ZipRecruiter

Log In

1

Esl Program Director Jobs in Virginia (NOW HIRING)

Goodwin Living

Personal Trainer (PRN)

Alexandria, VA · On-site

$30 - $35/hr

Job Duties * Assist the Program Director(s) in projects that support the department. * Support ... Tutoring for ESL, Citizenship Test & GED * Referral Program: Earn up to $3,000 for referring ...

Goodwin House

Personal Trainer (PRN)

Alexandria, VA

$30 - $35/hr

Job Duties * Assist the Program Director(s) in projects that support the department. * Support ... Tutoring for ESL, Citizenship Test & GED * Referral Program: Earn up to $3,000 for referring ...

Goodwin Living

Personal Trainer (PRN)

Alexandria, VA

$30 - $35/hr

Job Duties * Assist the Program Director(s) in projects that support the department. * Support ... Tutoring for ESL, Citizenship Test & GED * Referral Program: Earn up to $3,000 for referring ...

next page

Showing results 1-20

All JobsEsl Program JobsEsl Program Director JobsEsl Program Director Jobs in Virginia

Esl Program Director information

What does an ESL Program Director do?

An ESL (English as a Second Language) Program Director oversees the development, implementation, and administration of ESL programs within educational institutions or organizations. Their responsibilities include curriculum planning, staff recruitment and training, budgeting, and ensuring compliance with relevant regulations and standards. They also assess program effectiveness, support instructors, and facilitate communication between students, teachers, and administrators. Ultimately, their goal is to ensure high-quality English language instruction for non-native speakers.

What are some common challenges ESL Program Directors face when managing diverse instructional teams?

ESL Program Directors often lead teams comprised of instructors from various cultural and educational backgrounds, which can present challenges in aligning teaching methods, communication styles, and program goals. Managing these differences requires strong interpersonal skills, adaptability, and a commitment to fostering a collaborative environment. Regular training, open communication channels, and clear expectations are essential for ensuring that all team members work effectively toward student success.

What are the key skills and qualifications needed to thrive as an ESL Program Director, and why are they important?

To thrive as an ESL Program Director, you need expertise in language education, curriculum development, and program management, often supported by a master's degree in TESOL, education, or a related field. Familiarity with student information systems, learning management platforms, and assessment tools is typically required. Strong leadership, cultural sensitivity, and effective communication are essential soft skills for guiding staff and engaging diverse student populations. These skills ensure the successful design and administration of programs that meet learners' needs and maintain high educational standards.

What is the difference between Esl Program Director vs Esl Instructor?

AspectEsl Program DirectorEsl Instructor
CredentialsBachelor's degree, TESOL/TEFL certification, experience in program managementBachelor's degree, TESOL/TEFL certification, teaching experience
Work EnvironmentAdministrative offices, program planning, staff supervisionClassrooms, language labs, teaching settings
Employer & IndustryLanguage schools, universities, educational organizationsLanguage schools, colleges, private institutions
Primary FocusManaging and developing ESL programs, overseeing staffTeaching English to students, curriculum delivery

The main difference is that an Esl Program Director focuses on managing ESL programs, overseeing staff, and curriculum development, while an Esl Instructor primarily teaches students in classroom settings. Both roles require TESOL/TEFL certification and relevant experience, but their responsibilities and work environments differ significantly.

What are the most commonly searched types of Esl Program jobs in Virginia?

The most popular types of Esl Program jobs in Virginia are:

What are popular job titles related to Esl Program Director jobs in Virginia?

For Esl Program Director jobs in Virginia, the most frequently searched job titles are:

What job categories do people searching Esl Program Director jobs in Virginia look for?

The top searched job categories for Esl Program Director jobs in Virginia are:

What cities in Virginia are hiring for Esl Program Director jobs?

Cities in Virginia with the most Esl Program Director job openings:

Esl Program Director jobs near you
Infographic showing various Esl Program Director job openings in Virginia as of August 2026, with employment types broken down into 70% Full Time, and 30% Part Time. Highlights an 96% In-person, and 4% Remote job distribution.

Director - World Languages

Arlington Independent School District

Arlington, VA • On-site

Full-time

Posted 7 days ago

Arlington Independent School District rating

7.6

Company rating: 7.6 out of 10

Based on 22 frontline employees who took The Breakroom Quiz

165th of 635 rated elementary and secondary schools

Job description

Administration - District Office - World Languages
Job Number 0000765392
Start Date
Open Date 08/17/2026
Closing Date
ROLE AND PURPOSE:
The primary responsibility of the Director of World Languages is to provide vision, management, implementation and leadership for the District's English Learning language instructional programs, (Bilingual, ESL, Dual Language Immersion and Languages Other than English) and services to ensure legally sound and effective practices and compliance requirements in all areas. Assure effective collaboration, implementation and monitoring with all District departments and services related to the language instructional program. Interprets and administers all local, state and federal regulations, rules, policies, and administrative directions pertaining to Emergent Bilingual students and the State of Texas requirements.
QUALIFICATIONS:
Education/Certification:
  • Master's Degree from an accredited institution
  • Mid-Management or Principal Certification, preferred
  • Bilingual Certification or ESL Endorsement issued by TEA, preferred

Experience:
  • Minimum of three years teaching experience in bilingual or ESL, required
  • Minimum of three years of campus administrative experience, required.
    • Strongly prefer experience to be in Bilingual/ESL programs.
    • Principal/Supervisory experience will also be considered.

SPECIAL KNOWLEDGE/SKILLS:
  • Thorough knowledge of language acquisition and oral and written competence in Spanish literacy/biliteracy
  • Thorough knowledge of ESL/Bilingual programs and their effectiveness
  • Capable of providing leadership for a vision of comprehensive ESL/Bilingual education
  • Thorough knowledge of curriculum, instruction and assessment
  • Ability to evaluate instructional program and teaching effectiveness
  • Thorough knowledge of technology and instructional application
  • Knowledge of EL laws, regulations, rules, policies, procedures
  • Knowledge of methods and techniques of instruction for second language acquisition
  • Knowledge of curriculum and professional development best practices related to second language acquisition
  • Knowledge of procedures, practices and methods in planning, evaluating and designing educational programs, and services for Emergent Bilingual students.
  • Knowledge of the challenges confronted by mid-urban school districts with diverse populations
  • Excellent oral and written communication skills
  • Excellent interpersonal skills
  • Organized and capable of meeting timelines and deadlines
  • Ability to communicate and relate with all levels of school staff, students, and stakeholders (internal and external)

MAJOR RESPONSIBILITIES AND DUTIES:
I. LEADERSHIP:
  • Provide leadership that promotes high expectations for performance and positive staff morale in working with the District departments and campus personnel.
  • Build and sustain strong teams that support high levels of success for English Learners Emergent Bilingual students and Second Language Learners.
  • Build and sustain strong systems for supporting high levels of success for Emergent Bilingual students and Second Language Learners using data-driven decision making in a continuous improvement model.
  • Direct and coordinate the annual review and analysis of student data for English Learners Emergent Bilingual students and Second Language Learners to make program improvement recommendations to the Executive Director of Specialized Learning Services.
  • Provide consistent, positive, strong leadership while modeling the leader behaviors articulated in the District's Leadership Definition and the Cultural Tenets.
  • Remain current on and actively apply educational research and best practices and assume leadership in implementation of those practices that will enhance the effectiveness of programs and services for English Learners Emergent Bilingual students and Second Language Learners.

II. INSTRUCTIONAL MANAGEMENT:
  • Manage and coordinate the Second Language, English Learners Emergent Bilingual students, and Dual Language Immersion programs and services to provide support for the District's instructional program.
  • Coordinate the District's Second Language, English Learners Emergent Bilingual students, and Dual Language Immersion programs with other district instructional and student support programs.
  • Direct the staff in developing, maintaining, and revising curriculum documents and instructional materials based on systematic review and analysis of English Learners Emergent Bilingual students needs and LOTE requirements.
  • Direct and coordinate refinement of the district's curriculum across all content areas to address the needs of English Learners Emergent Bilingual students and Second Language Learners and sustain a systems framework so that all teachers in the District address and embed English Language Proficiency Standards into instruction.
  • Assist and support the development, implementation, and maintenance of effective and inclusive instructional programs to achieve identified needs of English Learners Emergent Bilingual students and Second Language Learners.
  • Keep abreast of developments in instructional methodology, language development, learning theory and curriculum trends and content.
  • Model the design and facilitation of effective professional learning to support the overall implementation of the curriculum, and effective teaching strategies including job-embedded coaching, modeling, and demonstration.
  • Work closely with principals, counselors, grade level chairs and teachers in creating an open, cooperative atmosphere for effective communication regarding the compliance and instructional programs and services for English Learners Emergent Bilingual students and Second Language Learners;
  • Ensure the proper placement and support of EL Emergent Bilingual students based on language proficiency testing results.
  • Assist in the development, supervision, and oversight of data management systems for English Learners Emergent Bilingual students and Second Language Learners.
  • Attend district, Region 11, TEA meetings/trainings to receive updated information on guidelines relative to EL testing, TEA compliance measures, as well as related topics.

III. COMPLIANCE AND DATA MANAGEMENT:
  • Direct the implementation and coordination of compliance for English Learners Emergent Bilingual students instructional programs and services.
  • Implement procedures for the identification of Emergent Bilingual students, Migrant and Newcomer students at all grade levels district-wide, testing of students, including student placement and the review of student data.
  • Aggregate and disaggregate state level, district level and campus level data results for Emergent Bilingual state and federal accountability.
  • Ensure that federal, state, and local policies and regulations concerning compliance and mandates are addressed and completed in a timely manner.
  • Provide training and maintain records for state-mandated testing specific to English Learners Emergent Bilingual students; maintain records of all personnel trained, and assure all necessary personnel are certified to assess students.
  • Train campus personnel and parents on Language Proficiency Assessment Committee (LPAC) procedures as mandated by law.
  • Prepare annual state and federal compliance reports using federal, state, and district performance criteria to comply with accountability indicators.
  • Design and assure that all LPAC Forms (English, Spanish), meet state requirements; review all campus forms, minutes, etc. to assure consistency, and accuracy.
  • Develop and manage a system to conduct routine student folder audits to maintain compliance with state and District expectations.
  • Complete an annual compliance report on all campuses that serve English Learners Emergent Bilingual students, parent denials.
  • Coordinate with district and campus testing coordinator on assessment guidelines that impact English Learners Emergent Bilingual students.
  • Assure that testing instruments utilized come from the TEA Approved List of Tests for English Language Learners Emergent Bilingual students and that the correct format and date of tests are used in the district.
  • Schedule and direct all assessment for students new to AISD who require language proficiency testing; report results in a timely manner to campus personnel; maintain records of students tested and results.
  • Develop and maintain an LPAC Handbook and assure that LPAC members are trained on the components of the handbook.

IV. ORGANIZATIONAL CLIMATE:
  • Attend and participate in department director, academic services and other district-level meetings and committees as required.
  • Listen and express self effectively and in a manner that reflects a true understanding of the needs and employs specific strategies that engage, inspire and build commitment to the cause and overall goals.
  • Develops systems of communication that establish consistent, efficient and collaborative processes for the provision of services and support to campus staff and teachers.
  • Exemplifies effective problem-solving methods that are customer-service oriented; promote high expectations of students and staff and recognize excellence and improvement in staff performance.
  • Exhibit honesty, integrity, dependability, competence, high productivity, and a professional attitude in the performance of duties and responsibilities; relate to staff, students, parents, and community members in ways that convey equality and mutual respect.
  • Work effectively with teachers, campus administrators, central office staff, and parents in conflict resolution issues.
  • Demonstrate and reinforce strong commitment to success for all students in our diverse community.
  • Encourage and assist direct reports in maintaining quality services, high productivity and efficiency in family and student engagement services.
  • Engage others in developing an overall sense of shared commitment to the organizational purpose and vision.

V. ORGANIZATIONAL IMPROVEMENT:
  • Systematically monitor the effectiveness of English Learners Emergent Bilingual students and Second Language Learners programs and services.
  • Apply a thorough knowledge of effective professional learning including coaching and mentoring.
  • Focus the department's operations toward the accomplishments of student achievement.
  • Coordinate leadership and technical assistance for Second Language Acquisition, English Learners Emergent Bilingual students, and Dual Language Immersion programs with campus principals so that overall performance is improved.
  • Work collaboratively with colleagues to develop the District Improvement Plan so that the needs of English Learners Emergent Bilingual students and Second Language Learners are addressed.
  • Work with the District leadership to guide the development and implementation of campus improvement plans to address district goals and objectives, especially in areas related to English Learners Emergent Bilingual students and Second Language Learners.

VI. PERSONNEL MANAGEMENT/PROFESSIONAL GROWTH AND DEVELOPMENT
  • Assist with recruitment, screening, selection, assignment, orientation, and dismissal of program staff.
  • Effectively use the District's appraisal system with staff members under direct supervision.
  • Model a commitment to personal growth by being adaptable and by embracing a growth mindset approach to carry forth the work.
  • Provide coaching and development sessions with assigned staff to discuss performance, reach agreement on improvement objectives, and identify professional development and training opportunities in alignment with the competencies outlined in the District's Leadership Definition.
  • Promote continuous improvement among the professional staff, identify individual strengths and areas for improvement, and work with the Executive Director of Specialized Learning Services to establish high expectations for staff performance.
  • Direct and coordinate technical assistance to campus personnel, central office personnel, and community agencies to encourage overall improved performance and continuous improvement.
  • Secure consultants, specialists, and other community resources to assist in attaining department objectives.
  • Assist in planning and delivering effective professional development activities in support of Emergent Bilingual students and Second Language Learners.

VII. ADMINISTRATION AND FISCAL/FACILITIES MANAGEMENT
  • Support and follow local, state, and federal regulations, rules, and policies.
  • Develop, monitor and support procedures for student language proficiency testing, language and state assessment decisions, and the Language Proficiency Assessment Committee operating guidelines.
  • Define the program and fiscal needs in the budget development process, ensuring that fiscal resources, such as Title III funds and Bilingual Education Allotment, are maximized and address the needs of Second Language Acquisition English Learners Emergent Bilingual students, and Dual Language Immersion programs and services.
  • Work with and support the Human Resources Department in facilitating efficient and effective staffing of the campuses.

VIII. MISCELLANEOUS
  • Performs other duties as may be assigned by the Executive Director of Specialized Learning Services.
  • Execution of responsibilities may require work beyond the standard workday and workweek.

IX. WORKING CONDITIONS:
MENTAL DEMANDS / PHYSICAL DEMANDS / ENVIRONMENTAL FACTORS:
  • Tools/Equipment Used: Standard office equipment, including computers and peripherals; standard instructional equipment.
  • Posture: Moderate standing; occasional kneeling, squatting, bending, and stooping.

What Arlington Independent School District employees say

Pay

Benefits

Hours and flexibility

Workplace

Get the full story on Breakroom

Apply