Professional Development Coordinator - Language Acquisition
Position Summary:
This position will focus on enhancing each teacher's ability to provide instruction that builds students' academic skills by increasing student engagement and ownership of learning, with a particular emphasis on language acquisition and supporting multilingual learners. The Professional Development Coordinator will work directly with administrators, Instructional Coaches, and, at times, Teachers across the District to strengthen instructional practices, provide support through modeling, collaboration, and one-on-one coaching, and align site-level instructional decisions with district curriculum priorities—especially as they relate to the needs of English learners and students developing academic language.
Great Teaching and Learning (Instructional Infrastructure)
Focus: Strengthening classroom instruction and supporting academic achievement, particularly for multilingual learners.
Enhances teacher instruction by integrating evidence-based language acquisition strategies aligned with district curriculum priorities.
Supports the implementation of district curriculum guidelines and standards-based instructional practices.
Monitors and provides feedback on instructional programs, ensuring alignment to district goals and effective language development approaches.
Collaborates on campus action plans that integrate instructional guides with research-based strategies.
Facilitates teacher inquiry groups, reflective debriefs, and collaborative planning to improve practice.
Provides technical assistance in data analysis to drive instructional adjustments and support English learners.
Provides professional development for sites based on tiered needs.
Great People (Talent Management)
Focus: Developing the capacity of educators and instructional leaders.
Directly coaches and develops Instructional Coaches using the Marzano framework.
Provides job-embedded professional learning for general education, ELL, and special education teachers.
Leads district-wide professional development programs for certified staff, including New Teacher and ECert programs.
Models lessons, conducts observations, and provides individualized follow-up coaching.
Helps staff set and monitor specific, measurable, attainable benchmarks for instruction and student performance.
Stays current with research and disseminates best practices to elevate teacher effectiveness and student outcomes.
Great Culture (Systems Leaders)
Focus: Building leadership capacity and collaborative culture at school sites.
Partners with principals, instructional leadership teams, and site-based staff to build a shared vision of excellent instruction.
Promotes reflective dialogue and continuous improvement among educators through coaching cycles and inquiry groups.
Encourages a culture of collaboration and growth by supporting instructional leadership at the site level.
Reinforces the importance of inclusive instructional decision-making to meet the needs of all learners, especially English learners.
Acts as a systems leader who supports school culture through instructional alignment and capacity building.
Great Systems (Support and Accountability)
Focus: Aligning structures, resources, and performance monitoring systems to support success.
Supervises and supports Instructional Coaches, ensuring implementation fidelity of instructional models and alignment with TLE guidelines.
Assists in the collection, analysis, and use of student achievement data, especially for English learners, to inform decisions.
Aligns site-level instructional decisions with district-wide strategies and curriculum priorities.
Develops and maintains feedback systems to monitor professional development impact and instructional improvement.
Provides insight into programmatic improvements and resource allocation, ensuring equity and effectiveness in multilingual learner support.
Job Specifications:
To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill and/or ability required.
Minimum Qualifications (Knowledge, Skills and/or Abilities Required):
Bachelor’s Degree required.
Oklahoma Teacher Certificate and five (5) years of successful teaching experience required.
Two (2) years as an Instructional Coach required.
Master’s Degree preferred.
Bilingual preferred.
Experience working with English Learners and in the field of language acquisition is preferred.
Experience in planning and monitoring district-wide instructional programs.
Knowledge of adult learning theory and experience leading teachers in instructional delivery across the curriculum.
Outstanding communication and facilitation skills.
Interpersonal skills suited to providing guidance and mentoring to teachers and administrators.
Knowledge of effective instructional practices for English Learners, students with disabilities, and gifted and talented students.
Experience providing support to campuses in classroom-technology integration, parental involvement, schoolwide needs assessments, and data analysis using large-scale, benchmark, and embedded assessments.
Physical/Mental Requirements:
Must have adequate manual dexterity to write legibly and perform required duties on the computer.
Must have adequate visual acuity to read, interpret and transcribe written material and other required duties.
Requires normal range of hearing and clear speaking abilities to interact appropriately with others in person and on the telephone.
Requires some stooping, bending, stretching and occasional lifting not to exceed 25 pounds.
Sitting for prolonged periods of time.
May periodically require work outside of normal business hours, including weekends, under sometimes stressful conditions in order to meet business needs and strict deadlines.
Work Environment:
Reports To: Executive Director of Curriculum, Instruction, and Professional Development
FSLA Status: Exempt
Compensation: 907 (Salary determined by experience.)
Work Days: 242
FTE: 1.00
This job description is not intended to be all inclusive. The employee will also perform other reasonably related business duties as assigned by the supervisor or appropriate administrator. Oklahoma City Public Schools reserves the right to, update, revise or change job duties as the need prevails. This document is for communication only and not intended to imply a written or implied contract of employment. The Board of Education and Superintendent may approve alternatives to the listed qualifications.
