Assistant Director of English Learners

Reports to: Managing Director of English Learners

Salary: Competitive Salary and Benefits

Location: Chicago, IL

WE ARE ACERO

The primary responsibility of the Assistant Director of English Learners is to provide collaborative leadership for programs that provide assistance for Acero Schools students identified as English Learners. The Assistant Director of English Learners will have the responsibility for leading the effort to provide support to students who are English Learners across the 15 schools within the network.

JOIN OUR TEAM

• A team of driven individuals who contribute to, respect and serve in our communities.
• A team of professional collaborators leading students and supporting their educational paths.
• A team who embodies the values of achievement, community, equity, resilience and optimism.

RESPONSIBILITIES

• Ensure compliance with State and Federal mandates for English Learners
• Provide collaborative leadership to develop programs that provide assistance for Acero Schools students identified as English Learners.
• Monitor and maintain student achievement data associated with English Learners, provide regular updates to Network teams and school directors.
• Coordinate network-wide communication, planning, and implementation of English Learner supports and programming.
• Train and monitor school staff on policies, procedures, and best practices around English Learner support, documentation, and record-keeping. This includes providing professional development to school teams on best practices regarding EL supports.
• Provide reports and expertise to other central office staff and organization leadership around the English Learner program.
• Provide assistance to teachers in individual student cases as appropriate and as requested by school leadership.
• Remain current in all research-based EL topics and disseminate best practices to all central and school staff.
• Provide assistance to Acero Schools special education teams regarding support and services for students that have IEPs and are also English learners. This includes being available to attend IEP meetings as needed.
• Believes in our ability to create the future we envision.
• Other duties, responsibilities, and special projects as assigned.

QUALIFICATIONS

• Education: Bachelor’s Degree (required), Master’s Degree in Education (preferred).
• Teaching experience: minimum 3 years; bilingual setting (preferred).
• 1 to 2 years’ administrative/leadership experience at the district, regional, state or national level (preferred).
• Demonstrated leadership and commitment to the success of students identified as English Learners.
• Demonstrated knowledge of the needs of English Learners.
• Demonstrated ability to provide innovative, visionary, and responsible leadership at the school district, educational service district, and state level.
• Demonstrated knowledge of effective curriculum and instructional practices which promote achievement of English language learners.
• Experience in implementing educational reform efforts at the school district and/or state level.
• Demonstrated ability to lead in a collaborative manner with diverse entities.
• Demonstrated skills in program development and evaluation.
• Knowledge of Title III Bilingual Education legislation.
• Knowledge of a variety of bilingual education models.
• Experience with the use of technology in education and administration.
• Advanced skill in addressing issues relating to cultural diversity and equity issues.
• Fluency in Spanish.
• Demonstrated leadership skills in planning, organizing, delegating, listening, and evaluating.
• Valid Illinois Professional Educator License, or equivalent (required).
• Bilingual and/or ESL Endorsement (required).
• Must be authorized to work in the United States (required).

PHYSICAL DEMANDS AND WORKING CONDITIONS

The nature of the work requires an ability to operate standard business office equipment, and the ability to communicate and exchange information, collect, compile and prepare work documents, set-up and maintain work files. Physical demands include the ability to stand, bend, reach high and low, stoop, and walk around the classroom 60% of the day. In addition, candidates must be able to lift and/or push and pull 15 to 20 lbs. for short periods of time, and walk up and down stairs several times a day.

Majority of work is performed in a general office environment. Position requires availability for extended hours plus non-traditional hours required to perform job duties. Also requires participation and attendance at organization-sponsored events and meetings.

NOTE: The foregoing list of essential duties and responsibilities is intended to be representative of the tasks performed within this classification. It is not necessarily descriptive of any one position in the class.The omission of an essential function does not preclude management from assigning duties not listed herein if such functions are a logical assignment to the position.

Acero Schools is committed to a policy of equal treatment for all individuals. Acero Schools does not discriminate on the basis of race, color, gender, handicap, age, religion, sexual orientation, or national or ethnic origin.

www.aceroschools.org