Director, Multilingual Learner Success
260 Days 12-Month Contract
Multilingual Learner Success
SUMMARY
The Director, Multilingual Learner Success leads, coordinates, and evaluates school-based and division-level programs for Multilingual Learners (MLs), English Learners (EL), and Immigrant Youth (IY) students. within RPS. Guided by service, justice, compassion, and high expectations, the Director ensures complete Title III compliance, manages Language Instruction Educational Programs (LIEPs), oversees the Welcome Center, promotes Language Justice, supports ML family engagement, and improves graduation rates to help students thrive holistically.
ESSENTIAL DUTIES AND RESPONSIBILITIES
- LIEP Management & Instructional Quality: Oversees the implementation, resource allocation, and continuous evaluation of LIEPs across all RPS schools—including ESL, Content Classes with Integrated ESL, Newcomer programs (at designated middle and high schools), and Two-Way Dual Language Immersion. Oversees World Languages. Conducts classroom walkthroughs to guarantee equal access to Tier 1 instruction and grade-level curricula.
- Title III Compliance & Accountability: Directs the execution and monitoring of the Title III grant application, budget, and state/federal regulatory compliance indicators, with specific emphasis on Ensuring Meaningful Access and Meaningful Communication. Ensures proper screening, placement, annual WIDA ACCESS testing, opt-out procedures, and 4-year post-exit tracking.
- Graduation & Academic Achievement: Collaborates with middle and high schools to reduce dropouts, recover former ELs, and increase ML graduation rates to 80% by 2028. Leads targeted high school initiatives (such as Con Ganas, Newcomer Academy, and Mentorship Programs) to foster belonging and college/career/civic readiness.
- Welcome Center & ML Family Advocacy: Directs Welcome Center operations and staff, providing seamless PreK–12 enrollment, ELP assessment, foreign transcript evaluation, specialized specialty school application support, and direct community agency linkage.
- Language Justice: Spearheads division-wide language justice initiatives to eliminate communication barriers, guaranteeing non-English speaking families receive timely translated materials and qualified interpretation (e.g., Staff Language Line) for all school activities, open enrollments, and district programs.
- Budget & Fiscal Management: Prepares, manages, and monitors the Multilingual Learner Success local operational budget as well as the federal Title III grant application and fund allocation, ensuring strict compliance with allowable expenditures, federal guidelines, and division financial policies.
- Data-Driven Program Evaluation: Analyzes disaggregated ML subgroup data, SOL proficiency trends, and WIDA progress targets to make data-informed decisions regarding LIEP staffing, SOQ ratios, and continuous division improvement. Convenes the Multilingual Learner Success Advisory Council monthly and conducts annual needs assessments.
- Professional Development: Directs evidence-based professional learning for LIEP and general education staff focusing on best practices for ML Instruction, WIDA standards, Title III compliance, ML family engagement, and Language Justice, ensuring 100% of high ML-population schools receive dedicated training.
- Exceptional Education & Inclusion Coordination: Collaborates with Exceptional Education teams to ensure MLs with disabilities receive appropriate dual services and evaluations in their primary language. Guarantees MLs equal access to gifted, magnet, CTE, AP/IB, and extracurricular activities without unnecessary segregation.
- Staff Leadership & Stakeholder Partnerships: Manages and evaluates departmental direct reports while fostering strong partnerships with external providers, residential facilities, and community agencies to advocate for ML families.
- Performs all other duties as assigned.
EDUCATION AND EXPERIENCE
- Master’s degree in Education, TESOL, Educational Leadership, or a related field; Doctorate preferred.
- Building-level administrative experience preferred.
- Minimum five (5) combined years of professional experience, including at least three (3) years teaching language acquisition services and additional years leading academic/multilingual programs at the school or division level.
LICENSES/CERTIFICATIONS
- Postgraduate Professional License with endorsements in English as a Second Language and?Administration and Supervision.
ADDITIONAL REQUIREMENTS
- Cultural and linguistic responsiveness/competency.
- Bilingual candidates required. Spanish preferred.
KNOWLEDGE, SKILLS, AND ABILITIES
- Regulatory Expertise: Deep understanding of Title III of the ESEA/ESSA, VDOE regulations, WIDA English Language Development standards, and federal mandates governing LIEPs, opt-out policies, and dual-service provision.
- Language Justice Commitment: Demonstrated expertise in language access rights, multilingual family engagement strategies, and managing division-wide translation/interpretation services.
- Instructional Leadership: Comprehensive knowledge of high-yield instructional strategies for MLs (e.g., 7 Steps, Ellevation, TESOL 6 Ps) and specialized LIEP models (Dual Language, Integrated ESL, Newcomer models).
- Data Analysis & Budgeting: Ability to manage federal grant budgets (Title III), disaggregate complex academic assessment data (SOL, WIDA), and translate findings into program improvements.
- Communication & Collaboration: Superior interpersonal and cross-cultural communication skills to partner effectively with school administrators, community agencies, and diverse family populations.
PHYSICAL DEMANDS
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. Work involves frequent sitting, talking, hearing, and using hands to operate a computer and standard office equipment. The employee may occasionally stand, walk, stoop, or kneel in the course of normal duties. Fine finger dexterity and handling are required for typing, document preparation, and data entry. Visual acuity is necessary for reading, reviewing, and preparing various materials and for viewing a computer screen with accuracy.
WORK ENVIRONMENT
Work is performed primarily in a standard office environment within a school or district administrative setting. The position involves minimal exposure to environmental hazards or physical risks. Tasks are carried out in a climate-controlled space with access to necessary technology and resources. The work is typically deadline-driven and may involve managing multiple priorities, frequent communication with colleagues and stakeholders, and occasional interruptions.
HOW TO APPLY: All applicants (including RPS employees) must submit an online application. Please access the website at: www.rvaschools.net
Please upload a current resume with your application. Three reference names and contact information will be required at the time of application submission. Richmond Public Schools will conduct a background investigation, fingerprinting, and tuberculosis screening as a condition of employment. EOE.
