ESL Teacher for Dually Identified Students in Substantially Separate Setting

ESL Teacher for Dually Identified Students in Substantially Separate Setting

Description:

ESL (English as a Second Language) teachers are responsible for utilizing research-based second language acquisition strategies to teach English Learners in grade-level classrooms in a variety of flexible teaching models. Everett Public hosts specific programming for dually identified students in a substantially separate program at the Devens Public Day School or the Integrated Learning Program. The ESL teacher will empower students with significant social emotional behavioral and academic challenges to learn and use skills to meet their educational goals in a therapeutic public day or special education school program. The ESL Teacher will work collaboratively with classroom teachers ancillary services providers and paraprofessionals to improve the performance of students using evidence-based practices. Primary responsibility shall include student safety language acquisition and appropriate collaboration and attention to each students readiness to learn. The candidate will have a flexible ESL schedule that adapts to the grade level needs of the student based on the IEP servicing schedule. Teachers should be well versed in cultural responsiveness and strategies to differentiate for a diverse population of ELs with Disabilities (dually identified students).

REQUIREMENTS:

• Bachelors Degree in Education and/or Liberal Arts
• Massachusetts Teaching Licensure ESL (PreK-6)
• SEI Endorsement

PREFERRED REQUIREMENTS:

• Masters Degree in Education and/or Teaching English to Speakers of Other Languages
• MA Licensure-PreK-8 Moderate Special Needs or Severe Special Needs
• Experience working in an urban public school setting
• Foreign Language Proficiency

DUTIES

• Plan and facilitate ESL lessons for English Learners that are aligned with the State Standards Efor nglish Language Arts and Writing.
• Plan for several models of inclusion including co-teaching push-in support and standalone instruction.
• Collaborate and co-plan with grade-level co-teachers including classroom teachers and Special Education teachers to provide the highest quality instruction and support for English Learners.
• Support at IEP meetings for the needs of dually identified students in the ILP program.
• Proctor MCAS and administer ACCESS assessments for English Learners.
• Assist in EL paperwork management and compliance measures set forth by the Massachusetts Department of Elementary and Secondary Education.
• Use all available technology and virtual curricula provided by the district to create engaging lessons and supports that are linked with 21st Century skills and remote accessibility.
• Use the WIDA ELD frameworks alternative WIDA ELD frameworks and other WIDA tools to plan lessons and anticipate the language demands of a lesson.
• Utilize available student learning data to make instructional decisions and focus including but not limited to MCAS ACCESS and i-Ready.
• Manage classroom behavior with Positive Behavior Intervention Strategies that motivate students and limit disruptions.
• Incorporate Social Emotional Learning standards and curriculum that promote self-confidence team-building and informed decision-making.
• Incorporate language activities into content instruction including Speaking Reading and Writing that align with State Standards for Language Proficiency.
• Communicate with student families on a regular basis using culturally responsive strategies that promote two-way conversations.
• Employ a strong growth mindset and participate in professional development that is relevant to the challenges of urban education in order to close opportunity gaps.
• Collaborate with guidance counselors to refer students who are in need of social-emotional support.
• Contribute to school-wide initiatives and events which may be assigned by the Principal and Assistant Principal.

The Everett Public Schools in accordance with its nondiscrimination policies does not discriminate in its programs facilities or employment or educational opportunities on the basis of race color age criminal record (inquiries only) disability homelessness sex/gender gender identity religion national origin ancestry sexual orientation genetics or military status and does not tolerate any form of retaliation or bias-based intimidation threat or harassment that demeans individuals dignity or interferes with their ability to learn or work.