ES English as an Additional Language (EAL) Coordinator 

The role of the Elementary School English as an Additional Language (EAL) Coordinator is to support the successful language development and academic access of students learning English as an additional language, and to build the capacity of classroom teachers and teaching assistants to implement effective language-support practices within Tier 1 instruction.

The EAL Coordinator works collaboratively with teachers and TAs to ensure that EAL strategies are embedded within everyday classroom practice. This includes providing professional learning, coaching, co-planning, and co-teaching to strengthen inclusive instructional approaches that support English language acquisition alongside content learning. The initial focus for this role is in the elementary school, but it could grow into a more schoolwide role in the future. 

The EAL Coordinator will also work directly with EAL students through push-in support and targeted small group instruction,  as well as develop staff capacity to effectively support English learners within the mainstream classroom environment.

Preferred Qualifications Include: 

• A demonstrated ability to lead high levels of student learning.
• English proficiency or native-level fluency.
• Current teaching certification with training in language acquisition or EAL instruction.
• Master’s Degree in Education, Second Language Acquisition, or related field preferred, or Bachelor’s Degree in Education and relevant ELL/EAL/MLL teaching experience and certifications.
• Demonstrated experience in instructional coaching. 
• Experience collaborating with classroom teachers to plan instruction that integrates language and content learning.
• WIDA training and experience assessing language proficiency and using data to guide instruction.
• Strong understanding of effective scaffolding, differentiation, and language-support strategies.
• Demonstrated success working with multilingual learners in inclusive classroom environments.
• An aptitude for building and maintaining positive relationships with students, colleagues, and parents.
• Strong interpersonal and communication skills, including the ability to provide constructive feedback and coaching.
• Life experiences that demonstrate, among other things, a growth mindset, versatility, adaptability, and resilience.
• Strong understanding and respect for cultural diversity and the needs of multilingual learners.
• A commitment to engaging in a diverse professional community that is growing in its DEIJ principles and practices.

Instructional Support and Capacity Building

• Provide professional learning, coaching, and support to teachers and teaching assistants on effective practices for supporting English language acquisition within Tier 1 classroom instruction.
• Work alongside teachers and TAs through co-planning, co-teaching, and modeling lessons that integrate language development with academic content.
• Support teachers in implementing scaffolding, differentiation, and accommodations that make learning accessible for EAL students.
• Support the development of classroom practices that promote student talk, academic language development, and participation in learning.

Student Support

• Provide direct support to EAL students through a range of service delivery models, including in-class support, small-group instruction, and targeted interventions when necessary.
• Use a case manager model for the instruction and monitoring of students requiring support.
• Develop and maintain student language profiles, assessment data, teacher input, and observations.
• Support students in developing strategies to comprehend academic language, participate in discussions, construct meaning from texts, and express themselves in writing.
• Leverage students’ home language, cultural background, and prior knowledge as bridges to learning.

Assessment and Data Use

• Utilize WIDA or other language proficiency data to guide instructional planning and support teachers in understanding student language needs.
• Monitor student progress and collaborate with teachers to adjust strategies and supports.

Collaboration and Communication

• Work as a collaborative member of the Student Support Team (SST) and grade-level teams to coordinate support for EAL students.
• Consult regularly with teachers regarding strategies, accommodations, and instructional approaches that support multilingual learners.
• Communicate regularly with families regarding student progress and strategies for supporting language development.
• Support a positive learning and teaching environment that values multilingualism and cultural diversity.

Professional Engagement

• Attend and actively participate in or lead departmental, divisional, and PK–12 professional meetings.
• Stay current with research and best practices in language acquisition and multilingual education.
• Contribute to school-wide initiatives that promote inclusive and equitable learning environments.

Other Responsibilities

• Promote a positive learning and teaching environment across the school community.
• Carry out additional responsibilities as determined by the Elementary School Principal / Director of Student Support Services.

Kaohsiung American School (KAS) is a private, not-for-profit day school established in 1989 for the children of expatriate families in Kaohsiung. The school is accredited by the Western Association of Schools and Colleges, and offers the IB’s MYP and DP programmes. We receive annual grants and sponsorship from the US Department of State.

Kaohsiung American School moved into its beautiful, purpose-built campus buildings in 2015/2016. We are recognized as the premier international school in southern Taiwan. We currently enroll 780 students from 40+ countries, although most of our students share Taiwanese heritage and Mandarin as a first language. Every year, 65–85% of our students are full IB Diploma candidates, and almost all other students will take certificates in one or more subject areas. All our students are multilingual learners.

KAS is Committed to Child Safeguarding

• KAS conducts rigorous background and reference checks on all candidates
• Employees and volunteers at KAS receive training to recognize signs of abuse and neglect and are required to report suspected incidents of child abuse and neglect.
• Our child protection response team uses a team-based approach to respond to each reported incident in accordance with Taiwanese law and international best practices.
• KAS is committed to supporting and recognizing the identities of all students. We foster an environment free of discrimination and other forms of identity-based harm.