POSITION:                          EL Resource Specialist

Position Guide:                    Building Principal

                                            Assistant Principal

                                            Program Coordinator-EL

                                            Assistant Superintendent of Curriculum and Instruction

JOB SUMMARY:                              

The primary function of the English Learner Resource Specialist is to implement a comprehensive ESL language development program to support ELs in the General Education program in the content areas of Science and Social Studies utilizing the WIDA Standards.

The information contained in this job description is in compliance with the Americans with Disabilities Act and is not an exhaustive list of the duties performed for this position.  Additional duties performed by the individual holding this position may be assigned.

Accountability:      The EL Resource Specialist is accountable to the EL Programs                                              Coordinator and building principal.

Reports to:              Assistant Superintendent for Curriculum and Instruction

                                Director of Teaching and Learning

                                EL Coordinator

Relates to:              Central Administration Staff

                               Instructional Supervisors

                               Instructional Leaders

                               Program Coordinators

                               Teacher

                               Paraprofessionals

                               Parents

Special Note:                                    

The EL Resource Specialist provides the Transitional Program of Instruction as stated in (105 ILCS 5/) School Code Article 14C:  TRANSITIONAL BILINGUAL EDUCATION.

A school district may establish a program in transitional bilingual education with respect to any classification with less than 20 children therein, but should a school district decide not to establish such a program, the school district shall provide a locally determined transitional program of instruction which, based upon an individual student language assessment, provides content area instruction in a language other than English to the extent necessary to ensure that each student can benefit from educational instruction and achieve an early and effective transition into the regular school curriculum.

Transitional Program of Instruction (TPI) in District 86

If an attendance center with has fewer than 19 ELs from any single non-English language, the district has elected to offer a TPI program as listed above, instead of a TBE program.  TPI services include, but are not limited to, instruction in ESL, language arts in the student’s home language, and history of the student’s native land and the United States.  The TPI program includes instruction or other assistance in a student’s home language to the extent necessary as determined by the student’s level of English language proficiency.

EDUCATION, EXPERIENCE, AND/OR CERTIFICATION:

1. State of Illinois Professional Educator License with
2. Self-Contained General Education and/or required Endorsement for Grade Level
3. English as a Second Language Endorsement grades K-8 /or Educator License with Stipulations (Bilingual) for grades K-4.
4. Demonstrated capabilities in leadership, academic competence, public and community relations.
5. An understanding of cultural and linguistic diversity.
6. Master’s Degree in Education Preferred
7. WIDA Certification to administer ACCESS 2.0, W-APT, MODEL and familiarity with the Pre-IPT for early childhood
8. Experience in organization and presentation of educational workshops

Responsibilities as an Instructional Teacher

1. Assess the English language proficiency of incoming students utilizing the W-APT screener and place students in the appropriate educational setting.
2. Provide ELs with comprehensible academic content and oral language while assessing student language needs in order to work with EL students individually and/or, in small groups, and/or in whole class instruction 
3. Continually assess the language development of students in order to support EL students’ literacy development by using reading and writing strategies appropriate to the students’ level of proficiency.
4. Assist EL students in the demonstration of proficiency in analytical thinking and study skills.
5. Facilitate cooperative work and cross-cultural understanding between EL students and native English speakers.
6. Facilitate cooperative work and cross-cultural understanding for general education teachers.
7. Collaborate with the school community regarding the EL students’ progress and challenges in learning academic content and language.
8. Research best practices in instructional strategies for ELs in order to collaborate with the classroom teacher in providing effective interventions for mainstreamed students
9. Asses the native language proficiency (if feasible) of incoming students utilizing the district’s approved assessment instrument, Pre-IPT Spanish or the Tejas Lee.
10. Participate in professional development activities to continuously improve job performance.
11. Assumes other related duties and responsibilities that the EL Program Coordinator may assign.

Professional Responsibilities beyond the Classroom

1. Demonstrate support for the Vision, Mission, Beliefs and Goals of Joliet Public Schools - District 86.
2. Upholds and demonstrates compliance with established laws, regulations, district policies and procedures.
3. Maintains strictest confidentiality required by laws, regulations, policies and directives established or provided by the Board of School Inspectors and/or the Superintendent.
4. Serves as a contributing member of District and/or building level committees.
5. Accepts and utilizes constructive suggestions from supervisors.
6. Takes necessary and reasonable precautions to protect students, equipment, materials, and facilities.
7. Remains current in the field through the completion of related coursework, participation in in-service activities, and/or attendance at conferences and workshops.

Relationships to Colleagues

1. Fosters and maintains positive and effective working relationships with teachers, administrators, support staff, students, parents, and the community.
2. Assists in the maintenance and discipline throughout the building.
3. Communicates with appropriate professional personnel about students.
4. Relates positively to coworkers.
5. Shares ideas and techniques with peers.
6. Assumes an equitable share of responsibilities in relation to the school.
7. Actively participates at building faculty and District level meetings.
8. Serves as a positive role model for students in terms of attitudes and behaviors.

Relationship to Students and Community

1. Maintains complete and accurate records of student’s academic progress/attendance.
2. Engages in two-way communication with parents and guardians regarding student progress.
3. Communicates with students on a formal and informal basis to promote a desirable school and classroom environment.
4. Models promptness and good attendance for students.
5. Willingly works with parents as partners in the education of students.
6. Maintains high but realistic academic and behavioral expectations for students.
7. Focuses on student progress as an indicator of effective teaching.
8. Strives consistently to enhance student’s self-esteem through the application of growth and development and learning theories.

COMMUNICATION SKILLS:

1. Strong communication, public relation, and interpersonal skills.
2. Ability to communicate clearly and concisely in both oral and written form using a variety of communication techniques and tools to ensure the appropriate flow of information, collaborative efforts, and feedback.
3. Ability to compose correspondence, reports, and/or other required written materials.
4. Ability to read, analyze, and interpret information.
5. Ability to effectively present information and respond to questions, inquiries, and/or complaints.
6. Displays courtesy, tact, and respect when dealing with others.

MATHEMATICAL SKILLS:

1. Ability to perform basic math using whole numbers, common fractions, and decimals consistent with the duties of this position.

REASONING ABILITY:

1. Ability to interpret a variety of instructions and information furnished in written, oral, diagram, or schedule form.
2. Ability to identify and define problem(s), collect and analyze data, establish facts, and draw valid conclusions.

OTHER SKILLS AND ABILITIES:

1. Maintains appropriate confidentiality.
2. Promotes a harassment-free environment.
3. Establishes and maintains effective working relationships; demonstrates a commitment to teamwork.
4. Ability to learn and utilize office equipment, computers, and software especially as systems are updated.
5. Ability to react well under pressure, handle and balance multiple demands at one time, work with frequent interruptions, and perform duties and tasks at expected levels of professionalism.
6. Extensive knowledge of and ability to perform duties in compliance with all district, Board, state and federal laws, methods, requirements, policies, procedures, and activities pertinent to the duties of this position.
7. Ability to work independently with minimum supervision.
8. Ability to prepare and maintain accurate files and records.
9. Ability to meet strict deadlines.
10. Maintains reliable transportation to travel between school buildings.

PHYSICAL DEMANDS:                                     The physical demands described here are representative of those that must be met by an employee to successfully perform functions of this job.  Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

While performing the duties of this job, the employee is regularly required to stand, walk, sit, talk, and listen.  The employee is frequently required to reach with hands and arms, stoop, kneel, crouch, or crawl.  The employee must occasionally lift and/or move up to 20 pounds.  Specific vision abilities required by this job include close vision, distance vision, and the ability to adjust focus.

WORK ENVIRONMENT:                                 The work environment characteristics described here are representative of those an employee encounters when performing the essential functions of this job.  Reasonable accommodations may be made to enable individuals with disabilities to perform the essential duties.

Employees experience constant interruptions and inflexible deadlines.  The noise level in this environment is quiet to moderate.  Duties are performed primarily indoors and occasionally outdoors.  In-district and out-of-town travel required as necessary for training and/or to carry out duties and responsibilities.

ACKNOWLEDGMENT:                                    I have received a copy of this job description. It has been discussed with me and I have freely chosen to comply with the performance and behavior/conduct expectations contained herein.