
• Develop, in collaboration with campus leadership, a professional learning scope and sequence for primary-grade teachers, Multilingual Interventionists, and DLI pilot teachers to build instructional capacity over time.
• Collaborate with Assistant Principals and instructional leaders to align coaching efforts and ensure consistent expectations for Tier I instruction across primary multilingual program types.
• Participate in campus leadership meetings, data meetings, and professional learning communities as appropriate to support instructional priorities.

Other

• Work as part of the broader multilingual team to ensure instructional components of primary multilingual programs are implemented effectively across assigned campuses.
• Participate in regional meetings, trainings, and professional learning opportunities.
• Understand and comply with all network policies, procedures, and expectations.
• Perform all other duties as assigned by the Director of Multilingual Programs.

Skills/Qualifications

To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

• Ability to read and interpret documents such as safety rules, operating and maintenance instructions, and procedure manuals.
• Ability to write routine reports and correspondence.
• Ability to speak effectively before groups of constituents or employees of organization.
• Ability and/or willingness to learn to use and understand Microsoft Office for spreadsheets, letters and other written communications in order to effectively communicate information with employees, administration and the Board.
• Ability to apply common sense understanding to carry out instructions furnished in written, oral, or diagram form.
• Ability to deal with problems involving several concrete variables in standardized situations.

While performing the duties of this job, the employee is regularly required to sit; use hands to grasp, handle, or feel; and talk or hear. The employee is regularly required to stand, walk, and reach with hands and arms. The employee must occasionally lift and/or move up to 25 pounds.

Requirements

• Bachelor''s degree from an accredited institution; master''s degree in bilingual education, dual language, curriculum and instruction, or a related field preferred.
• Valid Texas Teacher Certification with Bilingual certification required.
• Experience teaching in and/or building a dual language or bilingual program, including biliteracy instruction and target-language development.
• Demonstrated knowledge of dual language program models, language allocation, and biliteracy pathways (e.g., WIDA, state dual language guidance).
• Experience developing curriculum resources, scope and sequence, and assessments for a bilingual or dual language program preferred.
• Experience teaching Emergent Bilingual students in the primary grades and implementing ELD strategies.
• Experience with instructional coaching using a teacher performance rubric.