Teacher: English Language Development (ESOL) (Elementary)

Anne Arundel County Public Schools•Annapolis, MD

About The Position

Provides in-class or virtual instruction to English Learners by developing, selecting, and modifying instructional plans and materials and presenting them with techniques that meet students’ needs. Creates an environment conducive to students’ intellectual, physical, social, and emotional development; supervises students in school-related settings and activities; monitors and evaluates performance; and develops plans to improve it. Builds colleagues’ capacity to meet the needs of English Learners. Bilingual and biliterate skills in a targeted language may be required depending on assignment, and virtual experience may also be required. The position establishes goals related to WIDA Standards, English Language Development curricula, and the School Improvement Plan. It develops differentiated lessons and materials, assesses student progress, maintains required records, supports linguistically and culturally responsive teaching, and collaborates with colleagues, families, and students. The role may include push-in and pull-out services, participation in IEP processes for dually identified English Learners, staff professional development, and school and family events. Depending on the assignment, additional work may be required during emergencies, evenings or nights, outside normal business hours, and weekends. This is a 10-month, 191-day position with 7.5 hours worked. The employee must hold or be eligible for an educator certificate or license issued by the Maryland State Department of Education. Travel to Maryland sites may be necessary for in-person appearances at intervals during the school year; the employee bears the expense. Driving and use of a personal vehicle are required for bona fide Board business within the scope of employment.

Requirements

Bachelor’s degree in a related field of education from a regionally accredited college or university.
Hold or be eligible for an educator certificate or license issued by the Maryland State Department of Education (MSDE).
If assigned to a bilingual program, bilingual and biliterate proficiency in the targeted language is required; otherwise, native or near-native bilingual and biliterate proficiency in the target language is preferred.
Ability to travel to and from Maryland sites as necessary for in-person appearances during the school year, at the employee’s expense.
Driving and use of a personal vehicle for bona fide Board business within the scope of employment.
Ability to provide culturally and linguistically responsive instruction and employ varied teaching styles for diverse learners.
Knowledge of school organization, curriculum, teaching techniques, and current trends, research, and instructional materials in the area of specialization.
Ability to work effectively with administrators, colleagues, central office and school board staff, students, parents, and the community; ability to work and communicate effectively with diverse populations.
Ability to speak and write effectively.
Demonstrated ability to work with virtual learning technology, remote instruction platforms, and Learning Management Systems.
Familiarity or experience with electronic leave reporting and substitute-request systems, electronic grade reporting and gradebooks, electronic teacher-parent communication tools, and instructional technology hardware and software.
Proficiency with business technology applications, such as video/web conferencing and Microsoft Office Suite applications.

Nice To Haves

Student teaching internship or classroom teaching experience.
Bilingual and biliterate proficiency in the target language at a native or near-native level if not assigned to a bilingual program.

Responsibilities

Establish clear goals and objectives related to WIDA Standards, English Language Development curricula, and the School Improvement Plan.
Prepare language objectives, design English language development lessons, conduct assignments, and develop differentiated instructional materials for English Learners at all proficiency levels.
Maintain student data records, including a grade book, and keep complete records as required by law, Board policy, and administrative regulation.
Provide instructional leadership to school teams in linguistically and culturally responsive practices and use best practices in second-language and literacy development.
Evaluate student progress using second-language assessment techniques, formative assessments, and state and local mandated assessments.
Participate in the IEP process for dually identified English Learners.
Maintain classroom order and discipline and take necessary safety precautions to protect students, equipment, textbooks, materials, and facilities.
Collaborate with colleagues to create flexible learning environments and provide push-in and pull-out services that support student learning objectives.
Confer with parents and students about English Learner progress, participate in teacher-parent or teacher-student conferences, and coordinate parent outreach.
Participate in professional development and staff meetings and provide input on instructional goals, methods, differentiation, scaffolding, and language development strategies.
Provide school staff with professional development related to language development and cultural competence.
Encourage school staff to communicate with non-native English-speaking parents.
Participate in school events and encourage English Learners and their families to participate.
Perform other related duties as assigned within the same classification or lower.