Bilingual Resource Specialist Pool
We are searching for an experienced Bilingual Resource Specialist Pool at our Generic Location facility.
Primary Duties and Responsibilities:
The Spanish Bilingual Resource Specialist allocation is designed to serve Spanish-speaking students and
families at each individual school site. Low incidence language and Hmong BRS are district-wide as
directed. While BRS are placed at buildings, they are allocated to serve the needs of students and
families across the district. When applicable, schedules need to accommodate time for other duties
that are assigned to them (report card comment translations, IEP interpretations, etc.), while adhering
to their school responsibilities whenever possible.
A. Instructional Supports & Service Delivery
● BRS maintain and adhere to a weekly schedule of academic and
linguistic support, created in association with school administration
and teaching staff based on the needs of English Learners (ELs) in
their work sites as indicated on students’ IPS forms. It is essential that
all staff (teachers, administrators, etc.) understand the flexible nature
of BRS schedules.
● Provide students with academic, linguistic, and cultural supports in
the classroom in collaboration with teaching staff or administrators
● Facilitate and enhance communication, including translation and
● Build relationships with ELs and their families.
● Support secretary/office and English as a Second Language
(ESL)/Bilingual Resource Teacher (BRT) staff to welcome families into
the school district, provide interpretation to ensure all paperwork is
completed and share the array of services available to the student to
inform parent decisions.
● Assist ESL/BRT with communication to families regarding the Home
Language Survey and ESL status and services by providing
● Work with the ESL/BRT to ensure EL records are complete and current.
● Help transition newcomers into student life through social, emotional, and
academic support in collaboration with other staff (i.e. school social
Collaboration with Teaching Staff
● Participate as an active team member in the discussion of
academic, transition, graduation and career/vocational issues
related to ELs.
● Contribute ideas to the planning of the ESL/Bilingual instructional
programs, including culturally relevant materials, resources, and ways
of responding to students.
● Differentiate and obtain cultural background information relevant for
instruction and assessment of student performance.
● Implement one-on-one and small group lesson plans created in
advance by certified teaching staff to provide pre-teaching and/or
● Consult with staff to provide possible cultural or language-based
explanations to student issues.
● Provide support to ELs in core academic instruction with intention and
planning in an inclusive environment, under the guidance of the
classroom teacher and/or ESL/BRT. This support occurs in students’
native language, as well as in English, based on students’ linguistic and
● Provide support to ELs in small groups within or outside of the
classroom as needed. When determining which ELs BRS are assigned
to support, ESL teams should consider the Oral Language Composite
scores from ACCESS for the students. Students that need oral
language support are those with lower Oral Language Composite
subscores. Please note that any support that happens outside the
classroom should be short-term, should not interfere with core
instruction occurring in the classroom and needs to be documented
on the student’s IPS form.
● Provide appropriate accommodations (i.e. interpretation support)
as outlined by the Office of Assessment Administration for ELs
during testing situations. This does not include proctoring which
must be done by a certified teacher.
● Facilitate communication between linguistically and/or culturally
● Provide written translation of school-specific documents.
● Provide interpretation for school staff (principal, teacher, nurse,
etc.) who are contacting parents in person and over the phone
with the staff member present. This is often done through
sequential oral interpretation, which allows the parent the
opportunity to ask questions of the person who contacted them.
● Collaborate with and connect students/families with staff by
providing oral interpretation in person and over the phone
regarding all topics that affect student life.
● Provide oral interpretation at school events and meetings.
● Facilitate communication prior to Individual Educational Plan (IEP)
meetings, and provide interpretation during IEP meetings.
● Assist families in their native language to complete district/school
paperwork and applications.
C. Cultural Liaison
● Assist the family and the student to navigate the norms and
practices, both social and academic, of the U.S. school system
(report cards, Summer School, etc.) and community.
● Work with families to gather information about their social and
academic norms and practices, and share this information with
staff during established meetings (i.e. grade level meetings).
● Explain the district Code of Conduct to students and families.
● Provide social/emotional support for ELs, particularly those
struggling with bridging school culture.
● Help schools develop a system of culturally relevant family
● Connect students/families with district and community resources:
e.g. clinics, dental and eye care; free health events; academic
tutoring; housing and employment support services; etc.
● Facilitate communication to outside agencies and relay
recommendations of community-based services between staff
Language Proficiency Requirements for BRS
● Must pass MMSD oral and written proficiency assessment in target
language and English (based on district screening process)
22.89 - 41.21
Our company provides equal employment opportunities (EEO) to all employees and applicants for employment without regard to race, color, religion, sex, national origin, age, disability or genetics.