English as a Second Language Teacher
Helen Thackston Charter School (6-7) - York, PA

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The teacher will be responsible for communicating knowledge to students in an interesting, stimulating, and effective manner. He or she will use a variety of instructional methodologies and curriculum resources to present material to students. The teacher will work as a team member, sharing common planning, professional development, curriculum design, and teaching responsibilities. Teachers will administer different forms of student assessments, communicate with parents and other team members about student progress, and plan for further instruction. They will be reflective about their own practice and act as a coach for their team members when necessary. Teachers will work to integrate technology into their teaching and professional activities.

When an Edison school has only one schoolwide English as a second language (ESL) teacher, that person also carries the responsibilities listed in the ESL coordinator job description. When a school has two or more ESL teachers, one of them assumes the coordinator responsibilities. In either case, it is important to realize that the coordinator responsibilities are in addition to the role laid out here:
  • provide ongoing support for both teachers and students in Edison classrooms
  • creatively solve problems faced by students who are acquiring English and for keeping track of these students’ individual progress
  • be knowledgeable in the core processes, skills, and content of all curriculum areas
  • understand, implement, and support an inclusion model for students identified as having special needs, specifically for SAEs
  • provide strategic direct instruction for students acquiring English, one-to-one or in small groups, within the classroom or through time-limited pull-asides
  • possess oganizational skills for keeping track of students in different settings, for ESL compliance paperwork and related activities
  • assist in the ongoing assessment process to determine each student’s status, which includes and is not limited to identification of ESL candidates, rights to ESL instruction; sheltered classroom instruction
  • partner with colleagues, working together with classroom and “specials” teachers to make the school’s learning environment increasingly effective, so that SAEs are active, successful learners with equal access to all curriculum
  • serve as the primary support link to the parents of students acquiring English
  • certification in ESL or TESOL or ESOL or ELD
  • experience working with students acquiring English
  • evidence of expertise teaching SAEs
  • depth of practical knowledge and skill regarding the academic and social-emotional needs of students acquiring English
  • creativity, flexibility, and perseverance for working with students acquiring English, as well as with interactions with their parents
  • creativity, flexibility, and perseverance with student learning and instructional delivery methodologies
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EdisonLearning - 4 years ago - save job