Elementary ESL Teacher: Grade 3 ESL at Parlin School

DESCRIPTION:
Elementary ESL (English as a Second Language) teachers are responsible for utilizing research-based second language acquisition strategies to teach English Learners in grades 1-5 in grade-level classrooms using a co-teaching model. ESL teachers will co-teach with general education teachers during the English language arts block to provide both content and language instruction. ESL teachers will work their grade level teams to support EL participation and academic achievement by setting common goals and co-planning instruction in order to provide access to rigorous, grade-level content for English Learners that engages students in critical thinking and creativity. Teachers should be well versed in cultural responsiveness and strategies to differentiate for a diverse population of ELs including SLIFE and ELs with Disabilities.

REQUIREMENTS:
? Bachelor’s Degree in Education and/or Liberal Arts
? Massachusetts Teaching Licensure
? SEI Endorsement

PREFERRED REQUIREMENTS:
? Master’s Degree in Education and/or Teaching English to Speakers of Other Languages
? 3 or more years of elementary teaching experience
? Massachusetts Teaching Licensure, ESL (PreK-6)
? Dual Licensure in Special Education and/or Content Area
? Experience working in an urban public schools setting
? Coursework in Phonics Instruction and/or Applied Linguistics
? Foreign Language Proficiency

DUTIES
? Plan and facilitate ESL lessons for English Learners that are aligned with State Standards English Language Arts and Writing.
? Collaborate and co-plan with grade level co-teachers including classroom teachers and Special Education inclusion teachers to provide the highest quality instruction and support for English Learners.
? Proctor MCAS and 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 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 foci 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.
? Utilize inclusive practices and SEI strategies for English Learners.
? 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.
? Collaborate with Special Education leadership and teacher colleagues to review IEPs and ensure all accommodations are properly and consistently delivered.
? 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.