Manager, High School ESL

The Government of the District of Columbia values the safety of our employees, our residents, and our visitors. In support of these values, if you are selected for this job you must be fully vaccinated against COVID-19, except when vaccination is not medically advised or violates your sincerely held religious beliefs. If you are invited to join our team, you must submit proof that you are fully vaccinated against COVID-19 to your initial HR representative, or you must request an exemption from your representative. New employees must either provide proof of vaccination or be granted a medical or religious exemption before working with the Government of the District of Columbia.
Position OverviewThe Office of Social Emotional Academic Development works with the Chancellor to ensure coherence in the educational experience for our students, families, and schools. Our goal is to initiate change and lead DC Public Schools into the highest performing school district in the nation. We are currently in the process of creating our next strategic plan. After engaging with over 3,000 internal and external stakeholders to help shape the future of DCPS, our draft strategic priorities include:

• Promote Equity: Define, understand, and promote equity to close achievement gaps and interrupt institutional bias.
• Empower Our People: Recruit, develop, and retain a talented, caring, and diverse team.
• Educate the Whole Child: Provide rigorous, joyful and inclusive academic and social emotional experiences for all students.
• Ensure Excellent Schools: Increase the number of high quality schools across the district by defining blended autonomies for schools and creating opportunities for innovation.
• Engage Families: Deepen partnerships with families and community.

The mission of the Office of Teaching and Learning (OTL) is to deliver high-quality instructional resources, enhance classroom practice and scale effective programs to increase DCPS student achievement and prepare all students for success in college, career, and life.OTL spans four core competency areas:

• Curriculum;
• Professional learning;
• Enrichments and interventions; and
• Formative assessment.

Team members support school-based staff in implementing DCPS's existing academic programs while simultaneously working to rethink and redesign school programming, academic and curricular resources and educator professional development.
The Language Acquisition Division (LAD) is focused on providing high quality data, information and analysis to assist schools in meeting the needs of English language learner (ELL) students in the District of Columbia Public Schools. LAD serves as the analytic hub for the district’s English language learners by providing data to support program implementation from the Central Office to the classroom. In addition, LAD assists schools with the initial screening for English language proficiency and supports schools with several reports throughout the year.

The Manager, High School ESL will assist in determining the appropriate instructional materials for high school ELs for systemic implementation.
The Manager, High School ESL will report to the Executive Director, LAD.
Essential Duties and Responsibilities
The below statements are intended to describe the general nature and scope of work being performed by this position. This is not a complete listing of all responsibilities, duties, and/or skills required. Other duties may be assigned.

• Manages and supports DCPS staff working with English Learners in ALL high schools.

• Provides support services in the implementation of amplified high school grades CCSS curriculum by obtaining information, explaining procedures/scaffolds, and performing assessment functions.

• Works to ensure that professional development translates into classroom practice through on-site and classroom monitoring, coaching, and technical assistance when requested.

• Establishes a communication network for disseminating pertinent ESL education information.

• Recommends approval or disapproval of ESL curriculum initiatives, and prepares necessary supporting documentation for review by the Executive Director.

• Visits and observes ESL classrooms as well as core content and inner core classrooms to support teachers based on individual requests and needs.

• Applies established procedures to collect and collaborate with other personnel within DCPS and the Office of Teaching and Learning to provide effective curricular and instructional support to school-based staff.

• Stays abreast of recent developments in curriculum design and incorporates best practices from other school districts.
• Recommends improvements based upon established interpretation of ESL curriculum and instruction guidelines/policies.

• Maintains proficiency in one of the five predominate languages spoken by the linguistically diverse student population.

• Performs, as required, other related duties, such as planning workshops, responding to inquiries about routine substantive matters, and synthesizing site review reports for the Executive Director.

Qualifications

• Bachelor's degree and four to six years of related work experience, including experience supporting teachers of ELs with IEPs.
• Master’s degree in English as a Second Language strongly preferred.
• Bilingual candidate preferred.
• Must have a mastery of knowledge and skill in programs for high school grades.
• Must have an understanding of DCPS graduation requirements and/or core content instruction in order to address a variety of concerns and provide direction across a wide scope of services.

DCPS Values

• STUDENTS FIRST: We recognize students as whole children and put their needs first in everything we do.
• COURAGE: We have the audacity to learn from our successes and failures, to try new things, and to lead the nation as a proof point of PK-12 success.
• EQUITY: We work proactively to eliminate opportunity gaps by interrupting institutional bias and investing in effective strategies to ensure every student succeeds.
• EXCELLENCE: We work with integrity and hold ourselves accountable for exemplary outcomes, service, and interactions.
• TEAMWORK: We recognize that our greatest asset is our collective vision and ability to work collaboratively and authentically.
• JOY: We enjoy our collective work and will enthusiastically celebrate our success and each other.

Job Type: Full-time

Work Location: Multiple Locations