ESOL (ELL) Teacher

POSITION TITLE ESOL Teacher

REPORTS TO: Principal

POSITION SUMMARY: To provide supplemental instruction to students in core content/skill areas

ESSENTIAL JOB FUNCTIONS include the following. (Other duties may be assigned)

Curriculum:

• provide ongoing support for both teachers and students in Confluence classrooms

• creative problem solvers for the central difficulties faced by students who are acquiring English and for keeping

track of these students’ individual progress

• knowledgeable in the core processes, skills, and content of all curriculum areas, as expressed in the general job

QUALIFICATION REQUIREMENTS: To perform this job successfully, an individual must be able to perform

each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or

ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform

essential functions.

Education/Experience: Bachelor’s degree or higher.

Certification: Valid Teaching Certificate in ESOL

Instruction:

• understand, implement, and support an inclusion model for students identified as having special needs, specifically for SAEs

• provide strategic direct instruction for students acquiring English, one-to-one or in small groups, within the classroom or through time-limited pull-asides

• differentiate instruction to accommodate the needs of the student populations represented in each classroom,including ESL, special education, and gifted

• establish, nurture, and manage student-directed classrooms in which students are working together, conversing, using materials, and participating in exploration centers

• integrate a process approach to writing across all disciplines

• demonstrate the ability to teach math concepts with manipulatives

• use cooperative-learning strategies for both instruction and classroom management

• develop and use rubrics for instruction as well as assessment

• use technology tools for instruction, planning, and communication

• eager to learn new uses and applications of technology tools

Assessment:

• possess organizational skills for keeping track of students in different settings, for ESOL compliance paperwork and related activities

• assist in the ongoing assessment process to determine each student’s status, which includes and is not limited to identification of ESL candidates, rights to ESL instruction; sheltered classroom instruction

• administer and evaluate performance assessments as required by the academies served

• develop and use rubrics for evaluating student products

• establish and involve students in the development of their portfolios

Classroom Management:

• create and manage a responsive learning environment that enables students to feel safe, to be creative, and to develop to their full potential

Professional Responsibilities:

• partner with colleagues, working together with classroom and “specials” teachers to make the school’s learning environment increasingly effective, so that SAEs are active, successful learners with equal access to all curriculum

• contribute to increased instructional clarity, feedback, and opportunities for practice across the school’s learning environments (classrooms, specials, hallways, lunch, playground, tutoring, intensives, etc.)

• comply with federal, state, and local regulations governing students acquiring English

• contribute to strengthening school-wide supports for all students

• write, implement, and evaluate their own professional development plans

• solicit constructive feedback from lead teachers, curriculum coordinators, and others who are observing instruction

• support the professional development plans of colleagues

Professional Relationships:

• possess people skills for working collaboratively with colleagues and in active partnerships with parents and community resource personnel

• work in teams to plan, problem-solve, and support one another on a daily basis

• understand the Confluence design of local governance and actively participate in house, academy, and school activities and committees

• plan regularly with classroom colleagues, following up with supportive teaching materials and strategies for working with students acquiring English

• provide colleagues with information, strategic modeling, instructional materials, and professional development activities that maximize classroom effectiveness provided for SAEs

• openly and eagerly share expertise at the house, academy, school, and project levels

Family Involvement:

• serve as the primary support link to the parents of students acquiring English

• develop family-school relationships that foster the academic and social development of the child

• invite parent/guardians to be partners in their child’s education

• encourage parents to participate in the daily life of the school and reach out to families in their homes through home visits, telephone contacts, and email.

School Community:

• create a sense of community and belonging for the students in their school

• establish connections and relationships among their students and the larger community that support the academic and social development of the student and contribute to achievement of overall school goals.

Language Skills: Ability to read, analyze, and interpret general business periodicals, professional journals, technical procedures, or government regulations. Ability to write reports, business correspondence, and procedure manuals. Ability to effectively present information and respond to questions from groups of mangers, clients, customers, and the general public.

Reading/literacy/mathematical Skills: Ability to calculate figures and amounts such as discounts, interest,commissions, proportions, percentages, area, circumference, and volume. Ability to apply concepts of basic algebra and geometry.

Reasoning Ability: Ability to define problems, collect data, establish facts, and draw valid conclusions.

Ability to interpret an extensive variety of technical instructions in reading/literacy/mathematical or

diagram form and deal with several abstract and concrete variables.

Other Skills and Abilities: Must be able to transport between school buildings,

Ability to apply knowledge of current research and theory in specific field. Ability to establish and maintain effective working relationships with students, staff and the community. Ability to communicate clearly and

concisely both in oral and written form. Ability to perform duties with awareness of all Confluence

requirements and Board of Directors policies. Ability to utilize technology in establishing appropriate record keeping program for students, programs, and staff.

PHYSICAL DEMANDS: The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

While performing the duties of this job, the employee is regularly required to sit and talk or hear. The employee is occasionally required to stand and walk. Specific vision abilities required by this job include close vision and the ability to adjust focus. The position requires meeting deadlines with severe time constraints, interacting with the public and staff, irregular or extended work hours.

Q