Dual Language Coordinator

Chicago Public Schools; Chicago (IL); On-site; USD 55,000 - 75,000; Full time

Job summary

Chicago Public Schools is seeking a bilingual education teacher to provide instruction and support to English language learners. You will plan lessons, assess language progress, and maintain accurate student records while communicating with families.

The role requires completing student teaching requirements and holding an Illinois bilingual endorsement with applicable licensure. Strong classroom management and collaboration with staff are essential.

Qualifications

• Must have Illinois bilingual teaching endorsement and valid licensure.
• Experience with bilingual students and state standards is preferred.

Responsibilities

• Plan lessons aligned with Illinois Learning Standards and bilingual program goals.
• Administer tests and language assessments to measure language progress.
• Track student progress and maintain records of achievements.
• Engage parents and guardians regarding academic progress and conduct.

Skills

Bilingual endorsement

Instructional planning

Classroom management

Parent communication

Assessment skills

Education

Student teaching completed + licensure coursework

Job description

CPS Careers | Search | Apply | Get Hired

Posting Date

Oct 7, 2026, 3:12:05 PM

Primary Location

JOB DESCRIPTION ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

CHARACTERISTICS OF THE CLASS: Under the supervision of the school principal, responsible for instruction, specialized services and support to students for the purposes of developing the students’ ability to effectively perform courses of study in the English language, discipline of all students in assigned classes, and performs related duties as required.

ESSENTIAL FUNCTIONS: Responsible for instructional planning, including, but not limited to, providing lessons plans and preparation for each assigned student in accordance with the objectives of the instructional program, Chicago Public Schools’ policies and procedures, Illinois Learning Standards, and state and federal law; administering tests and language assessments for the purpose of evaluating students’ language ability; assessing students’ progress, expectations, and goals in the bilingual program, developing and delivering lesson plans that utilize appropriate instructional techniques that enable limited English proficient students to overcome barriers that impede equal participation by these students in the district’s instructional programs; establishing positive learning expectation standards for students, and evaluating students’ progress and maintaining current and accurate records of students’ achievements; implementing instructional methods, including, but not limited to applying contemporary principles of learning theory and teaching methodology, drawing from the range of instructional materials available in the school, participating in the development and implementation of new teaching techniques, and providing bulletin board and interest areas reflective of students’ current work; exhibiting and applying knowledge of the curriculum content related to subject areas and instructional level; participating in programs to improve student attendance; promoting anti-vandalism programs in the schools; establishing and maintaining responsible rules of conduct within the classroom and on school grounds, including but not limited to, playgrounds, corridors, and lunchrooms, consistent with the provisions of the Chicago Public Schools’ Uniform Discipline Code; maintaining accurate attendance records and seating charts, encouraging student growth in self-discipline and positive self-concept; ensures fairness in teacher-student relationships and exhibits and understanding and respect for students; initiating appropriate conferences with parents, guardians, administrators, and/or ancillary personnel, in accordance with school procedures; communicating with parents or guardians and counsels students on the student’s academic progress, attendance, and conduct; participating in in-service meetings and professional staff meetings and using pertinent information and materials provided; may coordinate and attend class field trips; may work in extra-curricular and after-school activities; utilizing appropriate resources available in the community.

MINIMUM QUALIFICATIONS

Education and Experience: Successful completion of all student teaching requirements as well as all course work required to obtain the appropriate teaching license(s) issued by the Illinois State Board of Education.

Licensure Requirements Must possess the appropriate Illinois State Board of Education issued educator license with a bilingual endorsement in the grade level being taught.

Knowledge, Abilities, and Skill: Knowledge of subject matter consistent with state certification requirements, knowledge of contemporary principles and practices of teaching, knowledge of classroom and behavior management techniques which includes the following:

Ability to modify instruction to meet student needs, ability to cooperate with the school faculty and administration in the development and implementation of an articulated program of instruction, ability to work effectively with students, parents, and guardians, staff members, and community representatives in providing an appropriate educational program; ability to understand the physical, intellectual, social, and emotional patterns of students.

Skill in the application of contemporary principles and practices of teaching, good oral and written communication skills, good interpersonal skills, skill in exercising sound and professional judgment.

Physical Requirements: Light Work: Exerting up to twenty (20) pounds of force occasionally, or up to ten (10) pounds of force frequently, or a negligible amount of force constantly to move objects. Physical demands include the ability to stoop occasionally, reach frequently, handle objects occasionally, talk and hear constantly, frequent use of near visual acuity, and occasional use of far visual acuity.

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