Position Summary
This leadership role oversees Multilingual Learner Education (MLE),  Gifted & Talented (GT) programming,  and the implementation of MTSS across a k-12 charter network.  This position is responsible for driving strategy, systems and support for diverse populations ensuring compliance, effective assessments, identification, curriculum, and teacher development.

The ideal candidate will bring expertise in research-based and inclusive practices for special populations, lead ongoing program evaluation, and support professional learning. This role requires strong collaboration with school leaders, educators, support staff, and community partners to ensure English learners and multi-lingual students receive high-quality, culturally responsive instruction. 

In addition, this position works closely with APS and DPS to ensure ECE-12 compliance with state and federal guidelines.  A strong background in bilingual education, MTSS, and leadership is essential, along with a passion for serving students with special needs and a commitment to educational equity and excellence.

Key Responsibilities

1. Vision and Implementation

• Define and articulate RMP’s vision for student services programming, based on research and best practices, a deep understanding of the Common Core State Standards and what students need to be college-ready, as well as experience serving students with learning challenges, emerging bilingual students, students requiring emotional support, and students below grade level
• Ensure that RMP’s programming aligns with both district and state requirements
• Oversee and ensure the quality and implementation of RMP’s MLE  programming including clarity of vision, robust training, and ongoing direct support for these programs
• Take  radical accountability for student outcome data to define clear goals, set strategy, identify areas for improvement
• Provide vision and leadership to support student achievement and effective services by identifying best practices, developing and implementing strategic improvement plans, determining professional development areas and supporting achievement plans.  Professional development should focus on evidence-based practices, differentiated instruction, data-driven driven decision making, and student enrichment and support, and provided for teachers and leads, SAL(s), instructional coaches, interventionists, coordinators, Principals and Assistant Principals 
• Develop and implement a vision and multi-year strategy for English Language Development (integrated and dedicated) programming  with clear goals for Multilingual Learner achievement
• Oversee the development, implementation, and evaluation of our GT programs and services leading our efforts to identify, serve, and support GT students across the network

2. Collaboration and Consultation

• Develop or revise assessments to ensure alignment with grade-level standards and rigor
• Close collaboration with other teams to ensure a coherent and comprehensive approach to all RMP academic programming (ELD, MTSS , and GT)
• Collaborate with school leadership teams to establish clear goals, priorities, and action plans for MLE program implementation, aligned with the school's mission and vision
• Prepare reports and presentations on MTSS implementation and outcomes for school leadership, district administrators, and other stakeholders. Serves as a liaison between DPS/APSS for MLE programming and teacher qualifications,  and GT programming and ALP implementation

3. Team Support and Development

• In partnership with the People Experience team support the development of job descriptions, multi-step interviews,  hiring decisions, advise on the ideal staffing structure and annual assignments, ensure employees meet the CDE licensure requirements related to MLE,  and help to guide the disciplinary and termination processes as needed
• Conducts regular instructional rounds to collect data on ICLD and ELD strategies, using the results to inform coaching, instructional adjustments, and to support ILT and teacher leaders in implementing effective ICLD practices
• Support the growth and development of ELD teachers through direct collaboration, input on evaluations, and facilitation of feedback sessions                                                                                                                                                                                                                                                                                                                    
• Disseminate information to school teams and other stakeholders curated from DPS/APS monthly ESS meeting participation  and newsletters from the Office of ESS, and any other relevant agencies/sources (including best practices/research related to the fields of MLE, MTSS, and GT)
• Assist in guiding the facilitation of  regular meetings of MTSS teams to review student data, problem-solve challenges, and make data-driven decisions about interventions and supports
• Provide individualized supervision and support to each campus and service provider, using student proficiency data to guide the implementation of research-based instructional practices across all domains. Support ELD teacher development through collaboration, evaluation input, and feedback sessions

Qualifications

We are seeking team members who…

• Serve as an active movement builder with an unwavering belief in every student’s limitless potential and a relentless drive to achieve exceptional student outcomes
• Embody the PEAK core values in all of your daily functions including being willing to persevere when a difficult situation arises, providing excellent service to our community, embodying a spirit of adventure, and living out kindness every day
• Carry out network support duties and responsibilities at the campus level as assigned 
• Oversee compliance and send weekly MLE reports containing ISA information and action items
• Set and manage MLE related goals for OKR(s) and MLE service plans
• Monitor and assess the effectiveness of gifted and talented programs and services through data analysis, student performance measures, and stakeholder feedback
• Ensure that MTSS practices are culturally responsive and equitable, and that they address the needs of diverse student populations, including students with disabilities, English learners, and students from historically marginalized groups
• Ensure compliance with all federal, state, and local laws and regulations related to MTSS and MLE( I.e., Consent Decree), and GT
• Collect, analyze data, and prepare reports required by district and state authorities

Education and Experience:

• Completion of CDE Culturally and Linguistically Diverse (CLD) 45 contact hours
• Knowledge of curriculum, supervision, instruction, school-based processes and operations, culture, and community along with a strong student focus on the needs of muli-lingual students
• Demonstrated success working with students from historically marginalized communities
• Master Degree in Education, EL Instruction or a related field or a Master’s degree in Special Education or related field plus additional coursework required for certification or licensure
• Expertise in language development standards and instruction
• Valid Colorado certification/license in Bilingual Education, ESL, or related area
• Commitment to equity, diversity, and inclusion in education

Knowledge, Skills, and Abilities:

• A proven track record of success in managing complex tasks and situations with staff, students, and families
• Demonstrate ability to create a positive work environment and tenacity/persistence in pursuit of solutions that maximize student access and achievement
• Ability to facilitate group meetings with intentionality, focus, and clear objectives
• Inspires staff and others to believe in and reflect RMP’s mission, values, and high expectations

Preferred Qualifications:

• Bilingual proficiency is a plus
• 8+ years of teaching or supporting Multilingual learners
• 5+ years of project management or leadership experience