Multilingual Learner Program Teacher (MLP) (190 days) (2024-2025)

Position Title:     Multilingual Learner Program Teacher

Department:       Federal Programs

Reports To:         Director of Multilingual Learners

FLSA Status:       Exempt

SUMMARY: 

This teaching position provides instruction, support, and related services to Multilingual Learners (MLs) with continuous supervision and positive interactions consistent to federal, state and district guidelines. As an MLP teacher, the employee works with the student’s regular classroom teachers to consult, coordinate, and monitor the student’s progress and academic needs to ensure the success of the Multilingual (ML) student in daily course requirements and to build a foundation for success in the total school program. MLP teachers are responsible for screening, teaching, monitoring, entering/maintaining student information, and reporting student progress. In addition, the MLP teacher collaborates with administrators, counselors, teachers, and other school staff on behalf of the ML students; serves as a resource for information regarding MLP instruction, and functions as a liaison between school, parents, and community.

K-12 MLP teachers must be willing to travel among schools and teach at the assigned grade level. Note: Teacher assignments may vary due to district needs.

ESSENTIAL DUTIES OF RESPONSIBILTIES

Requires demonstration of strong collaborative, teaching, coaching, and leadership skills. Must be able to work in a team setting; use problem solving skills to support student success; apply service-related people skills; demonstrate verbal and written communication skills; utilize organizational skills to balance demands of a multi-tasking position; and perform data analysis. Requires excellent attention to detail and follow through to meet school, district, and state requirements. MLP teachers must maintain significant confidentiality responsibilities due to student and staff issues, resource management, and program evaluation responsibilities.

• Screens Home Language Surveys, conducts assessment of student eligibility for the MLP program and administers the approved screener to determine initial English proficiency.
• Notifies administration and parents of student’s entry into MLP program, progress, release from MLP program; and test results.
• Establishes and maintains an instructional plan for MLP students including both long-term goals and short-term objectives. Demonstrates knowledge of second-language acquisition and ESOL pedagogy while transitioning ML students through the stages of academic language and cultural skills acquisition.
• Creates an effective, language-rich classroom environment that is conducive to learning and appropriate to the maturity, interest, and abilities of students, and provides both social and emotional support for Multilingual Learners.
• Provides direct individual, small group, or whole group instruction designed to meet the needs of each student. Employs a variety of instructional techniques and teaching strategies to meet different aptitudes and interests of students, including current technology, co-teaching, and whole-group/small group or individual learning.
• Prepares for classes and shows written evidence of preparation for class upon request of immediate supervisors.
• Administers the designated yearly assessment to ML students to assess their current levels of proficiency with the English language and to determine the level of MLP Services they should receive. 
• Consults and collaborates with regular classroom teachers regarding specific needs of ML students in their respective classrooms and determine appropriate modifications for ML students.
• Assists with standardized testing by implementing appropriate accommodations for ML students. 
• Communicates effectively with parents using a variety of resources.? 
• Maintains accurate and complete records as required by the law, District policy and administrative regulation.
• Attends District meetings and serves on District/State committees as required. Participates in in-service and staff development activities and staff meetings as required or assigned. 
• Attends established traditional school-sponsored activities (i.e, back-to-school night, open house, and other activities customarily attended by classroom teachers and/or faculty members).
• Attends or provides appropriate information for IEP, Section 504, or other related meetings necessary for student assessment and/or compliance with federal and/or state law. 
• Provides professional development as necessary to school staff. 
• Supervise assigned support  staff if applicable.
• Performs any other related duties as assigned by the Principal or other appropriate administrator.

Job Specifications
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 the essential functions.

EDUCATION and/or EXPERIENCE:

Bachelor's Degree

Such alternatives to the above qualifications as the Board may find appropriate and acceptable.

CERTIFICATES, LICENSES, REGISTRATIONS: 

• Teacher Certification as required by the SC Department of Education in assigned area.
• ESOL Certification required within 1 year of hire date.
• Demonstrated aptitude (i.e., good grasp of spoken and written languages, positive attitude and sensitivity to the needs of students with diverse ethnic, cultural, educational, and economic backgrounds, knowledge of needs and development of ESOL student) for the work to be performed.
• Knowledge of WIDA ELP Standards and SIOP preferred 

SUPERVISORY RESPONSIBILITIES:  
Oversees the work of assigned instructional aides and volunteers.
 
LANGUAGE SKILLS: 
Ability to read, analyze and interpret professional journals, technical procedures and instructional manuals.  Ability to design and write professional development plans, reports and data entry procedures.  Ability to effectively present professional development and training and respond to questions from groups of educators, trainees, media, administrators and organization members.
 
MATHEMATICAL SKILLS:
Ability to add, subtract, multiply, and divide in units of measurement, using whole numbers, common fractions, and decimals.  Ability to work with mathematical concepts such as probability and statistical inference and in the display and interpretation of data. Ability to apply basic concepts of statistical analysis, fractions, percentages, ratios, and proportions to practical situations.
 
REASONING ABILITY:
Ability to interpret and carry out instructions furnished in written, oral, diagram or schedule form.  Ability to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists. Ability to analyze information and use logic to address work related issues and problems.
 
Ability to quickly assess employee, departmental, and administrative needs and provide timely feedback. Ability to identify student adjustment and/or academic problems, provide counseling and/or recommend appropriate remedial action to parents.  Ability to provide instruction to ESOL students through explanation, demonstration and/or supervised practice.  Ability to supervise students and maintain order in various classroom and instructional activities and situations.  Recognizes and follows the appropriate procedures in the “chain of command” as designated by board policies and/or administrative procedures.
Presents a positive image of the District at all times.
 
OTHER SKILLS and ABILITIES:
Ability to perform duties with awareness of all district requirements and Board of Education policies.
 
Ability to operate a personal computer and related software.  Knowledge in the methods for developing lesson plans and materials, and classroom activities which stimulate learning.  Knowledge of counseling methods necessary for handling student academic and adjustment problems.  Knowledge of the materials and information which must be prepared for classroom instructional activities.
 
Ability to develop effective working relationships with students, and the school community.  Ability to communicate clearly and concisely, both orally and in writing. Ability to develop effective working relationships with staff and district employees.  Ability to implement a flexible work schedule to meet the reporting deadlines.   Proficiency with Microsoft applications such as Excel, Word, and PowerPoint required.  Ability to perform duties with a high level of detail and accuracy. Ability to self-monitor and manage multiple tasks while working individually and with members of a group.
 
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 stand and reach with hands and arms; walk; sit; stoop or kneel; crouch or crawl.

Office environment with limited exposure to environmental conditions.  The noise level in this environment is quiet to loud depending upon the activity in the particular part of the day. Frequent interruptions and immediate attention to unexpected situations are expected.   

The employee will occasionally lift and/or move up to 25 pounds such as boxes of materials.  The employee will sometimes push/pull items such as furniture or boxes of materials.

While performing the duties of this job, the employee is regularly required to sit, stand, walk, talk, listen and/or reach with hands and arms. Specific vision abilities required by this job include close vision, distance vision.  Some driving required.  Duties of the job require frequent use of a computer monitor and related equipment.

Additional physical requirements:

• Physically capable of frequently lifting or moving up to 40 pounds; 

• Specific vision requirements include close vision, distance vision, color vision, peripheral vision, depth perception and the ability to focus;

• Ability to sit and stand for extended periods of time;

• Manual dexterity for the purpose of using a telephone and data entry;

• Read a computer screen and printed material with or without vision aids;

• Hear and understand speech at normal levels and on the telephone; and

• Speak in audible tones so that others may understand clearly in person and on the telephone.

 
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. Duties are normally performed in a school/classroom environment. Duties may be conducted in work-related community settings and/or occasionally performed on study trips away from the school.
 
Office environment with limited exposure to environmental conditions.  The noise level in this environment is quiet to loud depending upon the activity in the particular part of the day. Frequent interruptions and immediate attention to unexpected situations are expected.  
 
TERMS OF EMPLOYMENT: 
190 Days
Teacher Pay Scale
 
The terms of employment detailed in this job description are based on full time employment during the school year.  Conditions of employment adjusted for part time employees or individuals who are hired for less than an entire school year.
 
EVALUATION: 
Performance of this job evaluated annually according to Board Policy.
 
DISCLAIMER STATEMENT:
The information contained in this job-description is for compliance with the American with Disabilities Act (A.D.A.) and is not an exhaustive list of the duties performed for this position.  Additional duties are performed by the individuals currently holding this position and additional duties may be assigned.

The District will actively recruit ESOL-certified or ESOL-endorsed, sheltered, content instruction-trained, and bilingual candidates for relevant teaching and administrative positions, including resgistration personnel, special education teachers, and long-term substitues. To that end, the District's notices regarding vacancies will express a preference for candidates with ESOL, Sheltered Content, or other EL instructional training or foreign language fluency. District employees responsible for the recruitment and hiring of ESOL and special education personnel will meet annually to discuss ways to improve the recruitment, hiring, and assignment of applicants who are certified or endorsed in ESOL and special education.

updated 2025