ESL Teacher (Elementary)
: Job Details :

Position Type: Elementary School Teaching/ESLDate Posted: 7/11/2024Location: Multiple SitesDate Available: TBDClosing Date: Until FilledJOB CLASSIFICATION TITLE English as a Second Language Teacher (Elementary) DEPARTMENT Teaching and Learning INCUMBENT NAME BARGAINING UNIT CLASSIFICATION Waterbury Teachers' Association CEA-NEA REPORTS TO: Receives administrative direction from the Principal or other administrative official of a higher grade FLSA DESIGNATION Exempt PART I - SUMMARY OF CLASSIFICATION This class is accountable for facilitating learning, academic achievement and personal development by providing ESL instruction to students. This class also develops and implements curriculum and lesson plans, utilizes technology to facilitate learning, and demonstrates understanding the varying learning styles and the needs of a diverse student population. PART II - MINIMUM KNOWLEDGE, SKILLS AND ABILITIES A. EDUCATION AND EXPERIENCE General Experience:

Possession of a Bachelor's degree from an accredited university or college.

Special Experience:

Fluency in the applicable language(s).

Special Requirement:

In addition to the checking of references and of facts stated in the application, a thorough background investigation of each candidate may be made prior to appointment.

B. CREDENTIALS: C. LICENSURES, CERTIFICATIONS AND OTHER REQUIREMENTS:

Employment in this class is conditional upon possession of a valid Connecticut State Board of Education teaching certificate/endorsement(s) appropriate to the teaching assignment.

Teaching English to Speakers of Other Languages (TESOL), PK-12-111 teaching endorsement.

Incumbents in this class may be required to possess and retain a current Motor Vehicle operator's license.

D. CONTINUING EDUCATION REQUIREMENTS:

Teachers in this job class must complete all State CEU requirements for re-licensure.

E. KNOWLEDGE, SKILLS AND ABILITIES

• Considerable knowledge of the language of instruction, subject matter, methods of inquiry, and structure of the discipline(s) and creates learning experiences that make the content meaningful to all students while building on the students' linguistic and cultural diversity;
• Knowledge of communication theory, language development and the role of language learning as it pertains to first and second language acquisition;
• Knowledge of Positive Behavioral Interventions and Supports (PBIS) and Scientific Research Based Interventions (SRBI);
• Knowledge of the main concepts, assumptions, debates, principles, and theories central to the teaching of students for whom English is a new language;
• Knowledge of the process involved in second language acquisition and in learning content through a second language (ESL and bilingual teachers) and in learning content through a non-English language (bilingual teacher);
• Knowledge of the relationship between proficiency in English and the non-English language to life and career applications;
• Knowledge of the social, intellectual, and political implications of language use;
• Knowledge of the structure of the English language (ESL and bilingual teachers) and the structure of the non-English language (bilingual teachers);
• Ability to apply the principles of Positive Behavioral Interventions and Supports (PBIS) and Scientific Research Based Intervention (SRBI);
• Ability to understand cultural and linguistic factors that influence motivation and engagement in the learning process to help students become self-motivated;
• Ability to understand education as a profession, maintain standards of professional conduct, and provide leadership to improve the learning and well-being of students for whom English is a new language;
• Ability to understand how individual experiences, talents, prior knowledge, language, culture, and family and community values influence students' learning;
• Ability to understand how to develop short- and long-range plans consistent with curriculum goals, learners' diversity (including linguistic and cultural aspects), and learning theory;
• Ability to understand how to facilitate learning through the use of a wide variety of materials as well as human and technological resources for ESL students;
• Ability to understand how to integrate technology into classroom instruction and student assessment;
• Ability to understand how to review and evaluate instructional materials;
• Ability to understand how to select, construct, and use assessment strategies and instruments for diagnosis and evaluation of learning and instruction in English (ESL and bilingual teacher) and the non-English language (bilingual teacher);
• Ability to understand how to use the student's native language to advance learning (bilingual teacher);
• Ability to understand school and district policies and procedures for serving ESL students;
• Ability to understand that how philosophy, culture, and experiences affect the instruction of culturally and linguistically diverse learners;
• Ability to understand that language acquisition is a constructive process and that language learning is an interactive process;
• Ability to understand that literacy is a developmental process and a necessary aspect of first and second language learning.
• Ability to understand that students construct knowledge, acquire skills, and develop habits of mind through the use of their native language and through a second language;
• Ability to understand the cognitive processes associated with various kinds of learning and how these processes can be encouraged in students for whom English is a new language;
• Ability to understand the disciplinary and interdisciplinary approaches to learning as applied to individual instruction and how they relate to life and career experiences for ESL students;
• Ability to understand the goals of diverse programs and services, how they are organized, and how they operate within the local school context for ESL students;
• Ability to understand the learning standards, curriculum development, subject-area content, learning theory, language acquisition, and student development and know how to incorporate this knowledge in planning and instruction;
• Ability to understand the Illinois mandate for assessing and providing services to ESL learners;
• Ability to understand various disabilities as they may affect the learning of students from culturally diverse backgrounds;
• Ability to understand when and how to adjust plans based on students' responses and other contingencies, such as prior content-area knowledge and level of English proficiency;
• Ability to work with individuals from diverse backgrounds.

PART III - POSITION SUPERVISES

May direct the work of paraprofessionals.

PART IV - ESSENTIAL FUNCTIONS The following identifies the primary and essential functions of the position and is not intended to be an exhaustive listing of all duties.

• Advocates for equal access to extracurricular and enrichment activities for ESL learners and participates in and leads student organizations;
• Analyzes the classroom environment to enhance social relationships, students' motivation, mutual respect, cooperation, and support for students from linguistically and culturally diverse backgrounds;
• Appropriately uses assessment results to diagnose learning difficulties and design teaching strategies to meet the learning needs of students for whom English is a new language;
• Considers the students' native language, prior knowledge, and educational background in the design, planning, and delivery of instruction for ESL learners;
• Contributes knowledge and expertise about teaching ESL learners to the profession and actively influences norms in the school, encouraging collaboration and professionalism within a multicultural context;
• Creates and modifies the learning environment to enable linguistically diverse students to use effective written, verbal, nonverbal, and visual communication in English (ESL and bilingual teacher) and the non-English language (bilingual teacher);
• Creates forums and two-way communication vehicles to foster home and school links that build effective learning climates for ESL students and their families;
• Creates the opportunity for meaningful communication that allows students to interact with subject matter while building proficiency in English (ESL and bilingual teachers) and the non-English language (bilingual teachers);
• Develops curriculum that demonstrates an interconnection among subject areas, English proficiency, and students' bilingualism that reflects life and career possibilities;
• Engages families of ESL learners in ways that enable and empower them to advocate on their own behalf;
• Engages students in generating and testing knowledge using a variety of methods that are appropriate for students for whom English is a new language;
• Establishes high expectations for students' learning in content areas, in English (ESL and bilingual teacher) and in the non-English language (bilingual teacher);
• Evaluates teaching resources and curriculum materials for their comprehensibility, inclusivity, accuracy, and appropriateness for students for whom English is a new language;
• Facilitates learning experiences that make connections to English, students' proficiency in two or more languages, other content areas, and life and career experiences;
• Facilitates students' transfer of knowledge and strategies from one language to another;
• Implements instructional experiences that facilitate students' adaptation to U.S. society while validating and maintaining the students' own cultures;
• Interacts with other professionals, explores new resources, studies the professional literature, participates in advanced educational programs, and contributes to the advancement of the profession of teaching ESL learners;
• Meets with local education agencies, professional organizations, and/or community organizations to advocate for ESL learners;
• Models accurate, effective communication when conveying ideas and information and when asking questions and responding to students in the language of instruction;
• Models culturally sensitive behavior when practicing effective listening, conflict resolution, and group-facilitation skills;
• Provides leadership to administrators and instructional staff on ways to meet the needs of ESL learners for academic success and comfort in their new educational and social setting;
• Provides meaningful classroom experiences that are developmentally appropriate for ESL students who have exceptional needs;
• Provides opportunities for students to reflect and build upon their prior knowledge to gain in-depth academic knowledge, concepts, skills, cultural competence and language proficiency in English and the non-English language;
• Reviews existing structures and policies; challenges ideas, requirements, and curricular assumptions that may inhibit effectiveness, equity, school quality, and learning; and initiates and develops curricular and staff development projects and programs that enhance learning for ESL students;
• Seeks opportunities and develops relationships with parents, guardians, and extended family to acquire an understanding of the students' lives and culture;
• Seeks to ensure that proper identification, assessment, placement, referral, and reclassification procedures are followed and that ESL students receive appropriate and equitable services and meaningful instruction;
• Uses a variety of communicative tools to make language comprehensible and to lower anxiety when eliciting student expression;
• Uses a variety of formal and informal assessments to evaluate the understanding, progress, and performance of the individual student and the class as a whole;
• Uses a variety of instructional strategies to encourage students' development of critical thinking, problem solving and performance skills in the learning of both content and languages;
• Uses a variety of means to communicate educational goals, standards, and implications of instructional activities and student assessment results to parents, students, colleagues, collaborative partners, and the educational community at large;
• Uses effective questioning techniques and stimulates discussion using the language of instruction for specific instructional purposes;
• Uses multiple cultural perspectives and individual students' experiences to inform and enrich instruction;
• Uses strategies to create a smoothly functioning learning community in which culturally and linguistically diverse students assume responsibility for themselves and one another, participate in decision making, work collaboratively and independently, use appropriate technology, and engage in purposeful learning activities;
• Uses strategies to mediate cross-cultural conflicts and teach collaborative skills to students;
• Uses teaching resources and materials that are inclusive and non-biased and that have been evaluated for accuracy and usefulness;
• Performs related duties as required.

PART V - Working Conditions, Physical and Mental Requirements Employees appointed to positions in this class must have adequate physical strength, stamina, physical agility and visual and auditory acuity and must maintain such physical fitness as to be able to perform the duties of the class. A physical examination may be required. Frequency: Place an X in each box that is appropriate to your job. NEVER (N) OCCASIONALLY (O) FREQUENTLY (F) CONSTANTLY (C) 0 % of Shift 1-33% of Shift 34-66% of Shift 67-100% of Shift Working Conditions N O F C Working Conditions N O F C Physical Demands Depth Perception X Standing X Color Distinction X Walking X Peripheral Vision X Sitting X Driving X Lifting X Physical Strength: Carrying X Little Physical Effort (-10 lbs.) X Pushing X Light Work (-20 lbs.) X Pulling X Medium Work (20-50 lbs.) X Climbing X Heavy Work (50-100 lbs.) X Balancing X Very Heavy Work (100+ lbs.) X Stooping X Environmental Conditions Kneeling X Cold (50 degrees F or less) X Crouching X Heat (90 degrees F or more) X Crawling X Temperature Changes X Reaching X Wetness X Handling X Humidity X Grasping X Extreme Noise or Vibration X Twisting X Exposure to Chemicals X Feeling X Exposure to Gases and Fumes X Talking X Exposure to Unpleasant Odors X Hearing X Exposure to bodily fluids X Repetitive Motion X Exposure to dampness X Hand/Eye/Foot Coordination X Confinement to Small or Restricting Area X Visual Acuity/Near X Mechanical Hazards X Visual Acuity/Far X Physical danger or abuse X The above statements are intended to describe the general nature and level of work being performed by the employee assigned to this position. They are not to be construed as an exhaustive list of all job responsibilities and duties performed by personnel so classified. Waterbury Public Schools is an Equal Opportunity Employer. In compliance with the Americans with Disabilities Act, the District will provide reasonable accommodations to qualified individuals with disabilities and encourage both prospective and current employees to discuss potential accommodations with the District when necessary.