Administrator of Secondary ESL Programs

Job description

Administrator of Secondary ESL Programs

The Secondary ESL Administrator provides strategic leadership and systemic oversight for the design, implementation, and evaluation of secondary ESL programs serving Emergent Bilingual (EB) and immigrant students in grades 6–12. Grounded in the Effective Schools Framework (ESF) and structured around the Texas English as a Second Language Framework, this role drives continuous school improvement to ensure district-wide consistency and program integrity. The Administrator is responsible for empowering second language learners to attain English proficiency, accelerate academic achievement, master challenging state academic standards, and achieve language reclassification. The Administrator utilizes State & District data as well as Results Driven Accountability (RDA) measures to effect change and monitor performance in ESL classrooms. Deep understanding and monitoring of state and federal guidelines, statutory regulations, Texas Administrative Code (TAC) Chapter 89 and Title III, compliance is a priority. This position leads human capital initiatives to enhance certified teacher hiring, robust training, and staff retention to ensure all students achieve at high levels. The Administrator supports Secondary ESL Liaisons and Instructional Assistants in providing job embedded professional learning for increasing expertise in curriculum, instruction and profound learning of EBs.

Qualifications

Minimum Education/Certification

Master's Degree from an accredited university

Valid Texas teaching certificate with ESL certification/endorsement

Administrative Certification preferred

Special Knowledge/Skills/Experience

5 years of successful classroom teaching experience, including Bilingual and/or ESL classroom experience

5-8 years of experience as a teacher

3-5 years instructional leadership / principal experience preferred

Effective professional learning leader for teachers and administrators

Strong portfolio evidencing leadership in district and/or campus-wide initiatives

Extensive knowledge of current state and federal requirements, Chapter 89, Title III program design, implementation, and compliance requirements

Deep understanding of the Effective Schools Framework (ESF), Results Driven Accountability (RDA) indicators, and the TxESL Framework

Knowledge of state-approved Secondary ESL Program Models

Proficiency in Language Proficiency Assessment Committee (LPAC) framework management, PEIMS reporting data fidelity

Proven ability to interpret complex data to drive district-wide instructional methods aligned with research based high yield strategies

Advanced leadership coaching and interpersonal skills for community and campus collaboration

Proficiency in high-level budget management and resource allocation local and federal

Knowledge of second language acquisition, secondary newcomer immersion models, recent immigrant education, and best practices in ESL instruction.

Skilled adult professional development designer with experience in curriculum design, TEKS/ELPS alignment, and organizing district-wide programs.

Major Responsibilities and Duties

Lead program evaluation and champion change for effective ESL instructional models based on student, campus and district need

Align all ESL program goals with the Effective Schools Framework (ESF) and guide secondary campuses using TxESLF Success Criteria and Rubrics to conduct annual program evaluations

Direct the development, revision, and alignment of secondary ESL course offerings and curriculum, integrating Content-Based Language Instruction (CBLI), Texas Essential Knowledge and Skills (TEKS), and English Language Proficiency Standards (ELPS)

Oversee the selection and implementation of ESL instructional materials, digital-era tools, and support models for secondary newcomers and recent immigrants

Partner with campus leadership to ensure program integrity and realize district vision across all Emergent Bilingual services while engaging families in the learning journey

Work with appropriate staff to develop, maintain, and revise curriculum documents based on systematic review and analysis based on the needs of English Learners

Utilize TEA Results Driven Accountability (RDA) data to identify performance gaps and implement corrective strategic plans for Emergent Bilingual populations

Enforce and monitor the standardized process for EB identification, placement, and reclassification

Assist in oversight of the district Language Proficiency Assessment Committee (LPAC) framework, ensuring absolute data fidelity within PEIMS reporting

Analyze, report and reduce teacher ESL Waivers when staffing shortages occur

Maintain current knowledge of research regarding ESL instruction, school improvement, and TEA accountability measures

Partner with Human Resources to enhance the recruitment, hiring and retention of highly qualified, certified ESL teachers

Design and execute robust teacher training pathways that support the unique linguistic and pedagogical needs of teachers, campus-based specialists, and instructional support staff including specific support for gaining ESL certification

Design and execute a multi-tiered professional development plan focusing on secondary language acquisition, sheltered instruction, cross-linguistic connections, and CBLI pedagogy

Utilize TxESLF District and Campus Administrator Checklists to train principals on conducting strategic classroom observations of EB instruction

Provide targeted coaching for Secondary ESL Liaisons, Specialists, Instructional Assistants, and teachers to accelerate cognitive academic proficiency and state standard mastery

Manage local budgets alongside Title III, Part A state/federal allocations to secure supplemental instructional materials, technology, and staffing resources

Analyze RDA and enrollment data to ensure equity and access for Emergent Bilinguals in all advanced academic opportunities

Establish family-focused initiatives and Parent, Family, and Community Engagement programs tailored to the demographics of secondary EB student households

Serve as the primary liaison between central office and campus staff, advocating for second language learners on advisory committees and community planning teams

Supervise, evaluate, and support the performance of program specialists, and assigned ESL support personnel.

Mental Demands/Physical Demands/Environmental Factors

Computer and peripherals; standard office equipment

Very frequent walking; occasional bending/stooping, pushing/pulling, and twisting; occasional prolonged sitting or standing

Frequent repetitive hand motions; frequent keyboarding and use of mouse; occasional reaching

Frequent lifting and carrying

Frequent district-wide travel

Maintain emotional control under stress; work with frequent interruptions; frequent prolonged and irregular hours

All employees are to follow district safety protocols and emergency procedures.

The foregoing statements describe the general purpose and responsibilities assigned to this job and are not an exhaustive list of all responsibilities and duties that may be assigned or skills that may be required. This position is an in-person job and is to be performed at the location specified. It does not qualify for remote work or work from home status.

Worksite address

lewisville, TX, 75029, US

Who can apply

Review the original listing for work authorization, qualifications and employer requirements.