ESOL TEACHER

Overall Purpose

The job of ESOL Teacher is done for the purpose/s of providing support to the instructional process by serving as a teacher to ESOL students with specific responsibility for supervising students within the classroom and other assigned areas; developing lesson plans and delivering group an individual student instruction within established curriculum guidelines; collaborating with other teachers, other professional staff, and administrators in addressing instructional and/or classroom issues; and responding to a wide range of inquiries from students' parents or guardians regarding instructional program and student progress.

Direct Supervisor

Building Principal

Essential Functions

• Models the correct use of English language, oral and written.

• Demonstrates accurate and up-to-date knowledge of ESOL content and instructional strategies.

• Adapts classroom work for the purpose of providing students with instructional materials that address individualized learning plans within established lesson plans.

• Administers ESOL developmental testing programs and/or subject specific assessments for the purpose of assessing student competency levels and/or developing individual learning plans.

• Advises parents and/or legal guardians of student progress for the purpose of communicating expectations; student's achievements; developing methods for improvement and/or reinforcing classroom goals in the home environment.

• Assesses student progress towards objectives, expectations, and/or goals for the purpose of providing feedback to students, parents and administration.

• Collaborates with instructional staff, other school personnel, parents or guardians, and a variety of community resources (special support personnel, etc.) for the purpose of improving the overall quality of student outcomes, achieving established classroom objectives in support of the school improvement plan.

• Complies with all state and local regulations related to ESOL program.

• Demonstrates methods required to perform classroom and/or subject specific assignments for the purpose of providing an effective program that addresses individual student requirements.

• Directs others working with and/or helping the teacher in the learning environment (assistant teachers, student teachers, instructional assistants, volunteers and/or student workers, etc.) for the purpose of providing an effective classroom program and addressing the needs of individual students.

• Instructs students for the purpose of improving their success in academics through a defined course of study.

• Manages student behavior for the purpose of providing a safe and optimal learning environment.

• Monitors students in a variety of educational environments (classroom, field trips, etc.) for the purpose of providing a safe and positive learning environment.

• Participates in a variety of meetings (Professional Learning Communities, etc.) for the purpose of conveying and/or gathering information required to perform functions.

• Prepares a variety of written materials (grades, attendance, anecdotal records, meeting minutes, etc.) for the purpose of documenting student progress and meeting mandated requirements.

• Reports suspected child or substance abuse to assigned site administrator for the purpose of maintaining student personal safety, a positive learning environment, and adhering to regulatory requirements and established guidelines.

• Responds to inquiries from a variety of sources (other teachers, parents, administrators, industryspecific organizations, etc.) for the purpose of resolving issues, providing information and/or direction.

• Responds to emergency situations (student behavior problems, health emergencies, security threats, etc.) for the purpose of resolving immediate safety concerns and/or directing to appropriate personnel for resolution.

Marginal Functions

• Performs other related duties as assigned for the purpose of ensuring the efficient and effective functioning of the work unit.

Competencies

• Skills-based Competencies Required to perform multiple, highly complex, technical tasks with a need to occasionally upgrade skills in order to meet changing job conditions. Specific skill based competencies required to satisfactorily perform the functions of the job include: applying assessment instruments; operating standard office equipment including pertinent software applications; preparing and maintaining accurate records; adhering to safety practices and procedures; administering first aid; analyzing data; applying physical restraint practices; planning and managing projects; promoting activities and/or events; and using curriculum and instructional techniques.

• Knowledge-based Competencies Required to perform algebra and/or geometry; read technical information, compose a variety of documents, and/or facilitate group discussions; and analyze situations to define issues and draw conclusions. Specific knowledge based competencies required to satisfactorily perform the functions of the job include: appropriate codes, policies, regulations, and/or laws; age appropriate activities; lesson plan requirements; stages of child development; behavioral management strategies; assessment instruments and techniques; classroom instructional media and technology; cultural differences of student population; current and emerging curricula; health standards and hazards; job-related codes/laws/rules/regulations/policies; community resources; ESOL state and local regulations; methods of instruction and training; office equipment and technology; school safety and security practices; school safety and security practices.

• Ability-based Competencies Required to schedule a significant number of activities, meetings, and/or events; often gather, collate, and/or classify data; and consider a number of factors when using equipment. Flexibility is required to work with others in a wide variety of circumstances; work with data utilizing defined but different processes; and operate equipment using standardized methods. Ability is also required to work with a diversity of individuals and/or groups; work with a variety of data; and utilize job-related equipment. Problem solving is required to analyze issues and create action plans. Problem solving with data requires independent interpretation of guidelines; and problem solving with equipment is limited to moderate. Specific ability based competencies required to satisfactorily perform the functions of the job include: establishing and maintaining constructive relationships; adapting to changing work priorities; maintaining confidentiality; exhibiting tact and patience; working flexible hours.; communicating with persons of diverse backgrounds; dealing with frequent interruptions; meeting deadlines and schedules; organizing tasks; setting priorities; working as part of a team; working extended hours; and working with detailed information/data; working with frequent interruptions.

Requirements

Valid teaching certificate with ESOL endorsement

Physical Requirements

The usual and customary methods of performing the job's functions require the following physical demands: occasional lifting, carrying, pushing, and/or pulling, frequent stooping, kneeling, crouching, and/or crawling and significant fine finger dexterity.

Generally the job requires 20% sitting, 40% walking, and 40% standing.

Continuing Education/Training

Maintains all licenses and certifications

Clearances

Criminal Justice Fingerprint

Background Clearance

Fair Labor Standards Act

Exempt