Teacher, Multilingual Learner Teacher - Continuing

2025-26 SCHOOL YEAR

• Please note: Per the CEA bargaining agreement, this is a restricted position. Those wishing to transfer must currently hold the same position (i.e., Instructional Support TOSA to Instructional Support TOSA). Employees not currently holding the same position and seeking transfer into the restricted positions must apply and the top four candidates, as determined by the hiring team, will be guaranteed an interview with out-of-district candidates.
  

GENERAL INFORMATION

Cheney Public Schools is a rapidly growing district serving approximately 5,300 students and encompasses the towns of Cheney and Airway Heights, an expansive rural area, and a developing industrial and residential area on the West Plains. The District covers 380 square miles.

Cheney Public Schools is committed to high expectations and continuous progress for students, staff, and administration. The District provides a rich learning environment for all students, and the local community provides consistent and unwavering support for an extensive co-curricular program. Our mission states, “Cheney Public Schools exists to guarantee a safe and caring environment where ALL students learn at high levels and graduate with options for post-secondary education, careers, and civic engagement.”

Cheney Public Schools Strategic Plan drives the work of the district. There are six priorities: Student Safety, Student Well Being, Learning and Growth, Future Ready Outcomes, Exemplar School District, and Community and Facility Growth. The work of district TOSAs is integral to Learning and Growth, Future Ready Outcomes and Exemplar School District.

Cheney Public Schools has a growing population of Multilingual learners. We currently serve over 450 students with 33 different languages spoken. Students are served by certificated ML teachers, many who are bilingual, who work in partnership with general education teachers in a co-teaching and co-planning format partnered with sheltered instruction in secondary settings. As our services expand to support students across the district, each building has a designated MLL Teacher to ensure each student and family are welcomed into our community.

GENERAL DESCRIPTION

A teacher is a professional who teaches students based on curriculum guidelines within their subject areas. Teachers are responsible for preparing lesson plans and educating students at all levels. Their duties include assigning homework, grading tests, and documenting progress. Teachers must be able to instruct in a variety of subjects and reach students with engaging lesson plans. Teachers must plan, organize and implement an appropriate instructional program in an elementary or secondary learning environment that guides and encourages students to develop and fulfill their academic potential. Work is performed under the supervision of the principal.

ESSENTIAL FUNCTIONS

An employee hired for this assignment may perform all or some of the responsibilities defined below:

• Knowledge of and experience with state screening process
• Knowledge of and experience with WIDA ACCESS Assessment
• Knowledge of and understanding of Title III services
• Apply WIDA English Language Development Standards Framework
• Construct and facilitate learning environments that support English language development across content areas
• Apply linguistic concepts and knowledge of language systems to teach multilingual learners using domains of listening, speaking, reading, and writing
• Participate in and provide co-planning and co-teaching with general education teachers
• Assist in coordination of identification and assessment of eligible MLL students, complying with state and program guidelines including administration of state approved test(s) for student eligibility and annual academic assessment(s)
• Develop lesson plans and instructional materials/activities
• Translate lesson plans into learning experiences to best utilize the available time for instruction
• Demonstrate ability to create, implement, and maintain student learning plans
• Demonstrated professional training and/or successful prior experience including inclusion services and pull-out programming
• Collaborate with other staff members in the provision of students’ MLL services, via an inclusion model to the extent possible, or a pull-out model if it best serves a student’s unique needs
• Implement effective practices and strategies for planning, implementing, adapting, and modifying curriculum and instruction for multiple language proficiency level classrooms and for students from diverse backgrounds
• Provide instructional experiences for MLL students across a variety of settings and content areas
• Desire to work with other teachers and foster a collaborative environment to evaluate and improve programs
• Communicate student progress to students, families, and staff
• Demonstrated ability to manage and maintain a positive classroom environment through the use of appropriate guidance, discipline, and classroom management techniques consistent with current research and best practice
• Demonstrate knowledge of the emotional, physical, intellectual and social needs of adolescent students
• Demonstrated knowledge and application of current technology with a multimedia approach to instruction
• Provide instruction in a variety of settings including large groups, small groups and individual students as appropriate
• Analyze data to identify student needs and challenges and to determine instructional approaches and interventions
• Train and provide immediate supervision to instructional paraeducators
• Advocate to improve equity and access, achievement and opportunities for all students
• Demonstrated ability to communicate, establish rapport, and work effectively with children, families, staff, community members, and administrative personnel
• Serve as a consultant for school and district staff
• Plan, implement and evaluate classroom instruction, and activity program/s consistent with building and curriculum
• Model and implement effective instructional strategies and techniques across settings
• Prescribe learning and training programs for individual students based on student aptitude, interest, and achievement levels; provide for individual differences in student learning styles
• To apply knowledge of current goals and instructional techniques of designated content area(s) to students
• Communicate school programs to students and families
• Motivate students and develop a positive attitude toward learning
• Share in the sponsorship of student activities
• Demonstrate preparation and skill in working with students from diverse cultural and economic backgrounds
• Apply and support the implementation of culturally responsive practices
• Assume responsibility for safe and proper use of materials, equipment, and facilities, ensuring student safety
• Collaborate with and share strategies to support student success and achievement with families, teachers, other educators, and community organizations
• Organize and prioritize daily, weekly, and monthly schedules for timely work completion, to include timely submission of required reports, etc. for the purpose of compliance
• Participate in building- and department-level meetings
• Actively participate in department meetings, staff meetings, and trainings
• Actively participate in district/building Professional Learning Communities (PLCs)
• Communicate effectively in written and oral form using positive interpersonal skills
• Maintain highest degree of confidentiality
• Model appropriate behavior in alignment with District policies and expectations
• Other duties and responsibilities as assigned

Each position in a building and within the district-wide student support services team serves as one unit of the whole team.

KNOWLEDGE, SKILLS AND ABILITIES

Knowledge of: Knowledge of and experience with Washington State adopted WIDA English Language Development Standards Framework. Current trends in education, current general education and instructional support curriculum and activities for elementary and/or secondary students, depending on assignment; OSPI rules and regulations regarding teacher certification, along with the OSPI Code of Professional Conduct and generally recognized professional practices.

Ability to: Work as a team member with administration, teachers, and fellow MLL teachers; work collaboratively under the Cheney School District Mission Statement; communicate clearly and effectively in both verbal and written communications; use email to receive District communication; utilize technology and software to complete duties and responsibilities; maintain emotional control under stress; work with multiple deadlines and frequent interruptions is required. Ability to work alone and in a team setting; maintain good rapport with supervisors, colleagues, students, and the public.

MENTAL DEMANDS

Required to regularly engage in problem solving and decision making; deal with a wide range of behaviors and needs in a positive and service-oriented manner; sustain mental awareness while also maintaining attention to details and safety requirements; may occasionally support with distraught or difficult adults and children.

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, walk, and/or stand for extended periods of time
• Amount of sitting, standing and walking may vary depending on projects/tasks. Generally, the job requires 50% standing, 30% walking, and 20% sitting
• May be exposed to visual display terminal for prolonged periods
• The usual and customary methods of performing the job's functions require the following physical demands: the employee is regularly required to talk and hear, sit, stand, walk, bend at neck and back, twist body, use hands to push/pull and lift/carry, squat, kneel, stoop, and crouch. The employee is occasionally required to reach with hands and arms, climb or balance, lift and/or move up to 25 pounds. Specific vision abilities required by this job include close vision, distance vision, color vision, peripheral vision, depth perception, and the ability to adjust focus.

WORK ENVIRONMENT

The work environment characteristics described here are representative of those an employee encounters while performing the essential functions, duties, and responsibilities of this position. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

While performing the duties of this job, the employee often remains indoors, however, may occasionally work in outside weather conditions. The noise level in the work environment is usually moderate.

REQUIRED QUALIFICATIONS

• Valid Washington State Teacher Certificate with ELL/ELD/ESL endorsement
• Must have and maintain a valid Washington State Driver License
• Bilingual or biliterate preferred

CLEARANCES

• WSP/FBI criminal history background clearance

EVALUATION

The employee shall be evaluated per the terms of the Cheney Education Association (CEA) Collective Bargaining Agreement by the building principal, department director, or designee. The process shall include an evaluation of the employee’s performance of the above Duties and Responsibilities, Essential Functions, and Knowledge, Skills, and Abilities.

CONTINUING EDUCATION/TRAINING

• Must maintain valid Washington State Teacher Certificate with ELL/ELD/ESL endorsement
• Must complete school safety training prior to deadline indicated within system and annually thereafter
• Attend designated trainings as specified by supervisor in order to maintain knowledge/skills
• Submit current/renewed certificates/licenses to Human Resources upon attaining

HISTORY

Job description updated: March 2024

Cheney Public Schools does not discriminate in any programs or activities on the basis of sex, race, creed, religion, color, national origin, age, veteran or military status, sexual orientation, gender expression or identity, economic status, pregnancy, familial status, marital status, disability, or the use of a trained guide dog or service animal, and provides equal access to the Boy Scouts and other designated youth groups. The following employees have been designated to handle questions: Title IX/Chapter 28A.640 Officer/Civil Rights Compliance Coordinator/ADA Coordinator - Tom Arlt, Assistant Superintendent, Cheney School District, 12414 S. Andrus Rd. Cheney, WA 99004 Phone: (509) 559-4550; Section 504 Coordinator - Franklin Day, Director of Student Support Services, Cheney School District, 12414 S. Andrus Rd., Cheney, WA 99004 Phone: (509) 559-4507.

EQUAL OPPORTUNITY EMPLOYER