Anticipated Vacancies – Teacher – Elementary K-5 ESL Instructional Support Specialty Teacher (ISST) (2024-2025 school year)

Reports to: Principal

Duty Days: 187

Wage/Hour Status: Exempt

Pay Grade: Teacher Hiring Schedule

Qualifications:

Bachelor’s degree from accredited university

Valid Texas Educator Certificate with required endorsements for subject and level assigned

Valid Texas Educator Certificate or endorsement for English as a Second Language (ESL) education required

Minimum of three years of teaching experience in elementary education required; working with English learners preferred

Strong organizational, communication and interpersonal skills required

Knowledge of federal and state policies, rules and regulations regarding English learners

Ability to instruct students and manage their behavior

Ability to work with school, community and English learner population

Ability to disaggregate and analyze academic data

Strong organizational and interpersonal skills

Strong oral and written communication skills

Physically able to monitor student discipline and progress and to meet other student needs as required

Physically able to move about the room to perform formative assessments and facilitate small and large group instruction

Primary Purpose:

Provide English language arts and reading instruction to accelerate English language proficiency for English learners (ELs) participating in the ESL program, using the Texas Essential Knowledge and Skills (TEKS) and English Language Proficiency Standards (ELPS) through the application of sheltered instruction strategies. Enable English learners to develop competencies and skills to function successfully in the future.

Major Responsibilities:

Instructional Strategies

1. Develop and implement engaging lesson plans that meet the District’s and TEA’s curricular requirements (TEKS and ELPS).
2. Develop and implement lessons that are linguistically accommodated and differentiated commensurate to language proficiency level.
3. Understand and comply with policies, rules, and regulations regarding English learners.
4. Provide instruction to English learners in a collaborative teaching or small group setting commensurate to language proficiency level.
5. Assess English learners’ abilities as related to desired goals.
6. Collaborate with other professionals to carry out school-wide instructional or related activities for English learners.
7. Collaborate with general education and special education teachers to ensure English learners’ linguistic and academic needs are met.
8. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity while building academic language.
9. Assist in selection of books, equipment, and other instructional materials that align to grade level content material and considers the linguistic proficiency of English learners.
10. Participate as a member of the campus Language Proficiency Assessment Committee (LPAC) as required.
11. Perform other duties as assigned.

Student Growth and Development

1. Plan and use appropriate instructional strategies, assessment, activities, materials, and technology that reflect accommodations for individual needs of English learners.
2. Work cooperatively with general and special education teachers to accommodate curriculum for English learners as established by the LPAC.
3. Assist students in analyzing and improving study methods and habits.
4. Consistently monitor the progress of English learners through formative and summative evaluations and use results to plan for instructional delivery.
5. Assume responsibility for extracurricular activities that support the needs of English learners
6. Advocate for English learners to create an equitable educational opportunity.

Classroom Management and Organization

1. Create classroom environment conducive to learning and appropriate for the affective, linguistic and cognitive development of English learners.
2. Manage student behavior and administer discipline according to Board policies, administrative regulations, the Discipline Management Plan and Student Code of Conduct handbook, IEPs and accommodations for English learners.
3. Take all necessary and reasonable precautions to protect students, equipment, materials, and facilities.

Communication

1. Establish and maintain communication on instructional expectations, both written and oral, with parents, students, principals and teachers to keep them informed of student progress.
2. Maintain a professional relationship with colleagues, students, parents, and community members.
3. Use acceptable communication skills to present information accurately and clearly.
4. Present a positive role model for students, staff, parents, and community members by demonstrating behavior that is professional, ethical, responsible, and aligned with the Professional Code of Ethics and Standard Practices for Texas Educators.
5. Articulate and provide support for the campus and district mission and goals to parents, colleagues, and community members.
6. Demonstrate awareness of district/community needs and initiate activities to meet identified needs.
7. Demonstrate the use of appropriate and effective techniques for engaging parents and the community.

Professional Growth and Development

1. Engage in and implement new learning from professional development activities correlated with teaching assignment and with campus and district goals.
2. Keep informed of and comply with federal, state, district, and school regulations and policies that relate to English learners.
3. Compile, maintain, and file all physical and computerized reports, records, and other documents required.
4. Attend and participate in faculty meetings and serve on staff committees as required.

Equipment Used:

Interactive white board, computer, printer, copier, overhead projector, DVD/VCR, and other emerging technologies which are particularly unique to the teaching assignment. Instructional and productivity software, as required by the

teaching assignment.

Supervisory Responsibilities:

Supervise instructional paraprofessionals, student teacher(s) assigned by the principal, and volunteers.

Working Conditions:

Standing for long periods of time. Frequent stooping, bending, pulling and pushing, (e.g., replacing stacks of textbooks. media equipment, desks, and other classroom equipment/technology). The level of mobility required.

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