EL Teacher

Reynoldsburg City School District•Reynoldsburg, OH

About The Position

The Reynoldsburg City Schools English Learners (EL) Teacher serves as an instructional leader and advocate for K–12 students whose primary language is not English. The role focuses on language acquisition, culturally responsive instruction, and bridging linguistic gaps so students can achieve academic success and social-emotional growth. The teacher facilitates access to core content and fosters an inclusive environment that celebrates students’ diverse backgrounds. The position delivers sheltered instruction and language support, collaborates with general education teachers, and monitors student language acquisition and academic progress. It also includes administering and interpreting language assessments, maintaining student records and English Learner Plans, engaging with families, leading targeted interventions, integrating digital learning tools, and advocating for dual-identified students in IEP and 504 meetings. The role participates in Teacher-Based Teams and Professional Learning Communities to analyze data and improve practice. This is a fast-paced role with significant mental and emotional demands. Duties require regular communication, sitting or standing and moving around for extended periods, and occasionally pushing, pulling, lifting, or carrying over 25 pounds. The employee may occasionally be exposed to blood, bodily fluids, and tissue, and may interact with students exhibiting challenging behavior. Collaboration and preparation may extend beyond core instructional hours. Driving between district school buildings or to events may be required. The position has a 184-day contract length.

Requirements

Bachelor’s degree in Education from an accredited college or university.
Valid Ohio Teaching License with a TESOL or Bilingual Education endorsement or licensure.
Compliance with Ohio Department of Education certification requirements for the grade levels served (K–12).
Knowledge of second-language acquisition theories and the Ohio English Language Proficiency Standards (OELPS).
Knowledge of Ohio school law regarding EL identification, services, and exit criteria.
Knowledge of Multi-Tiered Systems of Support (MTSS) and PBIS frameworks.
Skill in differentiating instruction for diverse proficiency levels within a classroom.
Skill in interpreting OELPA data to guide instructional grouping and goal setting.
Skill in culturally responsive teaching techniques and restorative practices.
Ability to build trusting, empathetic relationships with students and families from diverse global backgrounds.
Ability to collaborate with multidisciplinary teams to support the whole child.
Ability to communicate complex linguistic data to non-specialist staff.
Ability to communicate regularly, sit or stand and move around for extended periods, and occasionally push, pull, lift, or carry over 25 pounds.
Ability to meet the role’s mental and emotional demands and potentially interact with students exhibiting challenging behavior.

Nice To Haves

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

Responsibilities

Set high expectations for students and create measurable goals aligned with the Ohio English Language Proficiency Standards (OELPS).
Use knowledge of students’ prior learning, cultural backgrounds, and language proficiency to differentiate instruction.
Deliver comprehensible instruction using strategies such as scaffolding, visual aids, and hands-on activities.
Maintain a student-centered, culturally responsive classroom environment that is safe for language risk-taking.
Use diagnostic, formative, and summative assessments to monitor language acquisition and academic progress.
Participate in Teacher-Based Teams (TBTs) and Professional Learning Communities (PLCs) to analyze data and improve instruction.
Deliver sheltered instruction using research-based models such as SIOP and adapt grade-level curriculum for students at Emerging, Progressing, and Transitioning proficiency levels.
Administer the Ohio English Language Proficiency Assessment (OELPA) and Screener (OELPS), and maintain accurate records and English Learner Plans for students on the caseload.
Collaborate with general education teachers to make core content linguistically accessible and provide support according to student needs.
Serve as a liaison between the school and EL families and communicate about academic progress and school activities.
Lead targeted Tier 2 and Tier 3 interventions addressing language and literacy gaps.
Use digital platforms, such as Imagine Learning, Lexia, or district-specific tools, to support language engagement.
Participate in IEP and 504 meetings to advocate for English Learners with disabilities.
Drive to district school sites or events when required.