Alternative Education ESOL Teacher (PC 2699) for the 2026-2027 School Year

Manassas City Public Schools•Manassas, VA

1d•Onsite

About The Position

Alternative Education ESOL Teacher (PC 2699) for the 2026-2027 School Year. This position ensures students are able to access grade-level content in an alternative setting. The teacher demonstrates an understanding of the curriculum, subject content, and the developmental needs of students by providing relevant learning experiences. Integrates key content elements and facilitates students’ use of higher-level thinking skills in instruction. Uses accurate, current, and specific knowledge of the subject matter and a working knowledge of relevant technology. Bases instruction on goals that reflect high expectations for all students commensurate with their developmental levels. Provides appropriate accommodations for diverse learners and students learning in unique contexts (e.g., English learners, gifted learners, students with special needs, etc.). Maintains training and certifications such as CPR, Handle with Care, and any specific training related to the needs of the student(s). Knowledge of working with all students – especially those with special needs.

Requirements

Must possess at a minimum a bachelor’s degree.
Must possess or be eligible for a Virginia Department of Education Teaching License with an endorsement in the area for which he/she is being hired to teach.
Ability to establish and maintain cooperative and effective working relationships with others.
Ability to design lessons that teach curriculum in an engaging manner, applying various teaching methods such as discussions, demonstration, and individual or collaborative projects and research.
Strong supervisory and leadership skills to manage and control the classroom.
Excellent interpersonal skills with a proven ability to maintain professionalism and tact in high-stress situations.
Creative analytical and problem-solving skills.
Knowledge and implementation of relevant technology.
Must have the use of sensory skills in order to effectively communicate and interact with other employees and the public through the use of the telephone and personal contact as normally defined by the ability to see, read, talk, hear, handle or feel objects and controls.
Physical capability to effectively use and operate various items of office related equipment, such as, but not limited to: a personal computer, calculator, copier, and fax machine.

Nice To Haves

Experience working in an Alternative setting.

Responsibilities

Ensures students are able to access grade-level content in an alternative setting.
Demonstrates an understanding of the curriculum, subject content, and the developmental needs of students by providing relevant learning experiences.
Integrates key content elements and facilitates students’ use of higher-level thinking skills in instruction.
Uses accurate, current, and specific knowledge of the subject matter and a working knowledge of relevant technology.
Bases instruction on goals that reflect high expectations for all students commensurate with their developmental levels.
Provides appropriate accommodations for diverse learners and students learning in unique contexts (e.g., English learners, gifted learners, students with special needs, etc.).
Maintains training and certifications such as CPR, Handle with Care, and any specific training related to the needs of the student(s).
Plans using the Virginia Standards of Learning, the school’s curriculum, student data, and engaging and research-based strategies and resources to meet the needs of all students.
Aligns lesson objectives to the school’s curriculum and student learning needs.
Plans and works collaboratively with others to enhance teaching and learning.
Uses a variety of research-based instructional strategies appropriate for the content area to engage students in active learning, to promote key skills, and to meet individual learning needs.
Differentiates the instructional content, process, product, and learning environment to meet individual developmental needs.
Uses a variety of appropriate instructional strategies and resources to encourage active student engagement.
Assists student(s) who require modifications and accommodations to gain access to a free and appropriate public education as directed by the classroom instructor.
Systematically gathers, analyzes, and uses all relevant data to measure student progress, guide instructional content and delivery methods, and provide timely feedback to students, parents/caregivers, and other educators, as needed.
Uses pre-assessment data to develop expectations for students, to differentiate instruction, and to document learning.
Uses a variety of formal and informal assessment strategies and instruments that are valid and appropriate for the content, for the student population, and for the setting.
Collaborates with others to develop common assessments, when appropriate.
Aligns student assessment with established curriculum standards and benchmarks.
Communicates constructive and frequent feedback on student learning to students, parents/caregivers, and other educators, as appropriate.
Uses resources, routines, and procedures to provide a respectful, positive, safe, student-centered environment that is conducive to learning.
Arranges and modifies the classroom, as needed, to maximize learning while providing a safe environment.
Establishes clear expectations, with student input, for classroom rules and procedures early in the school year and enforces them consistently and fairly.
Maximizes instructional time and minimizes disruptions.
Promotes respectful interactions and an understanding of students’ diversity, such as language, culture, race, gender, and special needs.
Provides accommodations for all students’ needs, including social, emotional, behavioral, and intellectual.
Demonstrates a commitment to equity and provides instruction and classroom strategies that result in culturally inclusive and responsive learning environments and academic achievement for all students.
Disaggregates assessment, engagement, behavioral, and attendance data by student groups and identifies and applies differentiated strategies to address growth and learning needs of all students with specific attention to students within gap groups.
Fosters classroom environments that create opportunities for access and achievement by acknowledging, valuing, advocating, and affirming cultural and social diversity in all aspects of the learning process, including for gender, race, ethnicity, English Language Learners, and students with disabilities.
Demonstrates a commitment to professional ethics, collaborates and communicates appropriately, and takes responsibility for personal professional growth that results in the enhancement of student learning.
Adheres to federal and state laws, school and division policies, ethical guidelines, and procedural requirements.
Maintains positive professional behavior (e.g., appearance, demeanor, punctuality, and attendance).
Works in a collegial and collaborative manner with administrators, other school personnel, and the community to promote students’ well-being, progress, and success.
Builds positive and professional relationships with parents/caregivers through frequent and appropriate communication concerning students’ progress.
Uses precise language, correct vocabulary and grammar, and acceptable forms of oral and written communication.
Documents on the progress of each student throughout the year.