ML Paraeducator

The ML Paraeducator is a Learning Site based instructional leadership position with the primary responsibility of coordination of core content support, language development, and intervention programming for students. This is accomplished by collaborating with Site Coordinators and other staff to to serve the needs of our English Learners through:

Professional Preparation and Planning;

Instruction

Assessment, Data, and Progress monitoring of student learning;

Communication and collaboration with all stakeholders to provide a positive, safe, and engaging learning environment; and

Professionalism and commitment to community.

ESSENTIAL DUTIES AND RESPONSIBILITIES:

Priority Area: Instruction

60%

Duties and Responsibilities

Ensure that all students have access to and receive appropriate instruction to meet grade-level content and language standards and to address academic gaps as assigned

Uses strategies to actively engage students during instruction

Implements intervention program with fidelity adhering to time, grouping, and lesson plans to accelerate student learning

Consistently teaches Powerblock groups to assigned students, completes attendance and tracks grades for these students

Coordinate with Site Coordinators, Learning Center Mentors, Edgenuity’s Student Support Coordinator and virtual teachers to ensure that all EL students have access to and receive appropriate instruction to meet grade-level content and language standards and to address academic gaps.

Provide differentiated support to address the needs and context of mentor and their EL students; including co-planning, role modeling, resource management, and collaborating on intervention processes.

Pushes into classes to support EL learners during critical thinking and other offline activities

Pulls small groups as needed for additional EL acquisition support

Evidence of Success

Effectively implement EL strategies to provide culturally responsive, rigorous, targeted learning opportunities for all students.

Virtual Instructors effectively modify the curriculum to support EL student needs.

Students attend PB and show growth in the curriculum and on benchmark assessments

EL Student outcomes are improved as a result of explicit instruction focused on data-driven instruction.

EL Students are appropriately grouped for language development instruction.

Students have access to and receive appropriate instruction and support to improve their English language acquisition.

Priority Area: Assessment, Data, and progress monitoring of student learning

20%

Duties and Responsibilities

Works with staff at the Learning Center to Identify ELs

WIDA Assessment

Determine needs of NEP and LEP students and student groupings for instruction using:

WIDA SCREENER scores

ACCESS 2.0 scores

iReady, MAP data

Virtual Instructor Reports

Additional teacher/mentor feedback

Is trained in the administration of the following assessments and coordinates with HOPE assessment staff, ML staff, and Learning Center staff to organize the administration of the following:

WIDA SCREENER

ACCESS 2.0

WIDA MODEL (when needed

Coordinates with Coordinator to ensure that EL plans (MLPs) are written in a timely manner and provide ongoing progress monitoring of identified goals and/or targets.

Communicate with Virtual Instructors

Uses organizational skills and attention to detail to plan, schedule, proctor, and oversee all EL assessments and accommodations while upholding the level of integrity and security required.

Uses advanced technology skills to collect, analyze and share data on an individual student, class/course, and schoolwide progress toward grade-level/standard mastery, language development, and other center/school performance targets.

Oversees communication of individual student progress with each student and other stakeholders.

Evidence of Success

All assessments are completed in a timely manner with no mis-administrations or other errors.

PLCs, Center, and School Leadership teams regularly review performance data and use data to make instructional program decisions.

MLP are completed and updated in a timely manner

Documentation of progress monitoring is used to develop instructional and intervention plans for students

Priority Area: Communication and collaboration with various stakeholders to provide a positive, safe, and engaging learning environment

10%

Duties and Responsibilities

Develop and maintain collaborative, positive, effective relationships with all stakeholders.

Coordinate with all stakeholders (Learning Center Staff, Site Coordinator, Virtual Instructor, family, etc.) to develop, implement, and maintain a shared plan for consistent communication with (or about) students.

Use culturally responsive and effective communication strategies to build and maintain trust with all stakeholders; including communicating belief in the capacity of all learners to achieve at high levels (high expectations, post-secondary readiness, growth mindset).

Regularly participate in learning center, school, and community-based events and initiatives, including those that may occur outside of traditional school hours (Back to School, parent conferences, extracurricular events, etc.) on an on-going and regular basis.

Evidence of Success

Collaborative, positive, effective, and trusting relationships are developed and maintained with all stakeholders. Stakeholders report they feel valued and respected by the site coordinator.

Students are successful as a result of the development and implementation of a common collaborative communication plan between all individuals involved with the student.

All students meet high expectations as the result of clear, targeted, culturally-responsive communication, that includes regular and prompt feedback.

Priority Area: Professional Preparation and Planning

10%

Duties and Responsibilities

Attends the DCSD ML Think Tanks hML 4-5 times/year.

Reads and stays abreast of current topics in English language acquisition.

Chooses professional development trainings outside of HOPE to attend that are offered throughout the year.

Participates in and helps facilitate some of the HOPE ML training sessions.

Follow-up and implementation of large PD trainings

Plan in-center professional development for HOPE and Learning Center staff

Leads ML mini-workshops at the learning center for Site Coordinators and mentors.

Evidence of Success

Mentors utilize ML strategies in intervention groups

EL students show measurable growth based on the implementation

ML site coordinator meets professional goals and requirements for re-licensure

Priority Area: Lead by exemplifying professionalism and commitment to community

10%

Duties and Responsibilities

Adjusts practice and prioritization of other tasks based on the needs of the Learning Center and HOPE.

Sets personal goals related to student learning outcomes and seeks opportunities to improve personal professional practice through professional development and reflection.

Other duties as assigned.

Evidence of Success

The Learning Center and HOPE meet performance targets outlined in the Unified Improvement Plan.

Personal professional goals are met.

Other as determined by employee and supervisor.

EDUCATION, LICENSURE, AND RELATED WORK EXPERIENCE:

Required

Three years of teaching experience, at least two working with at-risk youth in a multicultural setting

Experience supporting and providing instruction for diverse learners (MLL, SPED, MTSS, GT)

Able to unpack a Colorado Academic Standard to develop learning targets, success criteria, and tasks that support rigorous instruction

Experience with data-driven instructional practices

Experience screening and evaluating potential English Learners language to determine eligibility for ML programming.

Preferred

Bachelor’s Degree in an Education-related major

Five years of teaching and/or instructional leadership with diverse students in a community based, blended learning environment

Familiar with state-level and locally identified assessment for secondary students

Manage, organize and interpret data and share in a meaningful way

Experience using a wide variety of sheltered English strategies and a balanced literacy approach to instruction.

SKILLS, KNOWLEDGE, AND ABILITIES:

Required

Commitment to social justice and equitable education for all

Cultural proficiency and interpersonal/relationship building skills

Fluency and literacy in English; excellent oral and written communication skills

Excellent technology skills – Online curriculum, Google Docs, Drive and Gmail, MS Office, Student Information and learning management systems

Proactive and detail oriented, able to prioritize and be self-directed

Flexible and resilient, able to diffuse and handle stressful situations

Advocacy for community-based learning models

Oral and written fluency in Spanish

Preferred

Advanced technology skills, including Google Classroom

REPORTING RELATIONSHIP:

The ML Paraeducator reports to and is evaluated by Academic Liaison with feedback from the ML Coordinator Learning Center Director and other members of the HOPE instructional team. The ML paraeducator does not supervise any HOPE or Learning Center employees.

PHYSICAL AND MENTAL FUNCTIONING REQUIREMENTS:

While performing the duties of this job, the employee is regularly required to:

Compare, analyze, communicate, instruct, synthesize, evaluate, use interpersonal skills, compile and negotiate

Communicate effectively using speech and hearing

Use near vision to see details at close range (within a few feet of the observer) as required for computer use, reading and instruction

Use hands for extended periods of time at a keyboard or workstation

Operate office machines and computer equipment

Be subject to standing, walking, sitting, bending, reaching, kneeling, climbing, balancing, stooping, pushing and pulling

Occasionally lift objects up to 25 pounds

LOCATION, WORKING ENVIRONMENT, AND TRAVEL REQUIREMENTS:

Work is routinely performed in an office or classroom environment with moderate noise level. The ML Specialist works at one or more assigned Learning Centers. Travel between the assigned Learning Centers (if assigned to more than one) and to the HOPE Office for training and meetings is the responsibility of the employee. Compensation for mileage is per the HOPE Mileage policy.

ACKNOWLEDGEMENT OF RECEIPT:

The duties and expectations of this position have been discussed and a copy of this document has been provided to me.