] Office of Human Resources - Montgomery County Public Schools

OFFICE OF HUMAN RESOURCES AND DEVELOPMENT → CLASSIFICATION → INSTRUCTIONAL SPECIALIST, STUDENTS ENGAGED IN PATHWAYS TO ACHIEVEMENT (SEPA) (GRANT-FUNDED. NON-ROTATING)

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Instructional Specialist, Students Engaged in Pathways to Achievement (SEPA) (Grant-funded. Non-rotating)

MONTGOMERY COUNTY PUBLIC SCHOOLS CLASS DESCRIPTION
OFFICIAL TITLE: Instructional Spec CODE: 0833 SQ/OQ: Not Applicable
WORKING TITLE: Instructional Specialist, Students Engaged in Pathways to Achievement (SEPA) (Grant-funded. Non-rotating) GRADE: BD MONTHS: 12
SUMMARY DESCRIPTION OF CLASSIFICATION: Under direction, develops curriculum resources and provides instructional support to teachers of high school ESOL students with interrupted formal education enrolled in the Students Engaged in Pathways to Achievement (SEPA) program. Coordinates job-embedded professional development and manages SEPA summer school. Coordinates and monitors the intake and referral processes for the SEPA program. Collaborates with appropriate school based and centrally based staff to monitor student progress and supports for SEPA families.
MINIMUM QUALIFICATION STANDARDS
KNOWLEDGE, SKILLS, AND ABILITIES: Thorough knowledge of effective ESOL programs, pre-K¿12. Knowledge of federal, state, and local legislation dealing with limited English proficient students. Ability to develop curriculum for ESOL students. Ability to select, revise, develop, administer, and interpret a variety of appropriate native language assessments to identify ESOL students with interrupted formal education. Ability to administer and analyze the results from the state-mandated English language proficiency assessment. Ability to work with international families to facilitate enrollment in specialized programs. Knowledge of training strategies to assist ESOL and non-ESOL staff in interpreting assessment results. Ability to work collaboratively with federal, state, and local agencies focused on initiatives for ESOL students with interrupted formal education. Excellent communication and interpersonal skills.
EDUCATION, TRAINING, AND EXPERIENCE: Masters degree from an accredited college or university in ESOL or related field. A minimum of three years of teaching experience in ESOL as well as experience in ESOL curriculum development and administering and scoring a variety of assessments in languages other than English. Demonstrated experience in summarizing and reporting assessment results. Demonstrated experience presenting assessment results to school teams and families. Bilingual in English and Spanish required. Bilingual abilities in other languages desired. Other combinations of applicable education, training, and experience, which provide the knowledge, abilities, and skills necessary to perform effectively in the position, may be considered.
CERTIFICATE AND LICENSE REQUIREMENTS: Must meet Maryland certification requirements in ESOL.
PHYSICAL DEMANDS: (Special requirements such as lifting heavy objects and frequent climbing.) As required by the responsibilities of the position.
SPECIAL REQUIREMENTS: (Frequent overtime or night work required, etc.) Occasional evening work required to meet deadlines or attend Board of Education, committees, or other meetings.
OVERTIME ELIGIBLE: No

EXAMPLES OF DUTIES AND RESPONSIBILITIES:

Implements and develops a comprehensive system to accurately identify and provide services to ESOL students with interrupted formal education.

Manages the referral process and conduct intake interviews with the families of students eligible to enter the SEPA program and make all necessary arrangements for enrollment in the program.

Develops ESOL curriculum resources and assessments for students participating in the SEPA program in English and in Spanish.

Collaborates with appropriate ESOL staff members to develop the assessments that will be used in the SEPA curriculum.

Conducts school visits to monitor and support the SEPA program.

Meets with teachers to analyze formal and informal data to inform lesson planning to address the needs of SEPA students.

Collaborates with appropriate central office and school-based staff members to organize resources for the program and monitor success for students enrolled in the SEPA program.

Represents the instructional and assessment needs of students participating in the SEPA program by participating in all meetings with MCPS staff members and community groups that center on monitoring the progress of SEPA students.

Plans and facilitates professional learning opportunities for staff members at the Thomas Edison High School of Technology to support the implementation of effective instruction of SEPA students.

Collaborate with the ESOL parent community coordinator and counselor assigned to the SEPA program to plan family training and counseling sessions to support the academic and social emotional needs of SEPA students.

Coordinates the SEPA summer school program for incoming and continuing SEPA students at Thomas Edison High School of Technology.

Perform related work as required.
Class Established: 5/2015
Date(s) Revised:
Last Reviewed:

This description may be changed at any time.