Multilingual Learner (MLL) Teacher

TITLE: K-12 Multilingual Learners Teacher QUALIFICATIONS: 1.English as a Second Language Teacher Certification Granted by the Rhode Island Department of Education 2.Experience as an ESL Teacher (minimum of 1 year) 3.Bachelor’s Degree, Master’s Preferred REPORTS TO: Building Principal JOB GOAL: This individual will be responsible for developing and implementing a comprehensive, standards-based integrated English Language Learner (ELL) program focused on the social-emotional and academic learning needs of English Language Learners. PERFORMANCE RESPONSIBILITIES: 1.Work on collaborative building teams 2.Develop student-centered lessons. 3.Provide direct individual and group instruction. 4.Have a strong working knowledge of strategies for English Language Learners 5.Have a strong command of the WIDA Standards 6.Provide effective, evidence-based instruction embedded within the daily classroom routine and individualized to meet each child’s needs. 7.Provide accommodations, modifications, and specialized instruction to students with disabilities who are integrated into the program. 8.Demonstrate a strong command of ACCESS and WIDA assessments and aligned instructional strategies. 9.Facilitate the effective utilization of community resources to meet the needs of school children. 10.Express concern for all students regardless of cultural, academic or intellectual needs. 11.Demonstrate sensitivity in working with staff, students and parents. 12.Keep abreast of current trends in teaching and learning. 13.Follow established communication channels. 14.Submit required reports promptly and accurately. 15.Use appropriate resources for referral and consultation. 16.Utilize the District grade reporting, curriculum, and attendance systems. 17.Develop and implement quality ELL programs and plans. 18.Implement regular progress monitoring strategies and reporting. 19.Coordinate with District ELL teachers. 20.Collaborate with educators including but not limited to, speech, occupational therapy, physical therapy reading specialist, psychologist, social worker, classroom teacher, and math specialist. 21.Actively engage in the school professional learning community. 22.Integrate tenets of Professional Learning Community, Visible Learning, Deeper Learning, Responsive Classroom, Positive Behavioral Supports, and Social-Emotional Learning Competencies in day to day practices. 23.Provide students with opportunities and guidance to evaluate their own work and behavior against defined criteria and use the results of self-assessment to establish individual goals for learning use assessment results to provide students with timely, helpful, and accurate feedback on their progress toward achievement goals. 24.Reflect on practice and assume responsibility for own professional development by actively seeking and participating in opportunities to learn and grow as professionals and enhance the instructional core, as well as specialized instruction. 25.Solicit feedback from students, families, and colleagues to reflect on and improve teaching. 26.Take responsibility for learning about and implementing federal, state, district and school initiatives to improve teaching and learning. 27.Interact with students, colleagues, parents, and others in a professional manner that is fair and equitable and guided by codes of professional conduct. 28.Exhibit attributes of reliable attendance, promptness, dependability, and professional ethics; Use effective communication skills with students, colleagues, families and related agencies (spoken, written and non-verbal); Complete all requested forms, reports, and data collections in an accurate and timely manner; Perform the functions of the position in accordance with the: RI Professional Teaching Standards; RI Professional Code of Conduct; and all laws, regulations, school district policies, directives, the mission of the district, school-based plans, and administrative priorities / requests; and Perform other duties as may be assigned and/or necessary to perform the functions of the position. 29.Performs other duties as may be assigned and/or necessary to perform the functions of the position. WORKING CONDITIONS AND PHYSICAL REQUIREMENTS: 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 essential functions. The employee is regularly required to operate a keyboard, to view a computer screen, and to sit or stand for extended periods of time. Required vision abilities include close vision and the ability to adjust focus. The employee is frequently required to bend, stoop, kneel, reach with hands and arms, grasp and manipulate large and small items. The employee is also required to move from location to location, lift items weighing up to 30 pounds, and engage in restraints following CPI. Communication requirements include the ability to hear and respond to voice and other sounds in small and large settings with background noise and to present information orally and in writing. WORK ENVIRONMENT: The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. TERMS OF EMPLOYMENT: Length of the contract to be determined by the Superintendent. EVALUATION: Performance will be evaluated in accordance with the provisions of the School Committee policy on the evaluation of teaching staff. To support the Barrington's commitment to diversity, and to foster inclusion, respect, and equity in education, the successful candidate will be expected to include people of all races, ethnicities, creeds, socioeconomic classes, gender identities, sexual orientations, and disability statuses in work activities. Preference will be given to candidates who articulate their commitment to valuing inclusivity and diversity.