Minnesota Regional Centers of Excellence

Position Requirements for

School Advocate / English Language Development

Purpose and Description

The purpose of the Regional Centers of Excellence (RCEs) is to provide a coherent statewide system of differentiated support that results in sustainable, meaningful change. The RCEs build the capacity of districts, schools, and charters to engage in the continuous improvement process and implement the World’s Best Workforce legislation. The ultimate goal is to close achievement gaps while raising achievement for all students and increase graduation rates for all student groups.

The School Advocate / English Language Development Specialist position provides general school improvement planning and technical assistance in the Regional Centers of Excellence (RCEs). This position works with school leadership teams to coordinate improvement efforts for all students.

Using the frameworks of Implementation Science, the School Advocate/English Language Development Specialist develops capacity of school staff by providing technical assistance, onsite coaching, and/or professional development that supports the Common Principles of Effective Practice:

  • Educational equity
  • School leadership team
  • Learning teams of teachers
  • Continuous improvement processes (data mining, needs assessment, root causes analysis, defined and measurable goals, and implementation of evidenced based practices)
  • Standards based education systems with tiered levels of support
  • School cultures that support learning
  • Partnerships, community engagement, and family engagement
  • Other RCE- aligned state and federal education initiatives

Qualifications

The RCE is seeking individuals who possess the following experience, knowledge, and skills:

  • Licensed in English as a Second Language (ESL), with experience as an ESL teacher in various schools and districts
  • Knowledge of Minnesota’s English Language Proficiency Standards Framework and the World-class Instructional Design and Assessment (WIDA) Standards Framework, and assessment requirements for ELs.
  • Comprehensive and technically-accurate knowledge of federal laws relative to English Learners (EL), the Elementary and Secondary Education Act (ESEA), and state statues and rules regarding ELs.
  • Knowledge of current research and evidence-based practices regarding language acquisition.
  • Ability to develop relationships and professionally interact with others.
  • Ability to establish coaching relationships, as well as develop, facilitate, and evaluate professional development and technical assistancewith adult learners.
  • Experience working collaboratively with a variety of specialists and general educators to make decisions and lead school improvement initiatives.
  • Ability to use multiple sources of data within the continuous improvement process to improve instruction and achievement for all students.
  • Experience using or willingness to learn Excel functions, formulas, and pivot tables.
  • Experience in a multi-tiered system of support framework.
  • Knowledge of implementation practices and experience with the school improvement process as a member of a building or district leadership team.
  • Current understanding of educational equity, experience closing gaps that exist between student groups, a desire/mindset that analyzes these gaps through a classroom, school, and systemic lens.
  • Ability to communicate effectively orally and in writing with all stakeholders.

Responsibilities

Support of the RCE Purpose

  • Collaboratively lead the transformation of practices, organizations, and systems; including the bridging of policy and practice.
  • Align common goals and activities across school and district improvement plans.
  • Represent RCE initiatives, programs, services, and resources to education organizations and other stakeholder groups.
  • Establish a trusting environment and culture for learning.
  • Coordinate, lead, and evaluate continuous improvement efforts.

Instructional Leadership

English Language Development Specialist Role:

  • Model and support best practices in English language development instruction, assessment, supplemental programs, and out of school support.
  • Identify and work with school leadership teams to change instructional practices and characteristics of school culture to fully support engagement and academic achievement of all ELs.
  • Collaborate with local school administrators, ELD staff, and other representatives to identify technical assistance needs relating to program administration and assist in implementing evidence-based practices.
  • Identify school practices that have a disparate impact on the instructional time delivered to ELs; and work collaboratively to eliminate barriers to rigorous instruction.
  • Identify critical program issues in English language acquisition needing research, analysis, evaluation and/or policy development.
  • Assist leadership teams in addressing equity issues that affect student achievement.
  • Assist leadership teams in evaluating and implementing models that ensure access to academic standards for ELs.
  • Provide expertise in school improvement research related to ELs, including promising innovations and evidence-based practices in curriculum, instruction, assessment, professional development, leadership, learning environment, and P-12 to Career and College Readiness partnerships.
  • Develop, provide and evaluate professional development in the area of English Learners to school staff.

School Advocate Role:

  • Apply and utilize the Framework of Implementation.
  • Identify and guide change of instructional practices and characteristics of school culture that do not fully support high expectations and the engagement of all students.
  • Build the capacity of school leadership to effectively interpret data, communicate results, and engage in root cause analysis to impact student achievement.
  • Understand data is available at the district, school, classroom, and student levels, what it means, what is missing, and its limitations; in order to effectively support the data driven decision-making process with Focus and Priority Schools.

Coordinate, support, and provide job embedded professional development opportunities for staff that supports effective implementationof the Record of Continuous Improvement.

  • Assist leadership teams in addressing equity issues that affect student achievement.

Professional & Ethical Relationships

  • Model appropriate personal, professional, and ethical behavior
  • Demonstrate strong interpersonal, written, and verbal communication skills; facilitate groups effectively
  • Foster positive, productive, and collaborative relationships with school staff, RCE staff, service cooperative staff, and MDE staff.
  • Participate in learning communities and professional organizations to network with other professionals and continue to expand knowledge and skills necessary to support system-wide change.

Resource Management

  • Participate in specialized professional development provided by the RCEs and MDE.
  • Travel is required to perform the duties of the job; mileage costs are reimbursed.
  • Make appropriate and sound use of time, technology, and resources.
  • Complete all operational requirements within a timely manner (Center of Excellence Staff Time, Activities, Resources-CESTAR, required reports, etc. as needed).