EL Teacher 26/27 SY

Reynoldsburg City School District•Reynoldsburg, OH

About The Position

The Reynoldsburg City Schools’ EL Teacher is responsible for serving as an instructional leader and advocate for students whose primary language is not English. This role emphasizes language acquisition, culturally responsive instruction, and the bridging of linguistic gaps to ensure students achieve academic success and social-emotional growth. The EL Teacher facilitates access to core content while fostering an inclusive environment that celebrates the diverse backgrounds of our student body.

Requirements

Bachelor’s degree in Education from an accredited college or university.
Valid Ohio Teaching License with a TESOL (Teaching English to Speakers of Other Languages) or Bilingual Education endorsement/licensure.
Compliance with Ohio Department of Education (ODEW) certification requirements for the specific grade levels served (K-12).

Nice To Haves

Master’s degree in TESOL, Applied Linguistics, or a related field.
Fluency in a second language (e.g., Spanish, Somali, Arabic, or French).
Experience with Project-Based Learning (PBL), SIOP (Sheltered Instruction Observation Protocol), and trauma-informed practices.
Demonstrated ability to use data from OELPA and OELPS to drive individualized student growth.

Responsibilities

Deliver sheltered instruction using research-based models (SIOP), adapting grade-level curriculum for students at Emerging, Progressing, and Transitioning proficiency levels.
Administer the Ohio English Language Proficiency Assessment (OELPA) and Screener (OELPS).
Maintain accurate records and English Learner Plans (ELPs) for all students on the caseload.
Partner with general education teachers to ensure linguistic accessibility in core content areas and provide support as dictated by student needs.
Serve as a liaison between the school and EL families, ensuring meaningful communication regarding academic progress and school activities.
Lead targeted Tier 2 and Tier 3 intervention periods to address specific language and literacy gaps.
Utilize digital platforms (e.g., Imagine Learning, Lexia, or district-specific tools) to enhance language engagement.
Participate in IEP and 504 meetings to ensure the needs of English Learners with disabilities (Dual-Identified) are met appropriately.
Identifies high expectations for every student and creates measurable goals aligned with the Ohio English Language Proficiency Standards (OELPS).
Demonstrates a deep understanding of students’ prior learning, cultural backgrounds, and linguistic proficiency levels to differentiate instruction.
Employs a variety of instructional strategies (e.g., scaffolding, visual aids, hands-on activities) to make content comprehensible.
Maintains a student-centered environment that is culturally responsive and safe for language risk-taking.
Uses diagnostic, formative, and summative assessments to monitor language acquisition and academic progress.
Actively participates in Teacher-Based Teams (TBTs) and Professional Learning Communities (PLCs) to analyze data and improve practice.