Rantoul City School Dst 137 hiring District Bilingual Coordinator in Rantoul, Illinois, United States | LinkedIn (2024)

Why choose RCS? Here are four reasons, just to get started...

• Our Students. Once you meet them, you will love them!
• Small Classes. We pride ourselves on our very small class sizes (15-20 per class).
• Professional Support. Our schools have Instructional Coaches, Tech Integration Specialists, Reading and Math Specialists, Counselors and Social Workers all to support you and your students.
• Salary Advance Provision for Newly Hired Full-Time (1.0 FTE) Licensed Staff

Rantoul City Schools #137 permits you to receive a salary advance of up to $2,500 on your initial year’s annual salary after Board of Education hiring approval. This one-time opportunity is intended so that you may establish yourself in the community and take care of up-front major expenses like moving, apartment rental, damage deposit, or other immediate needs.

District/Salary Information: https://www.rcs137.org/cms/lib/IL50000466/Centricity/Domain/79/Prospective%20Employee%2003032023.pdf

Complete your application here: http://rcs137.tedk12.com/hire

Information or Questions about this position contact Tom Magers: Director of Human Resources | tmagers@rcs137.orgJob DescriptionPosition Title: District Bilingual Coordinator Department: Bilingual / Curriculum and InstructionReports to: Director of Curriculum and Instruction, SuperintendentJob SummaryUnder the supervision of the Superintendent or Designee, the District Bilingual Coordinator will oversee the district’s multilingual program and provide curriculum and professional development support to the whole district.

General Qualifications

• Illinois Teaching Certificate with Bilingual Approval or Endorsem*nt or English as a New Language Approval or Endorsem*nt with language designation.
• Professional proficiency in English and Spanish.
• Illinois Type 75 Certification (Preferred)
• Minimum 5 years classroom experience with a record of successfully impacting student achievement and working successfully with students who have the greatest needs.
• Minimum of 1 year of school leadership experience (coaching, School Improvement Team member, etc.)
• Proven ability to work cooperatively and effectively with colleagues, including the ability to create and nurture a positive professional community of adult learners.

Essential Job SkillsMultilingual Program

• Provide ongoing, consistent communication of the vision of learning and success for English Language Learners (ELLs) in order to engage staff, evaluate progress, and determine needs to continue improvement for student learning outcomes.
• Actively engage and support district and building initiatives by aligning program goals and strategies while considering the specific needs of the ELL population. Work cooperatively/collaboratively with building principals to identify needs for ELL population within the building and district initiatives.
• Coordinate with administrative team - differentiated professional development across the district and across positions to build capacity for educating ELLs.
• Maintain a Bilingual Parent Advisory Committee and conduct a minimum of 4 yearly meetings that include the following:
• Parental rights and responsibilities
• Description and Information on Bilingual/ESL programing including exit percentage and strategies
• ACCESS and other assessment information
• Title III grant
• Other grants related to bilingual, ESL, and multicultural programming
• Oversee building-level bilingual coordinators.
• Coordinate with Central Office Administration to complete the Title III grant, Ceiling Calculator, and other related required state and local forms related to programing for ELLs.
• Oversee administration of the ACCESS yearly language assessment across the district.
• Maintain the ELL handbook that describes district policies and procedures required by Illinois State Code.
• Provide feedback to building administrators for evaluation of PK-8 bilingual and ESL certified and non-certified staff.
• Provide assistance to PK-8 bilingual and ESL staff.
• Coordinate with schools and ensure implementation of comprehensive reading intervention programming for bilingual students.

• Coordinate translation services including family-school meetings, IEPs, 504s, conferences, etc, including representation for ELL students at meetings as required by law.
• Coordinate with administrative team, bilingual coordinators, and clerical staff to:
• Ensure that all eligible ELLs are assessed as they enroll or re-enroll in the district and that all scores and records are properly maintained.
• Maintain accurate records in the state information system for all ELL students (testing and placement information).
• Ensure notification of placement of ELL students in a program of instruction for students within 30 days of the beginning of the school year or 15 days after the beginning of the school year.
• Maintain accurate records of student progress in TBE and TPI programming including names of current and formerly enrolled students, language proficiency, and the number of years enrolled.
• Ensure an ELL representative is in attendance at IEP meetings for students who are identified as ELL.
• Support MTSS process and problem-solving meetings for ELL students.
  

Curriculum and Professional Development

• Support the instructional development of all teachers in understanding the CCSS curriculum, varied assessments, the Danielson Framework and formative data analysis through professional development opportunities.
• Build strong relationships with teachers, administrators, coaches, and other learning partners..
• Coordinate curriculum-related plans, technological plans, mentoring plans and equity plans, resources, materials, tools, information, etc. to support classroom instruction.
• Create and keep current all curriculum documents such as: pacing guides, scope and sequence, mandated units, standards alignment, MTSS
• Develop staff members’ knowledge, skills, and behaviors through a variety of professional development targeted topics and designs.
• Utilize Adult Learning Theory to motivate adult learners
• Model and support a strengths-based student achievement mentality
• Demonstrate leadership qualities and strong interpersonal skills, including giving and receiving constructive feedback.
• Use student-level and district level data to guide Curricular and PD decisions
• Demonstrate expertise in oral and written communication
• Design and facilitate effective professional learning opportunities
• Maintain accurate, efficient, and effective records for instructional and non-instructional purposes.
• Engage in continuous learning in order to keep current.

Other Duties

• Communicates and interacts with students, parents, staff and community.
• Works cooperatively with the administration and staff to schedule meetings.
• Demonstrates knowledge of educational research, trends, and best practices.
• Participates in district-wide and building committees related to educational and employment matters.
• Performs other duties as assigned by the superintendent.

Term of Employment

• 210 days - Salary and work year to be established by the Board of Education.

Evaluation

• Performance of this job will be evaluated in accordance with provisions of 1) Public Act 94-1039 (ILCS 24A-15), 2) the Performance Evaluation Reform Act (PERA – 105 ILCS 5/24-25, and 3) the Board of Education’s policy on evaluation of professional personnel.

Mental Demands

• Ability to effectively communicate (verbal and written) with parents, colleagues, administration and all other members of the educational community
• Ability to instruct students effectively and capably.
• Ability to maintain emotional control under stress.
• Ability to use web-based programs, e-mail, and technology (laptop, Smartboard, etc.) effectively.

Working Conditions

• Indoor classrooms/School, exposure to: student noise, lawn mowing, music, odors of food, mowed grass and possible communicable diseases.
• Outdoor schoolyard and grounds, field trips ; exposure to; temperatures (hot warm, cool, cold), and exposure to mowed grass.
• Regular work attendance.

PHYSICAL JOB REQUIREMENTS: Indicate according to essential duties/responsibilitiesEmployee Is Required ToNever1-33%Occasionally34-66%Frequently66-100%ContinuouslyStandX

WalkX

SitX

Use hands dexterously (use fingers to handle, feel)X

Reach with hands and armsX

Climb or balanceX

Stoop/kneel/crouch or crawlX

Talk or HearX

SmellX

Physical (Lift & Carry)up to 10 poundsX

up to 25 poundsX

up to 50 poundsX

up to 75 poundsX

up to 100 poundsX

more than 100 poundsX

ADOPTED: 4/16/2024