Coordinator of Multilingual Programs
Étoile Academy Charter School, Houston, TX, United States
Étoile Academy Charter School, an independent K-8th grade charter school in Houston, is seeking an ambitious, smart, and high capacity individual to join our team. Étoile Academy is founded on the belief that all students can learn and achieve at high levels when held to the highest expectations, regardless of their race, ethnicity, socioeconomic status, zip code, or home language. We will ensure that every student in grades K through 8 has the academic and character foundation necessary to succeed in high school, graduate from college, and pursue ambitious life goals.
Coordinator of Multilingual Programs
The Coordinator of Multilingual Programs supports the effective implementation of programs and services that promote the academic and linguistic development of emergent bilingual students at Étoile. This role focuses on implementing the district’s One‑Way Dual Language (OWDL) kindergarten launch, providing ongoing support for Bilingual and ESL programming across grades K–8, and ensuring compliance with state and federal requirements. The Coordinator works collaboratively with teachers, administrators, and families to ensure students receive appropriate linguistic and academic support to succeed academically and socially.
Key Responsibilities
Program Development and Implementation
Implement and support the district’s One‑Way Dual Language (OWDL) program in kindergarten, ensuring fidelity to state and district guidelines.
Coordinate the rollout of multilingual program services (ESL, Bilingual/OWDL) across grades K–8.
Support the use of district‑adopted curriculum materials and resources for emergent bilingual students.
Monitor program implementation through classroom visits, coaching, and collaboration with campus leaders.
Stay informed about current research and state guidance; share relevant updates to inform instructional practice.
Staff Support and Development
Provide training and ongoing support for teachers implementing OWDL, Early-Exit, and ESL programs
Lead staff professional development and offer coaching cycles, model lessons, and classroom support focused on language development strategies and Content‑Based Language Instruction.
Serve as a resource for teachers and administrators regarding instructional strategies, assessment practices, and classroom supports for emergent bilingual students.
LPAC and Student Assessment
Lead the Language Proficiency Assessment Committee (LPAC) at each campus, ensuring accurate documentation, timelines, and compliance.
Support campus and district testing coordinators with TELPAS and TELPAS Alternate implementation.
Train and assist teachers and campus-based leaders with implementation of testing accommodations, informed by best practices and state requirements.
Oversee the assessment of emergent bilingual students' language proficiency and academic progress.
Use data to inform instruction and program development, and to monitor student progress.
Family and Community Engagement
Engage families and communities in supporting the education of emergent bilingual students.
Provide resources and information to families about the school's programs and services.
Organize and conduct workshops, meetings, and events to inform and involve parents and guardians.
Compliance and Reporting
Ensure compliance with federal, state, and local regulations regarding the education of emergent bilingual students.
Assist with PEIMS verification related to EB coding, program placement, and progress.
Stay current with TEA updates and ensure school practices reflect new guidance. .
Collaboration and Advocacy
Collaborate with academic, special populations, and campus teams to support emergent bilingual students.
Advocate for equitable access to high‑quality instruction and services for emergent bilingual students.
Participate in district and community meetings related to emergent bilingual education.
Response to Intervention (RTI)
Support the implementation of the district’s RTI/MTSS framework, ensuring alignment with multilingual program needs.
Assist teachers and leaders in analyzing student data to identify students needing intervention.
Participate in RTI meetings and help maintain required documentation.
Provide training on evidence‑based intervention strategies and progress monitoring tools.
Coordinate assessment tools used to identify and monitor students needing additional support.
Modeling Effective Instruction
At Étoile, all leaders are expected to model effective instructional practices. Our instructional leaders regularly step in to teach model lessons, offer small group instruction, act as a substitute teacher, and model effective instruction while leading professional development.
Goals & Expectations
At least 50% of EB students grow one level on TELPAS Composite or maintain at Advanced High
At least 71% of EB students meet their STAAR growth targets
At least 65% of EB students meet or exceed their growth goals on MAP
95% of teachers name they received training and support for EB students
All students are identified and placed appropriately in compliance with state and federal guidelines: grade level, EB, language program
We look for team members that embody our REACH values. This includes the characteristics below.
Open to sharing and implementing feedback with reverence and professionalism for the work (Respect).
Authentic care for student results and effective teaching (Excellence).
Setting a higher bar for yourself and others each day (Ambition).
Honest contribution and collaboration to the community (Community).
Do what is needed to achieve results (Hard Work).
Believes in education asa professionand holds oneself to a high level of conduct and professionalism
Qualifications & Requirements
Bachelor’s degree or higher required; Master’s degree or higher preferred
A minimum of four years teaching experience in an urban public school or charter school setting preferred, but not required
Measurable evidence of driving student achievement gains as an instructional leaderWillingness to spend extra time with students that have not demonstrated mastery on standards
Valid Texas Teaching Licensure required
Dual certification in Bilingual Education required
LPAC and/or testing coordinator experience preferred
A commitment to working with underserved, urban youth
Excellent communication and interpersonal skills and the ability to establish and maintain effective and collaborative working relationships with a diverse staff
Open to feedback, desire to continue development as a professional and willingness to take responsibility for student outcomes and achievement
Alignment with school’s mission and core values
Benefits & Perks
Competitive salary based on experience and merit.
Comprehensive health, dental, and vision insurance. District life insurance.
Participation in the Teacher Retirement System of Texas (TRS).
Ongoing professional development and leadership opportunities.
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Coordinator of Multilingual Programs
The Coordinator of Multilingual Programs supports the effective implementation of programs and services that promote the academic and linguistic development of emergent bilingual students at Étoile. This role focuses on implementing the district’s One‑Way Dual Language (OWDL) kindergarten launch, providing ongoing support for Bilingual and ESL programming across grades K–8, and ensuring compliance with state and federal requirements. The Coordinator works collaboratively with teachers, administrators, and families to ensure students receive appropriate linguistic and academic support to succeed academically and socially.
Key Responsibilities
Program Development and Implementation
Implement and support the district’s One‑Way Dual Language (OWDL) program in kindergarten, ensuring fidelity to state and district guidelines.
Coordinate the rollout of multilingual program services (ESL, Bilingual/OWDL) across grades K–8.
Support the use of district‑adopted curriculum materials and resources for emergent bilingual students.
Monitor program implementation through classroom visits, coaching, and collaboration with campus leaders.
Stay informed about current research and state guidance; share relevant updates to inform instructional practice.
Staff Support and Development
Provide training and ongoing support for teachers implementing OWDL, Early-Exit, and ESL programs
Lead staff professional development and offer coaching cycles, model lessons, and classroom support focused on language development strategies and Content‑Based Language Instruction.
Serve as a resource for teachers and administrators regarding instructional strategies, assessment practices, and classroom supports for emergent bilingual students.
LPAC and Student Assessment
Lead the Language Proficiency Assessment Committee (LPAC) at each campus, ensuring accurate documentation, timelines, and compliance.
Support campus and district testing coordinators with TELPAS and TELPAS Alternate implementation.
Train and assist teachers and campus-based leaders with implementation of testing accommodations, informed by best practices and state requirements.
Oversee the assessment of emergent bilingual students' language proficiency and academic progress.
Use data to inform instruction and program development, and to monitor student progress.
Family and Community Engagement
Engage families and communities in supporting the education of emergent bilingual students.
Provide resources and information to families about the school's programs and services.
Organize and conduct workshops, meetings, and events to inform and involve parents and guardians.
Compliance and Reporting
Ensure compliance with federal, state, and local regulations regarding the education of emergent bilingual students.
Assist with PEIMS verification related to EB coding, program placement, and progress.
Stay current with TEA updates and ensure school practices reflect new guidance. .
Collaboration and Advocacy
Collaborate with academic, special populations, and campus teams to support emergent bilingual students.
Advocate for equitable access to high‑quality instruction and services for emergent bilingual students.
Participate in district and community meetings related to emergent bilingual education.
Response to Intervention (RTI)
Support the implementation of the district’s RTI/MTSS framework, ensuring alignment with multilingual program needs.
Assist teachers and leaders in analyzing student data to identify students needing intervention.
Participate in RTI meetings and help maintain required documentation.
Provide training on evidence‑based intervention strategies and progress monitoring tools.
Coordinate assessment tools used to identify and monitor students needing additional support.
Modeling Effective Instruction
At Étoile, all leaders are expected to model effective instructional practices. Our instructional leaders regularly step in to teach model lessons, offer small group instruction, act as a substitute teacher, and model effective instruction while leading professional development.
Goals & Expectations
At least 50% of EB students grow one level on TELPAS Composite or maintain at Advanced High
At least 71% of EB students meet their STAAR growth targets
At least 65% of EB students meet or exceed their growth goals on MAP
95% of teachers name they received training and support for EB students
All students are identified and placed appropriately in compliance with state and federal guidelines: grade level, EB, language program
We look for team members that embody our REACH values. This includes the characteristics below.
Open to sharing and implementing feedback with reverence and professionalism for the work (Respect).
Authentic care for student results and effective teaching (Excellence).
Setting a higher bar for yourself and others each day (Ambition).
Honest contribution and collaboration to the community (Community).
Do what is needed to achieve results (Hard Work).
Believes in education asa professionand holds oneself to a high level of conduct and professionalism
Qualifications & Requirements
Bachelor’s degree or higher required; Master’s degree or higher preferred
A minimum of four years teaching experience in an urban public school or charter school setting preferred, but not required
Measurable evidence of driving student achievement gains as an instructional leaderWillingness to spend extra time with students that have not demonstrated mastery on standards
Valid Texas Teaching Licensure required
Dual certification in Bilingual Education required
LPAC and/or testing coordinator experience preferred
A commitment to working with underserved, urban youth
Excellent communication and interpersonal skills and the ability to establish and maintain effective and collaborative working relationships with a diverse staff
Open to feedback, desire to continue development as a professional and willingness to take responsibility for student outcomes and achievement
Alignment with school’s mission and core values
Benefits & Perks
Competitive salary based on experience and merit.
Comprehensive health, dental, and vision insurance. District life insurance.
Participation in the Teacher Retirement System of Texas (TRS).
Ongoing professional development and leadership opportunities.
#J-18808-Ljbffr