Executive Director - English Language Learners JD 5.23.24

                                                                               Director, English Language Learners


DeKalb County School District
Position Specification
Title: Executive Director of English Language Learners

 DIVISION: Student Services                                         GRADE: 134
 DEPARTMENT: English Language Learners                              WORK DAYS: 246
 REPORTS TO: Chief of Student Services                              FLSA STATUS: Exempt
 RETIREMENT: Teachers Retirement System                             APPROVED (HR): May 14, 2024


                                         General Statement of Job
Under limited supervision, lead the Department of English Language Learners, plan, develop, directs,
implement and monitor all aspects of DeKalb County School District’s (DCSD) English Language
Learners (ELL) program; serve as the instructional and operational leader of the International Center.

                                  Specific Duties and Responsibilities
Essential Functions:
The following duties are representative for this position. The omission of specific statements of duties does not
exclude them from the classification if the work is similar, related, or a logical assignment for this classification.
Other duties may be required and assigned.

            •   Lead programs and procedures to improve pedagogy, assessment practices,
                planning, and related services for students identified for and receiving services
                through the District’s English to Speakers of Other Languages (ESOL) program.
            •   Supervises and coordinate the work of personnel in the ELL department to
                include leading, monitoring and evaluating for effectiveness Adjust, research,
                and revise programs and services in support of the language acquisition and
                learning needs for students identified for and receiving services through the
                District’s ESOL program.
            •   Collaborate with key leaders and personnel from other Divisions – including but
                not limited to – Curriculum and Instruction, Accountability and Continuous
                Improvement, Schools and Leadership, Human Resources, and Finance – to
                secure and dispatch resources, attract and recruit, develop top talent, develop
                and implement intermediate and long term plans, implement and monitor
                services, and evaluate impact of all aspects of the District’s ESOL program.
            •   Collaborate with key leaders and personnel from other Divisions – particularly
                Schools and Leadership and Curriculum and Instruction, Wrap Around Supports,
                and Curriculum and Instruction to support schools’ master scheduling efforts
                towards maximum academic impact on the needs for English Language Learner
                students and to develop, implement, monitor, and measure efficacy and impact
                of professional development experiences for teachers across the District to
                improve learning outcomes for students identified for and receiving ESOL
                services.
                                                                     Director, English Language Learners

          •   Implement, oversee, monitor, and measure impact of the District’s efforts to
              increase the number of teachers across the District to earn their ESOL
              endorsement on their teaching certificates. Utilize and monitor various methods
              to ensure the District remains compliant with applicable laws, regulations,
              policies, and mandates pertaining to services for students and families
              identified for and receiving ESOL services.
          •   Collaborate with key leaders and personnel from other Divisions – particularly
              Assessment and Continuous Improvement, and Schools and Leadership – to
              administer, monitor, and respond to the District’s mandated assessments for
              students identified as English Language Learners.
          •   Collaborate with key leaders and personnel from other Divisions – particularly
              Assessment and Continuous Improvement, Schools and Leadership, and
              Curriculum and Instruction – to administer, monitor, and respond to results of
              various common formative assessments, universal screeners, benchmark
              assessments, and other formative academic indicators – for English Language
              Learner students.
          •   Establish, administer, and provide direct oversight for the English Language
              Learner departmental, ESOL program, and International Center budgets and
              expenditures- and ensure that spending levels are consistent with spending
              targets established for the fiscal year and approve Title III fund requests.
          •   Oversee program development and implementation of ESOL programs; attend
              and provide professional learning opportunities for teachers of English Language
              Learners and International Center staff. Represent the school district and
              participate on state and local committees and advisory boards as needed
              and/or as requested.
          •   Provide direct supervision and evaluation for the staff assigned to the
              International Center. Lead the International Center in accordance with the
              tenants of our District’s Core Values and best practices for positive work
              environments and parent engagement. Represent the school district and
              participate on state and local committees and advisory boards as needed
              and/or as requested.
          •   Coordinate Fall/Spring enrollment registration for identified English Language
              Learner students and process student visas; manage student exchange
              programs; oversee review and processing of foreign transcripts.
          •   Perform other duties as assigned.


Education and/or Experience
Master’s degree in ELL, linguistics, foreign languages or equivalent from a Professional Standards
Commission approved accredited college or university is required.
Minimum five (5) years of previous experience as a teacher of English Language Learners with
demonstrated successful advancement through the teaching and/or school or school system
administrative hierarchy required.
Prior service in a formal instructional leadership position in an educational setting is required: with
preference for prior service as a building principal, district-level director, district-level department
head, or above.
                                                                           Director, English Language Learners

Certificates, Licenses, Permits
Valid Georgia Professional Standards Commission approved certificate in educational leadership at level L-5,
NL-5, PL-6 or above required. If a level L-5, NL-5, PL-6 or above certificate is not held, the individual must be
eligible for the NPL certificate in educational leadership.


Knowledge, Skills & Abilities
Knowledge of organizational and department planning and operational procedures; the organization
of specific assigned area; budgeting and spending, labor issues and efficiencies; DCSD policies and
procedures; manpower and facilities requirement forecasting; all relevant available public and
private resources and services; curriculum guidelines for the school system and state requirements;
standardized testing in accordance with school system policies and state laws; school system
policies, programs and procedures pertinent to learning disabilities, child and substance abuse, and
social adjustment; principles and best practices relative to strategies for instruction of English
Language Learners; second language acquisition; immigration issues and cultural diversity; No Child
Left Behind Act (NCLB), Title III; and related state and federal laws and regulations affecting the
education of international students and teacher preparation programs for ELL endorsement
Skill in effective oral, written, and interpersonal communication; coordinating and collaborating with
federal, state, regional and local organizations and departments to establish and execute
responsibilities; administration and management skills gained through increasingly responsible
management positions; recruiting, training and motivating employees; diagnosis and analysis of
individual student needs; analytical thinking; and data analysis
Ability to direct and administer the programs and services of a non-profit educational and/or service
organization; establish objectives and procedures governing the performance of assigned activities
among employees; develop and understand financial and/or operating reports; maintain confidential
information; plan and develop course of study suitable for specific grade levels; develop lesson plans
incorporating lectures, projects, group discussions, exhibits, field trips, audiovisual and library
resources, computers and the internet; accurately retain and collect data; demonstrate sensitivity
while supervising members of diverse populations; use basic and job-related computer applications;
organize, prioritize assignments; and manage multiple tasks simultaneously

ADA Requirements:
Sedentary Work: Exerting up to 10 pounds of force occasionally, and/or a negligible amount of force
frequently or constantly to lift carry, push, pull or otherwise move objects, including the human body.
Sedentary work involves sitting most of the time. Jobs are sedentary if walking and standing are
required only occasionally and all sedentary criteria are met.
Reaching: Extending hand(s) and arm(s) in any direction.
Fingering: Picking, pinching, typing or otherwise working, primarily with fingers rather than with the
whole hand or arm as in handling.
Talking: Expressing or exchanging ideas by means of the spoken word. One must have the ability to
convey detailed or important spoken instructions to others accurately, loudly, or quickly.
Hearing: Ability to receive detailed information through oral communication; and to make fine
discrimination in sounds, such as when making fine adjustments on machined parts with or without
correction.
Vision: The ability to perceive the nature of objects by the eye. Acuity (near and far vision), depth
perception (three dimensional vision), accommodation (adjustment of lens to eye to bring an object
into sharp focus), field of vision (area that can be seen up and down or to the right or left while eyes
                                                                       Director, English Language Learners

are fixed on a given point) and color vision (ability to distinguish and identify colors) are required
factors.
Repetitive Motions: Substantial movements (motions) of the wrists, hands, and/or fingers.

Performance Factors:
Interaction with Others: Ability to maintain, on a regular and consistent basis, relationships that are
not characterized by high levels of hostility, social withdrawal or failure to communicate. Ability to
be flexible in situations relative to daily routines. Ability to demonstrate sensitivity to the differences
among diverse populations.
Concentration: Ability to maintain workflow and thought processes in the presence of frequent
distractions. Ability to ignore irrelevant sights or sounds and intrusive thoughts or stimuli. Ability to
manage multiple tasks simultaneously with only few or no errors.
Stressful Circumstances: Ability to produce quality work when short or unexpected deadlines are
presented. Ability to adjust work processes without incident when new and unexpected directions
are given relative to a project that may be in process. Ability to maintain composure and not
compound a situation when interacting with persons who may be angry, demanding or otherwise less
than polite.
Independent Judgment: Ability to complete work tasks without being given procedure directions
relative to works steps or the final project.
Decision Making: Ability to make appropriate business decisions.
Organizational Skills: Ability to establish priorities; simultaneously manage multiple tasks; and
deliver a quality work product by a designated deadline.
Attention to Detail: Ability to recognize errors or layout features that detract from the physical
attractiveness or accuracy of a work product.
Public Contact: Ability to communicate professionally and effectively, both verbally and in writing,
with superiors, colleagues, and other individuals within and external to the school system. Ability to
demonstrate professionalism while interacting with others and to maintain constructive working
relationships.
Attendance and Dependability: Ability to be depended on to report to work at the scheduled time
and to seldom be absent from work. Ability to complete work in a timely, accurate manner and to
be conscientious about work performance.