Title Code:

Teacher: English Language Development ESOL Instructional Sup

This posting creates a pool of candidates for future positions that may become available.

JOB SUMMARY
Serves as a liaison between the English Language Acquisition (ELA) Office and the school principal to implement the vision and mission of the ELA program within a specific school. Serves as a lead member of a school faculty who assists school leadership with the implementation of curricular and instructional supports for English Learners. Provides coaching in language development strategies to classroom and content teachers. Supplements the direct instructional support provided by ELA Teachers through ongoing professional development, modeling of instruction, and co-teaching for and with classroom teachers, as appropriate. May work during the summer. This position may be funded through a school-based staffing allocation and is supplemental to direct instructional services provided to English Learners by the English Language Acquisition teacher. Bilingual and biliterate in target language may be required depending on assignment.

ESSENTIAL DUTIES/RESPONSIBILITIES

Assists school leadership in identifying, modeling, and supporting exemplary pedagogy to support English Learners in the content and grade level classrooms.
Plans, develops and implements training to classroom and content teachers in instructional methodology and/or classroom management to promote increased engagement and achievement for English Learners.
Consults with school administration and the English Language Acquisition Office personnel in assessing and planning staff development related to culturally and linguistically responsive instruction.
Assists in the planning, implementation, and evaluation of various initiatives related to supporting English Learners and their families and supports the school improvement process.
Utilizes a coaching model to support classroom and content teachers in providing appropriate supports to English Learners in the mainstream classroom.
Co-teaches and/or provides model and demonstration lessons to ensure implementation of strategies to support English Learners across the curriculum and uses data to evaluate effectiveness of curriculum and instruction at the school level.
Advocates for policies, practices, and the academic success of all students as it relates to language instruction and biliteracy.
Attends training programs and conferences to research and keep abreast of initiatives and materials in the second language acquisition field.
Supports the teachers in the use of strategies to support native language literacy, English language proficiency, literacy development, academic growth and socio-emotional support for English Learners.
Educates teachers, leaders, parents, and community members in all facets of language instruction and biliteracy.
Performs other related duties as assigned within the same classification or lower.

MINIMUM QUALIFICATIONS
To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skills, and/or abilities required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

Education

Master's Degree in Teaching English to Speakers of Other Languages (TESOL), Bilingual Education or related field of education from a regionally accredited college or university required.

Experience

Five (5) years successful English Language Acquisition (ESOL) teaching experience required.
Experience in planning and facilitating in-service and/or staff development activities required.

Knowledge, Skills, Abilities and Other Characteristics

Demonstrated leadership qualities as a member of a school staff.
Knowledge of best practices for English Learners, i.e SIOP, BE Glad, Dual Language, etc.
Knowledge of school organization, curriculum, teaching techniques; current trends, research and materials of instruction in field of second language acquisition.
Experience with providing training on culturally and linguistically responsive instruction.
Strong working knowledge of the teaching and learning process.
Ability to work effectively with administrators, colleagues, central office and school board staff, students, parents and community.
Ability to infuse technology into curriculum such as document cameras, presenters, and SmartBoards, etc.
Punctual, regular and predictable attendance is essential.
Demonstrated ability to effectively work and communicate with diverse populations.
Demonstrated proficiency with business technology applications (e.g. Video/Web Conferencing, Microsoft Office Suite -Word, Excel, Outlook, and/or PowerPoint preferred).

Language Requirements

Bilingual/Biliterate If assigned to bilingual program, bilingual and biliterate in target language required.

Licenses and Certifications
Employee must retain active licenses, certifications, and enrollment as a condition of employment.

Hold or be eligible for Educator Certification: Professional Certificate appropriate to the assigned teaching content area issued by Maryland State Department of Education (MSDE) required; or
Hold or be eligible for Educator License: Initial Professional License (IPL) issued by Maryland State Department of Education (MSDE) required.

Driving Requirements

Driving is required to conduct bona fide Board business that is within the scope of employment in this position.
Personal Vehicle

LEADERSHIP ROLE

PHYSICAL DEMANDS/WORKING CONDITIONS
The physical demands and working conditions described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

Physical Demands

Standing: between 1/3 and 2/3 percent of the time
Walking: under 1/3 percent of the time
Sitting: between 1/3 and 2/3 percent of the time
Keyboarding: between 1/3 and 2/3 percent of the time
Talking: between 1/3 and 2/3 percent of the time
Hearing: between 1/3 and 2/3 percent of the time
As required by the duties and responsibilities of the position.

Vision
The vision demands with correction described here are representative of those that must be met to successfully perform the essential functions of this job.

No special vision requirements

Work Environment
Location

Office, school or similar indoor environment: over 2/3 percent of the time

Noise Level

Moderate: between 1/3 and 2/3 percent of the time

Weight & Force
Lifting and carrying requirements

None:

Travel Requirements

JOB INFORMATION

Approved Date:	6/1/2021
Established Date:	5/1/2015
Title Code:	C01899
Title:	TEACHER: ENGLISH LANGUAGE DEVELOPMENT ESOL INSTRUCTIONAL SUP
Alternate Title:	Teacher: English Language Development ESOL Instructional Sup
Reports to Generic:	Principal;Principal: Virtual Academy
Reports to Specific:	PRINCIPAL; PRINCIPAL: VIRTUAL ACADEMY

ORGANIZATION

Division:	Academics
Business Unit:	Curriculum & Assessments
Department:
Negotiated Agreement:	Teachers Association of Anne Arundel County (TAAAC)

HR JOB INFORMATION

Unit:	I
Days Worked:	195
FLSA Exemption Status:	Exempt
Grade:	TG01;TG02;TG03;TG04;TG10;TG05;TG06;TG07 Click HERE to view Terms of Employment, Benefits and Salary Scale. Scroll down to locate (Unit 1 - Teachers)
Essential Job:
Months Worked:	10
Hours Worked:	7.5
Job Family:	Educational Services
Sub-Function:	Teacher