All posts by Michele Aoki

Seattle School District Dual Language Immersion Openings

There is an opening for a Spanish Immersion teaching position. It’s for fourth grade, full time, starting in late August of 2016 at McDonald International School in Seattle.

There is also a .6fte – FS/EB – Cert History & Spanish Immersion Teacher position at Mercer International Middle School.

Link to Seattle Public Schools careers page:

Link to description of open positions by searching for the school at:

OSPI Announces iGrants for Dual Language Programs

“In the 2015 legislative session through ESSB 6052 Sec 501(36), state legislators made funds available to the Office of Superintendent of Public Instruction (OSPI) to implement a K–12 dual language expansion grant program. The purpose of the grant program is to build and expand well-implemented, sustainable dual language programs as well as to create a state-level infrastructure dedicated to dual language instruction.

“Grants will be awarded to pairs of school districts for periods of two years. Grantees will include districts with the desire to implement new dual language programs. Mentor districts will receive grant funding to support the districts with new dual language programs with implementation and must have a plan for expanding their own dual language programs.

“Grant funds may be used for professional development, supplemental materials, training, administrative staffing of the program, site visits, recruiting bilingual teachers and instructional aides, program evaluation, and coaching.”

For details of the grant funding and application process, read the complete OSPI Bulletin.  The deadline for districts to submit the iGrant application is October 5, 2015.

Burlington-Edison HS Spanish Teacher



The Burlington-Edison School District is seeking qualified applicants for a full-time Spanish position at its 2A high school beginning in the 2015-16 school year. The district is located in Skagit County, Washington, and approximately 70 miles north of Seattle on the I-5 corridor. Student enrollment of the grades 9-12 high school is approximately 1200.


  • Valid Washington State teaching certificate with appropriate endorsement(s). Must meet Highly Qualified status. Multiple endorsements preferred.
  • Comprehensive knowledge and application of Spanish instruction and methods for wide ranges of student abilities at all grade levels, 9-12.
  • Priority given to applicants meeting other qualifications who are fluent in Spanish; to applicants with experience teaching “Heritage” or “Accelerated” Spanish language classes; and to applicants with experience teaching AP Spanish classes.
  • Knowledge of the Common Core Standards, performance based assessment and ability to incorporate relevant curriculum into coursework.
  • Demonstrated knowledge Danielson instructional framework and research based best practices.
  • Evidence of leadership skills, positive human relation skills, and organizational/management skills.
  • Demonstrated knowledge of the physical, psychological, and social characteristics of high school students.
  • High degree of flexibility, scholarship, commitment to accomplishment, and enthusiasm for profession.
  • Knowledge of or amenable to learn, use and integrate the district’s technology strategies, systems and curriculum software programs as well as demonstrate knowledge of and integrate the District’s Technology Competencies.
  • Ability to communicate effectively with students, staff and parents.
  • Ability to pass Federal/State criminal history background clearance and all other mandated clearances.


  • Effectively plan, implement, and evaluate instructional activities for all assignments to meet varied student aptitude and interest as well as district goals.
  • Challenge students through advanced coursework, including AP classes, in an effort to best prepare students to meet the rigors of post-secondary education.
  • Establish and maintain effective standards of student behavior needed to provide an orderly and productive learning environment.
  • Work cooperatively as a member of a building team to meet building and district goals and communicate effectively with students, staff and parents.


  • 180-day base contract with “TRI” schedule and supplemental contract for any extracurricular activities.
  • Salary in accordance with current negotiated salary schedule.
  • Medical, dental and other insurance benefits are available from district-approved plans.
  • This position is part of the local bargaining association.
  • Pursuant to RCW 28A.405.070, job-sharing applications will be considered.


  • To apply, go to The Fast Track link is under “Jobs” and “Current Job Opportunities.”
  • Interviews will be scheduled and selection 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.

The Burlington-Edison School District is an equal opportunity employer. The District shall provide equal employment opportunity and treatment for all applicants and staff in recruitment, hiring, retention, assignment, transfer, promotion and training. Such equal employment opportunity shall be provided without discrimination with respect to race, creed, religion, color, national origin, age, honorably-discharged veteran or military status, sex, sexual orientation including gender expression or identity, marital status, the presence of any sensory, mental or physical disability, or the use of a trained dog guide or service animal by a person with a disability. Dr. Jeffery A. Drayer, Assistant Superintendent, Title IX Officer; Mr. Jeff Brown, Special Education Coordinator, Section 504 Officer. The District is a smoke-free/drug-free workplace.

Dual Immersion Openings in Seattle

Dan Golosman, Principal at McDonald International School, has asked us to post a job openings in Seattle.


invites applications for the position of:

McDonald Int’l. Elem. – Language Immersion (Japanese) Teacher – 1.0 FTE fulltime. Contracted position/

An Equal Opportunity Employer

SALARY: $44,372.00 – $84,367.00 Annually

OPENING DATE: 12/15/14

CLOSING DATE: 01/21/15 05:00 PM

REQUIRED ATTACHMENTS: Certificate or License, Cover letter and Resume, Tests for HQ-NCLB, Transcripts


This is a Phase III position – Open Hiring.

Language Immersion, Elementary – In order to be considered for this position you must currently have or will have by the start date: K-8 teaching certificate AND the ability to modify language for non-native speakers, translate, modify and adapt curriculum, teach math, science literacy and culture in the target language and demonstrate fluency in target language and English.   Must be highly qualified in Elementary curriculum.

Multi-age, Elementary – In order to be considered for this position you must currently have or will have by the start date: a K-8 Elementary endorsement and 1 year of teaching experience in a mutli-age classroom and be highly qualified in Elementary curriculum.

A classroom teacher fosters and enhances an effective learning environment; facilitates the development or revision of curriculum and instructional materials; establishes learning objectives and standards based upon general District guidelines; provides instruction; counsels, disciplines, and supervises to meet the individual needs of assigned students, and evaluates student performance and progress.

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.

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.

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.

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.

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.

Collects and interprets a variety of data; provides reports for administrative purposes.

Directs the activities of assigned non-certificated personnel.

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.

Serves on staff committees as required.
Participates in a variety of activities to enhance personal and professional skills.
Performs related tasks consistent with the scope and responsibility of the position.


Reports to the building principal.


Required to deal with a wide range of student achievement and behavior; required to remain flexible to meet students immediate needs; required to handle multiple tasks simultaneously and prioritize; may experience frequent interruptions; may occasionally deal with distraught or difficult students; potentially exposed to ordinary infectious diseases carried by students; in some positions the necessary and appropriate instructional methods may require specific positions and movements, and sufficient stamina and exertions, to demonstrate techniques properly for student safety, or to conduct or direct students; in some positions precautions may need to be taken to prevent or lessen exposure of self and/or students to various materials, fumes, equipment, cutting edges or hot surfaces; may teach in a classroom without telephone communication.



Education and Experience:
Bachelor’s degree; academic preparation for or experience in teaching a culturally, racially and economically diverse student population in an urban school system. Specific programs may require additional academic preparation or professional experience, including; working with bilingual students and assisting them in the transition to regular classrooms; implementing programs designed to prevent the dropout of “at risk” students; and, teaching multi-level, open-concept, and main streamed classes.

Certificates & Licenses:

Valid Washington State Teaching Certificate; some positions may require valid first aid and CPR certification; some positions may require a valid Washington State driver’s license and/or a Class II driver’s license.

Criminal Justice Fingerprint and background check.

Required Knowledge, Skills and Abilities:

Knowledge of: Subject areas appropriate to assignment; effective behavior management techniques; effective instructional techniques; rules and procedures for student safety.

Skill in: Proficiency in reading, writing, and oral communications; effective communication with parents or guardians in a diverse community; designing and implementing lesson plans for students having a wide range of achievement.

Ability to: Deal with students in a positive and confident manner; be fair and consistent when working with a culturally, racially, and economically diverse student population; adapt to change and remain flexible; organize activities; manage student behavior; use good judgment to maintain a safe learning environment; provide instruction and demonstrate techniques; use necessary equipment, computers, machinery, tools, or software; direct assistants; in some positions, administer first aid and CPR; establish and maintain effective, positive working relationships with students, parents or guardians, staff and administrators.


The above statements are intended to describe the general nature and level of work being performed by those assigned to this position and are not to be construed as an exhaustive list of all responsibilities, duties and skills. Employees may be required to perform duties outside of their normal responsibilities from time to time as needed. District employees are not authorized to make promises of employment for a particular period of time, or promises of a particular level of compensation or benefits to job applicants for certified or classified position, and that any such agreement must be in writing and signed by the Superintendent. Any verbal or written statements to that effect by District employees other than the Superintendent are null and void. Addi tonally, nothing in this job description restricts management’s right to assign or reassign duties and responsibilities to this job at any time.



Grade 3 / 4 Teacher: 1.0 FTE Language Immersion model

Language Immersion model – this position is in Japanese. The teacher will teach either AM or PM while students alternate between Japanese and an English classroom. This candidate will teach the “Japanese half” of the day for a class of students. The ability to switch from teaching the morning half of the day to the afternoon half of the day halfway through the school year is required.

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. Currently our K-3 students are part of the language immersion program and receive instruction for half of each day in either Japanese or Spanish and our 4-5 students are taught entirely in English. Language immersion will move up each year until 2015-16 when all grades will be engaged in our language immersion program. 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 “Japanese half” of the day for a morning and afternoon class of students.   Math and science are taught in the immersion languages. Everyday Math 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 new teacher will be expected to work towards obtaining their International Education category.

In the English half of the day, the grade level partner teacher will teach balanced literacy (using the Common Core State Standards and CTC Reading and Writing Workshop as the foundation) as well as social skills, and social studies.

The successful candidate for the grade 3 / 4 Japanese Immersion position will be able to:

  • Speak, read, write and communicate fluently in the immersion language as a native speaker.
  • Be flexible, organized, and efficient. You will teach two separate classes, one AM and one PM. You will be teamed with an English teacher and will exchange groups at lunchtime. You will be expected to communicate with 50+ families.
  • Embrace working collaboratively with other teachers and be a team builder. This candidate will be required to work closely with the librarian and art teacher to build a cohesive global perspectives curriculum K-5.
  • Explicitly teach academic language in Japanese while providing skills and content instruction in math and science.
  • Provide language proficiency testing.
  • Have the ability to infuse technology as appropriate throughout the curriculum.
  • Utilize best practices in instruction and assessment, and curriculum based on the Common Core State Standards to increase student achievement in math and science.
  • Implement interventions and supports, both academic and social (PBIS, MTSS).
  • Attend additional McDonald International School training in the summer (dates TBD). Training will continue during the 2014-15 school year.
  • Attend additional professional development activities (e.g., for math, science, or language proficiency testing).
  • Perform duties such as recess, cafeteria, or bus line supervision.
  • Be eager and willing to help build this growing school, and want to become a part of the   McDonald International School community.

McDonald International School is a warm and welcoming place for its students, families, staff, and community. If you are looking for this type of environment and can contribute to the growth of our international school while being flexible in meeting the challenges of working in a new school, we encourage you to apply.

All teachers in Seattle Public Schools must be No Child Left Behind Highly Qualified (NCLB HQ) in the subject area in which they are teaching. OSPI gives one year to take the test for certification but, effective 2014-2015 school year, it is now a requirement of Seattle Public Schools that all teachers are NCLB HQ at the time of employment.

If you have not taken the West-E or NES for Washington State to become NCLB HQ in the core subject area in which you are applying, please register immediately at If you have taken and passed the Praxis test for the core subject area in which you are applying please attach the test results to this application.

Seattle Public Schools provides Equal Educational Opportunity and Employment Opportunity without regard to race, creed, color, religion, ancestry, national origin, economic status, gender, sexual orientation, gender identity, pregnancy, marital status, physical appearance, or mental, physical or sensory disability.

The District complies with all applicable State and Federal laws and regulations to include, but not limited to, Title IX, Title VI of the Civil Rights Act, Section 504 of the Rehabilitation Act, RCW 49.60 “The Law Against Discrimination,” and covers, but is not limited to, all District programs, courses, activities, including extra-curricular activities, services, access to facilities, etc.

The Title IX Coordinator and ADA Coordinator with the overall responsibility for monitoring, auditing, and ensuring compliance with this policy are: Barbara Nahouraii, J.D., Title IX Coordinator, Phone (206) 252-0367; and Brent Jones, Ph.D., ADA Coordinator and Assistant Superintendent of Human Resources, Phone (206) 252-0027 at Seattle Public Schools, Office of Equity and Compliance, P.O. Box 34165, Mail Stop 33-157, Seattle, Washington 98124-1165. Individuals who believe they have been discriminated against in any of the District’s educational or employment activities can file an internal discrimination complaint with the District’s Office of Equity and Compliance.



2445 3rd Ave South
Seattle, WA 98124-1165

Job #07565

Translanguaging Workshop March 13

Translanguaging: Propelling Language Learners in Dual Immersion and Traditional Classrooms

Videos from the Translanguaging Workshop are now available!

Translanguage 1 Introduction from Michele Aoki on Vimeo.


Translanguage 2 World Wide Examples from Michele Aoki on Vimeo.

Translanguage 3 Principles and Misconstructions from Michele Aoki on Vimeo.


Translanguage 4 Guide Overview & Conclusion from Michele Aoki on Vimeo.

Friday, March 13, 2015, 9:00-4:00, Des Moines Beach Park Event Center, 22030 Cliff Avenue South DesMoines, WA 98198)

Presenter: Dr. Ann E. Ebe

Research-to- practical practice you’ll be able to start tomorrow!


  • refers to the normal discourse practices of bilingual individuals and families. It treats bilingual discourse as the norm.
  • refers to pedagogical practices that use bilingualism as a resource. These practices can be used in the education of emergent bilinguals, but also with bilingual students beyond the initial points of the bilingual continuum. They are also relevant for the education of monolingual students.
  • goes beyond traditional notions of bilingualism and second language teaching and learning.
  • is used differently in ESL, transitional bilingual education, oneway bilingual education (developmental) and two-way dual language bilingual education (two-way immersion) because the goals of such programs are different.

Presenter: Dr. Ann E. Ebb, Assistant Professor of Literacy Education and Director of Bilingual Education Program in the Graduate School of Education at Hunter College, CUNY and staff at CUNY-New York State Initiative on Emergent Bilinguals Research Team

Target Audience:  Classroom Teachers, Dual Immersion Practitioners, Program Directors

Cost:  $70, Registration and Practitioner Manuals included, Clock hours available

Download and post the Translanguaging Workshop Flier.

Dr. Ginger Collier

“As you know in our second book on dual language (Dual Language Education for a Transformed World) we talk about the importance of not being rigid in separating the two languages, but we believe the two languages should be separated by teachers initially while in the early stages of second language acquisition…But once students get beyond the initial stages (first 2 or 3 years), we think it’s very important for teachers to explicitly compare and contrast the two instructional languages and talk about relationships between the two, as well as things that bilinguals naturally do.”

Dr. David Freeman

“This certainly seems to be the right direction to go in. It does mean some changes to any program that separates languages. However, the research literature shows that translanguaging is what bilinguals do naturally. Grosjean wrote about this among others, and Cummins wrote an article in 2007 on the problems of strict separation of languages.”

Kathy Escamilla

“I will tell you that I am a fan of this work.  Since the late 1990’s I have felt that the absolute strict separation of languages was a mistake and was not based on any empirical evidence of the benefits of strict separation. …..In short, what Ofelia(Garcia) and others are suggesting is that children learning two languages can use both of these languages to process information and still produce either in oral language or writing in one code or the other and that this within and across language processing actual accelerates rather than inhibits language acquisition.”

Jobs Forum

Dual Language WA is adding a Jobs Forum — a place to informally post job opportunities for Dual Immersion programs in WA state. Please note that the postings may not be completely up to date, so check the district (or school) HR pages directly for the latest information. Hopefully, over time, these Jobs Forum postings will give us a sense of the growing demand for Dual Immersion teachers in our state.

Myths about Dual Language Learners article

This message was shared by Kelly Aramaki in Seattle Public Schools.

The Foundation for Child Development has released an updated report that challenges common myths about dual language learners (DLL) in PreK-3rd grade. The brief not only provides compelling evidence that can be used to debunk prevalent misconceptions about young DLLs, but also offers recommendations that hold implication for standards, professional development, instructional strategies, and family engagement efforts at local, state, and federal levels.

The report can be found here:

Seal of Biliteracy Updates

Question:I am emailing you in hopes of finding more information about a biliteracy seal that we can give our biliterate students upon reaching their goals in two languages. I teach in a bilingual Spanish/English immersion school in Vancovuer, Washington. We are recently overhauling our program, and would like to include a seal of biliteracy for our 5th graders who achieve this goal upon promotion. Is it true that Washington State has adopted a seal for our seniors? Do you have any suggestions as to where I might look for more information on this? Where might I look to find the already approved seal?

Answer: At OSPI we are working on the State Seal of Biliteracy for the high school diploma. See:
California’s Seal of Biliteracy did include provisions for districts to offer some type of recognition for students at a younger level. See: They talk about Pathways Awards:
“Pathway awards are most powerful when bestowed at crucial points along the schooling journey where student attitudes about bilingualism may be changing or where students may be facing choices about enrolling in programs and courses that can lead to biliteracy. These points include, for example:

  • As students leave preschool and enter kindergarten (this is the point at which parents make decisions about the elementary school programs for their children)
  • At 3rd grade (this is often when English Learners exit bilingual programs and is a point at which Dual Language Program student enrollment often falls off)
  • Redesignation
  • End of Middle School

Pathway awards may be given in recognition of attainment of an age-appropriate level of skill in mastering two or more languages or in recognition of participation in activities involving bilingualism.” Step 2 (retrieved 8/7/2014)

Michele Anciaux Aoki, Ph.D., P.M.P.
World Languages and International Education Program Supervisor
Office of Superintendent of Public Instruction