Gifted Coach (English Learner Support)

JOB TITLE: Gifted Coach  (English Learner Support)

This position utilizes current evidence-based strategies and theories to plan, organize, and implement instructional frameworks for gifted and talented students. The Gifted Coach and English Learner Support position provides instructional leadership and coaching to ensure high-ability learners—including English Learners (ELs) and historically underrepresented populations—receive challenging, differentiated, and accessible instruction across the district.

Reports to: Director of Student Support Services

Minimum Qualifications (Knowledge, Skills, and/or Abilities Required)

• Master’s degree or higher with appropriate certification for teaching assignment.
• Virginia Department of Education Teaching License with an endorsement in Gifted Education (ESL endorsement or coursework preferred).
• At least three (3) years of successful classroom teaching experience.

• Demonstrated ability to differentiate content, process, product, and learning environment for advanced learners.
• Strong knowledge of scaffolding techniques and language acquisition strategies to support multilingual and English Learner gifted/potentially gifted students.
• Demonstrated ability to create and align project- or problem-based learning (PBL) scenarios with mandated curriculum.

• Experience using equitable screening tools, disaggregated data, and assessment results to identify and shape instruction for culturally and linguistically diverse learners.
• Excellent oral and written communication skills; demonstrated ability to provide advice, coaching, and professional development to colleagues, administrators, and families.
• Proficiency in using web-based educational technology for instruction and communication.

Duties and Responsibilities

• Facilitate universal data screening 2–3 times a year with school administrators, specialists, and teacher teams to screen for potential giftedness.
• Manage all aspects of the gifted identification process (screening, referral, testing, scoring, eligibility, and determination notification).
• Disaggregate referral, identification, and testing data through an equity lens to actively identify and support potentially gifted English Learners and underrepresented student populations.
• Serve as a support to the referral and identification process, collaborating with teachers, specialists, and counselors to ensure accurate student coding, tagging, and record-keeping.

• Instruct identified gifted and potentially gifted students across assigned grade levels using high-leverage teaching methods.
• Incorporate language acquisition scaffolds and English Learner strategies into gifted instruction, ensuring EL students can fully access higher-order thinking tasks and complex curriculum.
• Monitor, track, and report on gifted student progress, adjusting learning plans as needed.
• Facilitate processes for regional and specialized programs (e.g., Camp Launch, Governor’s School, talent search initiatives).

• Provide facilitative coaching and lead Professional Learning Communities (PLCs) focused on meeting the academic and affective needs of K–12 advanced learners.
• Collaborate with classroom teachers and EL educators to co-plan, model, and embed talent development strategies that benefit high-ability English Learners.
• Deliver ongoing professional development for staff on modifying curriculum, differentiating instruction, and recognizing gifted characteristics in non-traditional and multilingual students.

• Communicate with families regarding gifted programming, policy, and opportunities, providing outreach tailored to linguistically diverse communities.
• Serve as an instructional resource across the division for identifying appropriate interventions and extension strategies for all students.
• Attend district-provided professional development and complete requirements necessary to maintain professional certifications.
• Perform all other duties as assigned.

• Demonstrate overall good health.
• Demonstrate ability to communicate in a clear, concise manner with staff, students, and families.

Terms of Employment

• 8 hours per day; 11 months

Evaluation

• Performance will be evaluated in accordance with the provisions of the Sussex County School Board’s policy manual.

An Equal Opportunity Employer
The Sussex County School Board is an equal opportunity employer; as such, it does not discriminate on
the basis of race, color, national origin, age, religion, political affiliation, handicapping condition, or sex
in its educational programs or employment. No person shall be denied employment solely because of any
impairment which is unrelated to the ability to engage in activities involved in the position or program to
which application has been made