Elementary: Bilingual Specialist 2026-2027
Fort Bend Independent School District, Granite Heights, Wisconsin, United States
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 students, provide feedback on instructional practices, and engage teachers in reflective practice
Model linguistically accommodating instruction and assignments commensurate to English/Spanish language proficiency level that facilitates comprehensible access to content
Ensure that instruction and assessment (i.e., the learner experience) supports bilingualism, biliteracy and sociocultural competence
Facilitate the accommodation of assessments for EB students by aligning linguistic accommodations for assessments with classroom linguistic accommodations
Provide leadership for the implementation of tools that support student ownership of learning and second language acquisition
Manage instructional settings and other parts of a campus to ensure environment is conducive to the process of second language acquisition
Ensure classroom and/or instructional environment is attractive, safe and conducive to learning and that materials are in good condition and are linguistically accessible to students
Foster instructional settings that promote culturally responsive teaching
Facilitate the utilization of a variety of instructional materials and available digital tools to enhance learning
Advocate for and ensure that emergent bilingual students have equitable access to educational opportunities
Professional Learning
Utilize the Second Language Acquisition Coaching Cycle to support the incorporation of linguistically accommodated instruction utilizing the written curriculum that is aligned to the identified district/campus instructional focus
Collaborate with the Teaching and Learning Division, Multilingual Programs, and Student Support Services (SPED and GT) to promote best practices in instruction through modeling, collaborative instruction, and instructional planning within Professional Learning Communities (PLCs)
Collaborate with Multilingual Programs to develop, facilitate, and/or provide teachers and staff with professional development and training aligned to dual language program goals, including campus based and district wide professional learning opportunities
Attend district level instructional meetings and professional learning events to promote professional growth
Collaborate with other professionals to carry out school wide instructional or related activities for EB students
Participate in professional development and staff department meetings as required or appropriate to assignment
Program Support
Perform classroom visitations to monitor fidelity to the district adopted bilingual and ESL programs
Model how to assess emergent bilingual students' linguistic abilities as related to desired educational goals
Model how to monitor student progress in two languages through TELPAS and other formative/ summative assessments and use results to plan linguistically appropriate instruction
Model instruction in the bilingual and ESL classroom to support the implementation of the district's language instruction educational programs
Meet with grade level/subject instructional staff to review assessment data in specific subject areas and improve instruction by addressing the linguistic, cognitive, and affective needs of EB students
Participate as a member of the campus Language Proficiency Assessment Committee (LPAC) as required
Apply knowledge of state and district policies and procedures surrounding the Language Proficiency Assessment Committee (LPAC)
Maintain appropriate student’s documentation according to state and district guidelines in collaboration with the campus LPAC administrator and campus EL team
Administer appropriate assessments to measure language proficiency according to state and district guidelines as needed
Establish and maintain oral and written communication on instructional expectations with parents, students, principals, and teachers to keep them informed of student progress
Support EL compliance as a member of the campus EL team to drive effective classroom instruction, as well as to monitor progress through linguistic accommodations
Facilitate collaborative instructional opportunities with ELA and other content area teachers as a method for meeting the needs of EB students
Supervisory Responsibilities
None
Qualifications To perform this job successfully, an individual must be able to perform each of the above essential duties satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or abilities, required unless otherwise stated as preferred. Reasonable accommodations may be made to enable individuals with disabilities to perform the essentials functions.
Bachelor's Degree
Master's Degree preferred
Valid Teaching Certification Issued by Texas Educaiton Agency appropriate to subject and grade level of assignment for elementary grade levels
Valid Bilingual Certification
Minimum of 5 years of teaching experience working with emergent bilingual (EB) students at the elementary level
Minimum of 3 years of experience as an elementary bilingual classroom teacher
Minimum of 1 year of campus leadership experience (ex. team leader, etc.)
Strong communication and interpersonal skills, both orally and in writing in English and Spanish
Demonstrated knowledge of bilingual education and effective instructional practice to support emergent bilingual students
Demonstrated knowledge of best practices related to the implementation of district initiatives
Demonstrated knowledge in curriculum, instruction, and assessment development
Demonstrated knowledge in Bilingual, ESL, and/or Dual language programs
Proficiency in Microsoft Office including Excel, Word, PowerPoint and Outlook
Physical Requirements/Working Conditions The work environment characteristics and physical demands described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Work is performed in classrooms, offices, work stations and meeting rooms. The position requires occasional walking, standing, sitting, bending, stooping, kneeling, crouching, crawling, and lifting/carrying work related items weighing less than 40 pounds, such as books, papers and presentation materials. The employee is regularly required to use hands to finger, handle, or feel objects, tools, or controls; reach with hands and arms; and talk or hear. Specific vision abilities required by this job include close vision, color vision, and the ability to adjust focus. Attendance at conferences and professional development is required. Work involved everyday risks and discomforts which require normal safety precautions when operating equipment or performing job duties. May work prolonged or irregular hours and must be able to maintain emotional control under stress.
Primary Location: TEXAS Job: Instructional Support Organization: CAMPUS Position Calendar: 190AU1 School Year: 2026-2027 Salary Grade: P7 Salary Structure To review FBISD's salary structure click here.
Unposting Date: Oct 1, 2026, 4:59:00 AM #J-18808-Ljbffr
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 students, provide feedback on instructional practices, and engage teachers in reflective practice
Model linguistically accommodating instruction and assignments commensurate to English/Spanish language proficiency level that facilitates comprehensible access to content
Ensure that instruction and assessment (i.e., the learner experience) supports bilingualism, biliteracy and sociocultural competence
Facilitate the accommodation of assessments for EB students by aligning linguistic accommodations for assessments with classroom linguistic accommodations
Provide leadership for the implementation of tools that support student ownership of learning and second language acquisition
Manage instructional settings and other parts of a campus to ensure environment is conducive to the process of second language acquisition
Ensure classroom and/or instructional environment is attractive, safe and conducive to learning and that materials are in good condition and are linguistically accessible to students
Foster instructional settings that promote culturally responsive teaching
Facilitate the utilization of a variety of instructional materials and available digital tools to enhance learning
Advocate for and ensure that emergent bilingual students have equitable access to educational opportunities
Professional Learning
Utilize the Second Language Acquisition Coaching Cycle to support the incorporation of linguistically accommodated instruction utilizing the written curriculum that is aligned to the identified district/campus instructional focus
Collaborate with the Teaching and Learning Division, Multilingual Programs, and Student Support Services (SPED and GT) to promote best practices in instruction through modeling, collaborative instruction, and instructional planning within Professional Learning Communities (PLCs)
Collaborate with Multilingual Programs to develop, facilitate, and/or provide teachers and staff with professional development and training aligned to dual language program goals, including campus based and district wide professional learning opportunities
Attend district level instructional meetings and professional learning events to promote professional growth
Collaborate with other professionals to carry out school wide instructional or related activities for EB students
Participate in professional development and staff department meetings as required or appropriate to assignment
Program Support
Perform classroom visitations to monitor fidelity to the district adopted bilingual and ESL programs
Model how to assess emergent bilingual students' linguistic abilities as related to desired educational goals
Model how to monitor student progress in two languages through TELPAS and other formative/ summative assessments and use results to plan linguistically appropriate instruction
Model instruction in the bilingual and ESL classroom to support the implementation of the district's language instruction educational programs
Meet with grade level/subject instructional staff to review assessment data in specific subject areas and improve instruction by addressing the linguistic, cognitive, and affective needs of EB students
Participate as a member of the campus Language Proficiency Assessment Committee (LPAC) as required
Apply knowledge of state and district policies and procedures surrounding the Language Proficiency Assessment Committee (LPAC)
Maintain appropriate student’s documentation according to state and district guidelines in collaboration with the campus LPAC administrator and campus EL team
Administer appropriate assessments to measure language proficiency according to state and district guidelines as needed
Establish and maintain oral and written communication on instructional expectations with parents, students, principals, and teachers to keep them informed of student progress
Support EL compliance as a member of the campus EL team to drive effective classroom instruction, as well as to monitor progress through linguistic accommodations
Facilitate collaborative instructional opportunities with ELA and other content area teachers as a method for meeting the needs of EB students
Supervisory Responsibilities
None
Qualifications To perform this job successfully, an individual must be able to perform each of the above essential duties satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or abilities, required unless otherwise stated as preferred. Reasonable accommodations may be made to enable individuals with disabilities to perform the essentials functions.
Bachelor's Degree
Master's Degree preferred
Valid Teaching Certification Issued by Texas Educaiton Agency appropriate to subject and grade level of assignment for elementary grade levels
Valid Bilingual Certification
Minimum of 5 years of teaching experience working with emergent bilingual (EB) students at the elementary level
Minimum of 3 years of experience as an elementary bilingual classroom teacher
Minimum of 1 year of campus leadership experience (ex. team leader, etc.)
Strong communication and interpersonal skills, both orally and in writing in English and Spanish
Demonstrated knowledge of bilingual education and effective instructional practice to support emergent bilingual students
Demonstrated knowledge of best practices related to the implementation of district initiatives
Demonstrated knowledge in curriculum, instruction, and assessment development
Demonstrated knowledge in Bilingual, ESL, and/or Dual language programs
Proficiency in Microsoft Office including Excel, Word, PowerPoint and Outlook
Physical Requirements/Working Conditions The work environment characteristics and physical demands described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Work is performed in classrooms, offices, work stations and meeting rooms. The position requires occasional walking, standing, sitting, bending, stooping, kneeling, crouching, crawling, and lifting/carrying work related items weighing less than 40 pounds, such as books, papers and presentation materials. The employee is regularly required to use hands to finger, handle, or feel objects, tools, or controls; reach with hands and arms; and talk or hear. Specific vision abilities required by this job include close vision, color vision, and the ability to adjust focus. Attendance at conferences and professional development is required. Work involved everyday risks and discomforts which require normal safety precautions when operating equipment or performing job duties. May work prolonged or irregular hours and must be able to maintain emotional control under stress.
Primary Location: TEXAS Job: Instructional Support Organization: CAMPUS Position Calendar: 190AU1 School Year: 2026-2027 Salary Grade: P7 Salary Structure To review FBISD's salary structure click here.
Unposting Date: Oct 1, 2026, 4:59:00 AM #J-18808-Ljbffr