] Office of Human Resources - Montgomery County Public Schools

OFFICE OF HUMAN RESOURCES AND DEVELOPMENT → CLASSIFICATION → BILITERACY INSTRUCTIONAL SPECIALIST (GRANT FUNDED)

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Biliteracy Instructional Specialist (Grant Funded)

MONTGOMERY COUNTY PUBLIC SCHOOLS CLASS DESCRIPTION
OFFICIAL TITLE: Instructional Spec CODE: 0833 SQ/OQ: Not Applicable
WORKING TITLE: Biliteracy Instructional Specialist (Grant Funded) GRADE: BD MONTHS: 12
SUMMARY DESCRIPTION OF CLASSIFICATION: Under the direction of the Department on English Learners and Multilingual Education (DELME) Supervisor, the Biliteracy Specialist provides support with developing and implementing a cohesive multilingual literacy approach to the Two-Way Immersion Dual Language Programs through collaboration with team members, school staff, and stakeholders. The Biliteracy Specialist works to support curriculum development and professional development to meet the Two-Way Immersion initiatives and goals, focusing on the development of Montgomery County Public Schools' (MCPS) biliteracy trajectory.
MINIMUM QUALIFICATION STANDARDS
KNOWLEDGE, SKILLS, AND ABILITIES: Thorough knowledge of current biliteracy research and trends in dual language instruction, including strategies for supporting traditionally underserved students, research-based instructional strategies, second language acquisition, Spanish literacy, Spanish language arts standards, curriculum and assessment and the ability to implement these practices on a districtwide scale to ensure expanded opportunities for all students. Thoroughly skilled in multiple areas such as dual immersion, reading, writing, mathematics, science, social studies, ELD, special education, equity, early childhood education, and/or accelerated and enriched instruction. Considerable knowledge of the MCPS Strategic Plan, state and national standards, with a particular emphasis on the Maryland College and Career Readiness Standards and MCPS Two Way Immersion (TWI) elementary Biliteracy Unit Frameworks (BUF). Thorough knowledge of effective instructional practices for all types of learners, especially students with disabilities, emergent multilingual learners (EMLs), and highly able learners. Considerable knowledge of Universal Design for Learning, effective differentiation, equitable practices, accelerated and enriched instruction, as well as culturally relevant curriculum development and implementation. A demonstrated understanding and skilled in highly effective professional development practices. Considerable knowledge of the school improvement process including conducting a root cause analysis, as well as collecting and analyzing a variety of data to monitor progress. Ability to efficiently create formal and informal assessments and analyze data to determine instructional needs in areas of content expertise. Effective collaboration with colleagues; knowledge, application, and modeling of professional development practices reflective of latest research; equitable practices, and culturally relevant instructional practices. Excellent organizational, Spanish and English oral and written communication, and human relations skills. Ability to work effectively with classroom teachers, principals, and central services colleagues. Ability to successfully collaborate with staff, parents/guardians, and students to reach instructional goals. Capable of managing multiple tasks, and work well with diverse groups of people. The specialist must be bilingual and biliterate in English and Spanish.
EDUCATION, TRAINING, AND EXPERIENCE: Bachelor's degree or equivalency, with courses in dual language, Spanish literacy, curriculum development, specialization in content areas represented in the elementary curriculum or programs, such as assessment, evaluation, administration and supervision, professional learning, English language development (ELD), special education, or accelerated and enriched instruction. Must have at least five years of experience as a successful elementary school teacher. Successful experience in a dual language program is desirable. Successful experience as a Spanish literacy teacher is desirable. School-based instructional leadership is desirable. Successful experience developing curriculum, supporting its implementation and/or developing, coordinating, and conducting professional development, community partnerships, and parent outreach activities.
CERTIFICATE AND LICENSE REQUIREMENTS: Meets Maryland State certification requirements as an elementary, ELD or special education teacher, reading specialist, or any of the other certification areas related to elementary curriculum or instruction.
PHYSICAL DEMANDS: (Special requirements such as lifting heavy objects and frequent climbing.) Must be able to move materials/equipment to and from different training sites.
SPECIAL REQUIREMENTS: (Frequent overtime or night work required, etc.) Occasional evening and weekend work required to meet deadlines, collect stakeholder feedback, lead professional learning sessions, and to attend parent/community meetings.
OVERTIME ELIGIBLE: No

EXAMPLES OF DUTIES AND RESPONSIBILITIES:

NOTE: (The duties listed are typical examples of the work performed by this job classification. This is not an exhaustive statement of duties, responsibilities or requirements and does not limit the assignment of additional related duties for the position. Not all duties assigned are included, nor are all duties listed performed in every office or every day.)

Provides professional development opportunities and develops training materials on system initiatives, new curricula/resources, and central office projects.

Collaborates with central office colleagues to gather MCPS student data to analyze trends in biliteracy performance.

Develops dual language literacy documents and instructional support materials. Provides resources and materials to support staff in order to accomplish program goals.

Provides professional development for teaching literacy in Spanish. Works alongside stakeholders to coach literacy teachers towards a multilingual biliteracy approach.

Works with campuses to plan and conduct parent meetings. Consults with parents, administrators, counselors, teachers, community agencies and other relevant individuals regarding dual language and biliteracy.

Collaborates with central office colleagues to support the development of customized training and skill-building opportunities for MCPS employees in schools and offices.

Supports the effective implementation of system initiatives including school and central office projects using web-based, online platforms and other technologies.

Designs and implements professional development and training that is accessible and engaging for all adult learners using knowledge of, and modeling, Universal Design for Learning, effective differentiation, equitable practices, culturally relevant curriculum, and The 3 Pillars of Dual Language.

Uses knowledge of Universal Design for Learning, effective differentiation, equitable practices, and culturally relevant curriculum to design and implement a curriculum that is accessible and engaging for all student learners.

Provides direct support to Two Way Immersion schools and offices related to system initiatives and central office projects.

Collaborates with the elementary curriculum team, school staff, and parents using both human and interface to develop and support effective implementation of the elementary curriculum and programs, and human and technological interface to support effective implementation of elementary curriculum and programs.

Contributes to the selection and purchase of supplemental equipment and supplies for the program.

Develops curriculum and assessment resources, and professional learning using a variety of models.

Works closely with school staff to support effective implementation of curriculum and effective and culturally proficient instructional practices as well as to collect feedback for improvements.

Reviews field appropriate literature and research studies and reports to support and disseminate evidence-based practices which develop content knowledge and skills, critical and creative thinking, and academic success.

Evaluates findings and suggests modifications to improve existing programs.

Collaborates with content supervisors on evaluation and selection of curriculum and instructional materials.

Analyzes, evaluates, and supports effective instruction.

Prepares draft communications, responses, and presentations using current technology products and platforms.

Makes face-to-face and web-based presentations to parents and staff.

Understands and applies the six performance standards established for the MCPS Teacher Professional Growth System (TPGS).

Performs related duties consistent with the scope and intent of the position.
Class Established: 7/2023
Date(s) Revised:
Last Reviewed:

This description may be changed at any time.