All posts by John Compton

OSPI: Bilingual Education Special Projects Program Supervisor

The Washington State Office of Superintendent of Public Instruction (OSPI) is seeking a visionary and dynamic leader to join the OSPI team as the Bilingual Education Special Projects Program Supervisor. This critical and innovative full-time position is based in Olympia, Washington. Interested candidates are encouraged to visit the OSPI website (www.k12.wa.us) to gain insight into the agency’s mission and strategic plan.

For more information and to apply, click here.

Position Overview

The primary responsibility of the Bilingual Education Special Projects Program Supervisor is to work within the Bilingual Education Program to collaborate with internal and external partners to serve the state in improving the skills and knowledge of teachers, para-educators, and administrators in the areas of Bilingual education, second language acquisition and bilingual instructional program models. The responsibility of this position is to support implementation and technical assistance to districts and ESDs for the Transitional Bilingual Instructional Program (TBIP), Title III of the Elementary and Secondary Education Act (ESEA) and the state’s Dual Language expansion grant program (as passed by the 2015 Legislature under House Bill 1783).  Management of these federal and state grant programs ensure school districts receive high-quality program support and assistance through the allocation and approval of State, Federal Title III and state proviso funds. This position provides high quality technical assistance to 296 school districts and private schools on effective program models, professional development and overall support related to requirements, procedures and processes for English language development programs and Dual Language instructional models.

Role

The Bilingual Education Program supports high risk student populations and collaborates with internal OSPI units as well as with external partners to ensure that students receive the supports needed to acquire the knowledge and skills to pursue their career paths. The position supports the Bilingual team by providing expert guidance and technical assistance to school districts, ESDs and families on effective services to ELL students and families.

Key Responsibilities

  • Provide expert level guidance and technical assistance in the identification of, and services to, eligible ELL students.
  • Provide professional development and technical assistance to school districts and ESDs on the implementation of the State’s Bilingual instructional programs including Dual language programming, English language proficiency standards and strategies for English language development and acquisition.
  • At the discretion of the Director, participate in workgroups and committees that conduct research on effectiveness of English language learner and Dual language education programs.
  • Support the Bilingual Department with Data analysis and report writing.
  • Assist members of the Bilingual team with initiatives related to improving program efficiency and effectiveness. At the direction of the Director, responsible for special projects related to improving services for Bilingual students and programming to increase effectiveness of District and ESD program models.
  • Provide districts with support in analyzing data and evaluating their programs to make programmatic changes as necessary to support ELL students.
  • Under the direct supervision of the Director, conduct project management and planning to identify mentor and new districts to implement Dual Language programming as provided by HB 1783. The position will be responsible for full implementation of the dual language expansion grant program intended to create sustainable dual language programs in 2 new school sites.

Desirable Qualifications

  • Masters preferred.
  • Bilingual preferred.
  • Experience working with linguistically diverse parents and communities.
  • Knowledge of Title III and TBIP programs.
  • Expertise in cultural competence, academic language, funds of knowledge, Principles of Second Language Acquisition, the English Language Proficiency Standards and Dual Language instructional models.

Required Qualifications

  • Undergraduate major and/or graduate work in the area of Bilingual and/or English-as-a-Second Language.
  • Experience in working with or teaching in English language learner (ELL) programs.
  • Experience in providing professional development in the areas of English language learners, Second Language Acquisition and Dual Language Instruction.
  • Knowledge of state and federal legislation guiding the education of English language learners.
  • Knowledge of second language acquisition research, theory and application as it pertains to the education of English language learners; Knowledge of the English language proficiency standards.
  • Demonstrated experience with organizing and managing state or district level in-service training for diverse classroom teachers, para-educators, and administrators.
  • Excellent communication skills, both written and verbal, with the ability to make clear, persuasive presentations to diverse groups.
  • Strong commitment to quality collaboration, customer service, teamwork, and trust.
  • Strong communication skills, work ethic and attention to punctuality and being present in the work place.
  • At the discretion of the Director, ability to travel nationally and statewide on a regular basis.

For more information and to apply, click here.

OSPI: World Languages Program Supervisor 0.6 FTE

The Washington State Office of Superintendent of Public Instruction (OSPI) is seeking a visionary and dynamic leader to join the OSPI team as the World Languages Program Supervisor. This critical and innovative full-time position is based in Olympia, Washington. Interested candidates are encouraged to visit the OSPI website (www.k12.wa.us) to gain insight into the agency’s mission and strategic plan.

To visit the full posting and apply, click here.

Position Overview

This position resides in OSPI’s Teaching and Learning Department. The OSPI Teaching and Learning Departmentprovides leadership and support for educators to ensure engaged and effective teaching and learning for all students in Washington schools as aligned with Washington State’s Learning Goals and Basic Education Act.  The department includes staff in the content areas of K–12 English Language Arts, Mathematics, Science, the Arts, Health & Fitness, Social Studies, Sexual Health Education, and World Languages. The department also oversees major statewide initiatives related to the state’s K?12 Learning Standards, OSPI-Developed Assessments for Social Studies, the Arts, Health, Fitness, and Educational Technology, and Washington’s Early Learning and Development Guidelines for Birth to Grade 3; leadership of federal grants that support Math and Science Partnership grants and funds from the Centers for Disease Control that support physical education, physical activity, and sexual health/HIV education in schools. Foundational to the department’s work are student learning standards and guidelines, professional learning, teaching and learning instructional resources, partnerships, and equity and system-wide transformation

Role

The primary role of this position is to provide leadership, guidance, and resource development for the state’s K-12 education system focusing on the areas of world language instruction. The position connects and integrates statewide world languages efforts in collaboration with all subject areas within the Teaching and Learning department, and across OSPI departments. The Program Supervisor works with OSPI, ESDs, state language partners/providers, and school districts statewide to identify technical assistance needs and to provide targeted support and guidance focused on world language instruction and professional learning; and competency-based testing (including the Seal of Biliteracy) programs. This position supports the implementation competency-based credits and graduation recommendations for college and career pathways, which include earning two world language credits; inclusion of world language experience in Full Day Kindergarten programs funded by the state; implementation of Washington’s K-12 World Language Learning Standards and assessment options; implementation of world language endorsement competencies for teacher certification; and, in general, preparing K-12 students in Washington to become global citizens. In addition, the position may provide program management, oversight, and support for a variety of world languages grant programs received directly by OSPI. The position also partners with the Social Studies Program Supervisor, OSPI Certification Department and other key OSPI staff to support international education projects such as the Confucius Institute of Washington and other visiting teacher programs.

Key Responsibilities

  • Oversee the statewide development, revision, and implementation support system for the World Languages State Learning Standards by actively engaging in efforts to integrate, align professional learning and technical assistance supports across subjects and major statewide initiatives. Specific activities include:
  • Identification, development, and provide support for professional development for educators on state learning standards and best practices in instruction for world languages.
  • Providing technical assistance to schools and districts in designing preK – 12th grade language programs. Including specific support for early language learning in conjunction with state-funded Full-day Kindergarten programs and WaKIDS.
  • Identification, development, maintenance, and utilization professional learning resources that show how world language standards support state learning standards in other subject areas such as English Language Arts and Math.
  • Providing guidance to World Language and Immersion teachers on teacher evaluation resources available through OSPI (TPEP) and show connection to national efforts that support educator effectiveness (TELL – Teacher Effectiveness in Language Learning).
  • Building and maintaining relationships with the four language advisors that are stationed in Washington (Spain, France, Hyogo Business Center, and Germany).
  • Partnering with the OSPI Social Studies Program Supervisor to provide state-wide leadership for the teacher and student pathways of the Confucius Institute of Washington State.
  • Serve as a content advisor and leader with assessment system supports and K-12 system-wide education policy issues by:
  • Providing oversight oversee all agency efforts related to World Languages assessments and competency-based testing. Including coordination with WAFLT to support statewide access to world language testing, school districts, World Language testing companies (such as Language Testing International, Avant Assessment, and ALTA Language), and other key regional and/or statewide stakeholders in the process.
  • Coordinating and delivering technical assistance to districts interested in implementing the model policy and procedure for Competency-Based Credits for World Languages.
  • Oversight of all efforts related to implementation and required reporting associated with the Seal of Biliteracy.
  • Partnering with the PESB on teacher certification and Designated World Language Endorsement and Bilingual Ed Endorsement issues and resources, including efforts to develop an appropriate Endorsement for Dual Language Teachers.
  • Administer, manage, and/or support federal, state, and/or privately funded projects or grants by:
  • Administering a private grant from the Gates Foundation to support the Road Map World Languages Credit Program (November 2012 – Nov. 2014) with supplemental grant funding from November 2014 through Fall 2015
  • Partner with the OSPI Social Studies Program Supervisor and OSPI’s Migrant Bilingual Department in supporting international education partnerships and visiting teachers from other countries.
  • Establish and maintain partnerships as the OSPI agency representative with key world languages national and state education associations and agencies, as well specific departments within OSPI identified as key collaborators necessary to accomplish this position’s expectations and the overall goals of Teaching and Learning.
  • Support statewide educator/school/student awards specific to world languages education (as necessary and possible) by participation in and/or by providing certificates of recognition for other significant world language and global education accomplishments, such as the Russian Olympiada at the UW; Chinese Scholastic Competition, co-sponsored by Confucius Institute; or the Spanish Contest in partnership with the UW and Embassy of Spain.
  • Write and edit responses to constituents and policy makers pertaining to world language education, curriculum, instruction, and assessment in Washington. This also includes periodically responding to requests related to the state of world languages education and assessment, teacher preparation, and state world languages policies on behalf of the State Superintendent.
  • Directly supervise an administrative assistant, shared between two offices.

Qualifications:

  • Required Education, Experience, and Knowledge:
  • Bachelor’s Degree (minimum) in a field related to world languages and K-12 education.
  • School district or relevant leadership experience related to world languages instruction, assessment, and professional learning.
  • Experience teaching a world language in a formal PK-12th grade educational setting.
  • Knowledge of current research and best practices in PK-12th grade world languages education, standards, curriculum, program evaluation, and proficiency assessment.
  • Current knowledge and application of Washington State PreK–12 learning standards, guidelines, and system frameworks.
  • Experience working and collaborating with diverse multi-ethnic and socio-economic groups.
  • Experience building, participating in, and leading collaborative teams and partnerships with diverse groups of internal and external stakeholders, including school and district leaders, teachers, organizational partners, contractors, and evaluators.
  • Experience utilizing sound management and facilitation practices, developing and delivering professional development, providing technical assistance grounded in best practices.
  • Experience using Microsoft Office Suite including MS Word, Excel, PowerPoint, and Moodle or similar programs.

Desired Education, Experience, and Knowledge:

  • Master’s or advanced degree in related fields.
  • Five years of K-12 teaching experience in world languages and/or social studies/international education.
  • Knowledge of educational policy and law for state, federal and school district educational systems related to world languages instructional programs.
  • Experience with grant writing and grant management and project management.
  • Experience working with visiting or exchange teachers and/or students.
  • Knowledge of and experience responding to school and/or district needs related to education reform efforts and standards-based education.
  • Experience using a variety of methods to develop, facilitate, and deliver professional development, including the use of online platforms such as Moodle, Edmodo, Basecamp, etc.
  • Ability to communicate effectively in one or more language, in addition to English.

To visit the full posting and apply, click here.

McDonald International Elementary School – Spanish Immersion 3rd, 4th, or 5th Grade 1.0 LTE

At McDonald International School our goal is to engage all students, in partnership with family and community, to become informed, compassionate, global citizens. McDonald International School is a growing language immersion school, teaching in Spanish or Japanese. Beginning on 2015-16, all of our K-5 students will be part of the language immersion program and receive instruction for half of each day in either Japanese or Spanish, and the other half of the day in English. This position requires the teacher to be highly collaborative, willing to meet regularly to share and analyze student data, and able to contribute to the long-term growth of the school through teacher leadership, participation on committees, evening events, and detailed planning of effective curriculum and other structures to support student learning. Our goal at McDonald International School is to incorporate an international/global perspective in all subject areas, as well as integrating art, science and technology into literacy.

This candidate must speak, read, write, and communicate fluently in the immersion language as a native speaker.  This candidate will teach the “Spanish half” of the day for a morning and afternoon class of students.   Math and science are taught in the immersion languages. Math in Focus and other supplemental curriculum based on Common Core State Standards comprise the foundation for our math instruction, and for science we use the district’s science kits.  All academic language, math, science, social skills, and any other subjects taught in this classroom will be taught in the immersion language.  Candidates will have the ability to integrate math and science into social studies with an emphasis on global perspectives.  The teacher will be expected to work towards obtaining an International Education category.

ESSENTIAL FUNCTIONS

    1. Fosters an educational environment conducive to the learning and maturation process of assigned students; plans an instructional program designed to meet individual student needs and whole groups which may include at risk or special needs youth; prepares lesson plans.
    2. Uses necessary and appropriate instructional methods and materials, which are suited to the well-being of the students and to the nature of the learning activities, program and/or curriculum involved; implements established program or curriculum objectives; attends in-service training and continues to improve professional growth through study and experimentation to remain current in methods and techniques for instruction.
    3. Establishes and implements, in a positive and supportive manner, classroom policies and procedures governing student behavior and conduct; provides guidance, counseling, and discipline to encourage students to meet standards of achievement and conduct; makes referrals for assistance where appropriate.
    4. Confers with students, parents or guardians, and other staff, maintaining an open positive relationship as appropriate to provide guidance and evaluation, and to encourage student achievement.
    5. Establishes classroom goals and objectives, in conformation with courses of study specified by State and School District statutes, regulations and guidelines; evaluates and records student progress; prepares reports for parents or guardians.
    6. Collects and interprets a variety of data; provides reports for administrative purposes.
    7. Directs the activities of assigned non-certificated personnel.
    8. Attends or participates in all required staff meetings and other activities deemed necessary by the District and/or building principal, in order to accomplish the objectives of the position and for professional achievement.

For more information or to apply, visit the job posting online here: http://sps.ss8.sharpschool.com/cms/One.aspx?portalId=627&pageId=16489

 

Supporting Gifted Learners in Dual Immersion Programs

How do you support gifted students in your dual immersion program? The following are insights offered by national experts in dual immersion implementation responding to the inquiry of Michael J. Shapiro, Dual Language Washington Leadership.

Inquiry

Michael J. Shapiro, Bilingual Education Advisory Committee (OSPI), Vice Chair ,  Dual Language Washington, Leadership http://duallanguagewa.org/ ,  Madison Elementary Dual Language Enrichment Program, Third Grade Teacher,  Southern Poverty Law Center, Leadership Council

The Mount Vernon School District is currently working on how best to address the needs of its highly capable students who are enrolled in its dual immersion programs. The same is being proposed in non-dual immersion settings. Through testing in both English and Spanish, highly capable students have been identified in elementary grades. There is a proposal to put all highly capable students into one classroom and then  distribute high achievers, mainstream, and below grade level students into the high achiever class as well as into the classes with no highly capable students. The term being used to identify this grouping is “clustering”. In our dual language fourth grade cohort of 50 students, 6 have been identified as highly capable.

Are you aware of other dual immersion programs who utilize clustering or research on the use of clustering in dual immersion settings? In addition, what are your thoughts about this proposal?

Responses from Dual Immersion Leaders:

Dr. Leo Gomez , Dual Language Training Institute

The position of Gomez & Gomez on this issue has always been to “not” cluster (or separate) the highly capable children and instead mix them with other children across classrooms, but provide them opportunities certain times in the week where they can come together for certain instructional/project-based activities. If program is implemented with full fidelity, the G & G DLE program uses instructional practices designed for “highly capable” children (the 28 best practices embedded in the program), but for all children in the program. The DLE program should deliver engaged, rigorous lessons at the level of the top 25% of the class (which would target the highly capable and high achievers) and through paired work, CR, (following lesson cycle) supports the lower students so that we close

academic gaps. I attached two documents related to what was mentioned in this discussion: 28 Best Practices and the DLE Lesson Cycle for your review.

I have not read any dual immersion literature or research regarding “clustering” for this group, but I imagine that some DL programs may do that or consist of only this group, which in essence creates segregated elite DL programs only for this group.

I have copied your email to Richard Gomez so that he may weigh in on your question. I’m sure he has additional insights, especially as it relates to WA perspective on the education of highly capable children.

 

David Rogers, Executive Director, Dual Language Education New Mexico 

My opinion on clustering comes most from my years as a school principal with one of our states best gifted/talented programs.   Clustering can be helpful for scheduling purposes (ie. for when enrichment activities can/should be provided to that specific group), but you want to make sure you don’t isolate these students from the general population because A) they are academic models and resources for their peers, and B) in many cases the enrichment activities aren’t as linguistically rich or challenging, when provided through the Spanish language.  If you have been sensitive to this in your decisions for classroom and/or group placement, then it can be a very good thing.  As for the research, good luck . . . .  I would probably turn to the same folks as you in order to find a school community or two that is trying on something similar.  Kathryn Lindholm-Leary and Rosa Molina are doing much work in your area, and would be the ones who could most likely find you a pair.  I’m presently in Costa Rica studying a program that focuses on Global Learning and there are a bunch of highly capable students participating (mostly because they have had higher socio-economic opportunities).  Dr. Elizabeth Howard is also working at the school during her sabbatical, so let me ask her about schools who are doing similar clustering of students.

 

Ann E. Ebe, PhD, Coordinator of Bilingual Programs,  Associate Professor of Literacy Education, Department of Curriculum & Teaching , Hunter College, City University of New York

If  I’m understanding this correctly, students who are identified as “highly capable” are put together in one class and then “high, med, and low” children are distributed among all the classes. The idea would be at all of the ‘high flyers’ would be in one class – if I’m reading this correctly.

Both colleagues immediately commented on how deeply troubling and disturbing the ‘highly capable’ (vs not highly capable?) terminology was. We also have not heard of tracking in DL programs. In fact, a lot of the literature (in general) is against tracking. Having mixed ability classrooms is much more typical, with a focus on differentiation. One colleague wrote:

They probably should think about the benefits of heterogeneous classes for everyone and talk about what differentiated instruction would look like in each language. 

Another colleague wrote:

I do understand that programs use assessments to get a sense of their students’ abilities.  It is paramount that DL programs use multiple measures that match the language goals of the program in order to assess their students.  For example, when I was a teacher and we were doing classroom reorganization, we would sit down with each students’ running records in English and Spanish.  We would also have some math assessments and a general idea of their ‘language dominance’ and lastly we would consider their behavior and attitudes.  Based on all these measures we would create classes that were truly heterogeneous and most importantly balanced.  I don’t have research to back this up, but I do think that balance across multiple measures is important in order for things like grouping and student partnerships to work.

 

Virginia P. Collier, Ph.D., Professor Emerita of Bilingual/Multicultural/ESL Education,  George Mason University

I haven’t kept up with this issue.  Our latest book (Creating Dual Language Schools for a Transformed World: Administrators Speak) has a very brief section written by Marjorie Myers (pp. 5-6) on this kind of careful distribution of students in each classroom for making sure that students of all levels work together and help each other, and as a principal of a dual language school (in Arlington, VA), Marjorie finds this works very well and is important to do.  I certainly have always advocated for integration and mixing of students in dual language classes.  The power of dual language itself is that students are constantly teaching each other, and when we mix students across ethnic background, social class, and abilities, they learn powerful lessons from each other.

 

Elizabeth LaFever,  Additive Bilingual Developer, Spanish Dual Language Program,  Bellevue School District, WA

I  was talking with Tina and she said that within the Mandarin program they chose not to cluster students who have been identified in K-1.  Teachers are given materials to extend and enrich.  After 2nd grade if students are identified as gifted they can opt to transfer into the gifted program which is located at a few other schools in our district.  One rationale they had for not clustering was the workload on one teacher of having many IEPs.

I guess my wondering is what are the benefits of clustering?  I haven’t read research on it, I’m curious to learn more.

We do have supplemental enrichment programs (1 x/week?) at our 3 spanish DL schools but at this point they are all in English.  I hope that in the future we can include something in Spanish as well.

BURLINGTON-EDISON SCHOOL DISTRICT – K-8 REMEDIATION/LITERACY TEACHER, ALLEN ELEMENTARY

The Burlington-Edison School District is seeking qualified applicants for the position of full-time Remediation/Literacy Teacher beginning with the 2015-16 school year.  The Burlington-Edison School District is located in Skagit County, Washington and is approximately 70 miles north of Seattle on the I-5 corridor. Priority given to applicants who are fluent in English and Spanish.

PRIMARY RESPONSIBILITIES:

  • Work cooperatively with district and building administrators, teachers, parents, community, and students to improve student proficiency in literacy.
  • Demonstrated knowledge of current approaches in remediation in the area of literacy and its impact in other curricular areas including ability to plan, implement, and evaluate effective instructional curriculum and activities to meet varied student aptitude and interest as well as meeting district and building goals and policies.
  • Supervise/plan for multiple Instructional Assistants.
  • Support core ELA instruction.

APPLICATION PROCEDURES:

  • To apply, go to be.wednet.edu. The Fast Track link is under “Jobs” and “Current Job Opportunities.” For “in-district” applicants, please go through Employee Access to apply on Fast Track.
  • Selection will be made based on candidates’ area(s) of expertise and interests as they relate to the existing and future program development and the needs of the district.
  • When hiring and promoting personnel, consideration is given to experience and performance in developing effective parent, family and community partnerships.

BURLINGTON-EDISON SCHOOL DISTRICT – ELL TEACHER, 1.0 FTE, ALLEN ELEMENTARY SCHOOL

The Burlington-Edison School District is seeking qualified applicants for the position of full-time English Language Learner Teacher (Grades K-8) at Allen Elementary beginning with the 2015-16 school year. The district is located in Skagit County, Washington, approximately 70 miles north of Seattle on the I-5 corridor. Bilingual and bi-literate in Spanish and English required.

PRIMARY RESPONSIBILITIES:

  • Successfully plan, implement, and evaluate effective instructional methods in order to meet varied student aptitude and interests.
  • Consult with classroom teachers who have students eligible for services in the program as well as serve as a resource person.
  • Meet with parents in order to plan productively for the individual students and for the program as a whole.
  • Supervise, evaluate and schedule instructional assistants assigned to the program.

APPLICATION/SELECTION PROCEDURES:

  • To apply, go to be.wednet.edu. The Fast Track link is under “Jobs” and “Current Job Opportunities.” For “in-district” applicants, please go through Employee Access to apply on Fast Track.
  • Interviews will be scheduled and selection made based on candidates’ area(s) of expertise and interest as they relate to the existing and future program development and the needs of the district.
  • When hiring and promoting personnel, consideration is given to experience and performance in developing effective parent, family, and community partnerships.

BURLINGTON-EDISON SCHOOL DISTRICT – 3RD GRADE TEACHER – ALLEN ELEMENTARY

The Burlington-Edison School District is seeking qualified applicants for a  3rd grade teacher at Allen Elementary School. The position begins with the 2015-16 school year. The district is located in Skagit County, Washington, and is approximately 70 miles north of Seattle on the I-5 corridor.  The enrollment of the K-8 school is approximately 450 students. Priority given to applicants meeting other qualifications who are fluent in Spanish.

PRIMARY RESPONSIBILITIES:

  • Successfully plan, implement and evaluate effective instructional methods in order to meet varied student aptitude and interests.
  • Motivate pupils in accordance with each pupil’s ability to develop skills, attitudes and knowledge needed to provide a good foundation for further participation in the total school program.
  • Work cooperatively as a member of a building team and communicate effectively with students, staff, and parents.

APPLICATION AND HIRING PROCEDURES:

  • To apply, go to be.wednet.edu. The Fast Track link is under “Jobs” and “Current Job Opportunities.” For “in-district” applicants, please go through Employee Access to apply on Fast Track.
  • Selection will be made based on candidates’ area(s) of expertise and interests as they relate to the existing and future program development and the needs of the district.
  • When hiring and promoting personnel, consideration is given to experience and performance in developing effective parent, family and community partnerships.

Evergreen Elementary in Shelton – 4th Grade Teacher, Special Education Teacher, Bilingual Councelor

Evergreen Elementary in Shelton is seeking a 4th grade teacher on the English side as well as a Special Education teacher.   We also still have our Counselor position open which closes this Monday.   Please encourage any qualified applicants to apply.  I’ve also attached some more information about our school.
for more information or to apply, follow the link below to the Shelton School District application website:

BURLINGTON-EDISON SCHOOL DISTRICT – TWO WAY ENRICHMENT, 2ND GRADE DUAL LANGUAGE, SPANISH TEACHER, 1.0 FTE

The Burlington-Edison School District is seeking qualified applicants for a full-time 2nd Grade Bilingual Spanish teacher in the Two Way Enrichment, Dual Language Program at West View Elementary School beginning with the 2015-16 school year.  The district is located in Skagit County, Washington, and is approximately 70 miles north of Seattle on the I-5 corridor.  The enrollment of the district is approximately 3800 students. Bilingual and bi-literate in Spanish and English required of position.

PRIMARY RESPONSIBILITIES:

  • Successfully plan, implement and evaluate effective instructional methods in order to meet varied student aptitude and interests.
  • Motivate pupils in accordance with each pupil’s ability to develop skills, attitudes and knowledge needed to provide a good foundation for further participation in the total school program.
  • Work cooperatively as a member of a building team and communicate effectively with students, staff, and parents.

APPLICATION AND HIRING PROCEDURES:

  • For internal applicants, please login to Employee Access to apply. For external applicants, please go to our website at be.wednet.edu and select “Fast Track” under “Jobs”.
  • Interviews will be scheduled and selection made based on candidates’ areas(s) of expertise and interests as they relate to the existing position in the special education program.
  • When hiring and promoting personnel, consideration is given to experience and performance in developing effective parent, family and community partnerships.

BURLINGTON-EDISON SCHOOL DISTRICT – TITLE 1 TEACHER (LEAVE REPLACEMENT)

The Burlington-Edison School District is seeking qualified applicants for a Title I Teacher for the first semester of the 2015-16 school year. This is a temporary position.  The district is located in Skagit County, Washington, and is approximately 70 miles north of Seattle on the I-5 corridor.  The enrollment of the district is approximately 3800 students. Priority given to applicants meeting other qualifications who are fluent in Spanish.

PRIMARY RESPONSIBILITIES:

  • Successfully plan, implement and evaluate instructional activities for a primary program and environment favorable to learning and personal growth.
  • Establish and maintain standards of student behavior needed to provide an orderly, productive environment for learning.
  • Work cooperatively as a member of a building team and communicate effectively with students, parents, and staff.

APPLICATION AND HIRING PROCEDURES:

  • For internal applicants, please login to Employee Access to apply. For external applicants, please go to our website at be.wednet.edu and select “Fast Track” under “Jobs”.
  • Selection will be made based on candidate’s area(s) of expertise and interests as they relate to the existing and future program development and the needs of the district.
  • When hiring and promoting personnel, consideration is given to experience and performance in developing effective parent, family and community partnerships.