Classroom Teacher: Regular/Special Education, or Title I
Location: Site Level School	Reports To: School Principal
FLSA Status: Exempt
Salary Range: Per WBR Salary Schedule	Terms of Employment: School Principal
Domains and Components will be used for teacher evaluation in conjunction with measures of student growth. Measures of student growth will be aligned with West Baton Rouge Parish School System’s accountability measures as outlined in the Louisiana Accountability System, ACT 54 and Bulletin: 130.
GENERAL OVERVIEW
The primary purpose of the English as a Second Language Teacher (ESL) is to prepare, communicate, report and implement documented Language Proficiency Assessment decisions for students identified as limited English proficient (LEP) in compliance with federal, state and district regulations and policies. The ESL Teacher will provide the most appropriate learning activities and teaching strategies in order to maximize LEP students’ potential for English-language acquisition and academic achievement. The ESL teacher will plan and implement a program which creates an environment where students can learn and develop optimally as well as to lead students placed under their charge toward the fulfillment of their potential for intellectual, emotional, and psychological growth and maturation. The teacher shall be responsible for effective management of the class/classes or program(s) to which he/she has been assigned.
PERFORMANCE RESPONSIBILITIES
Domain 1: Planning and Preparation (1C) – Setting Instruction Outcomes The teacher values, sequences and aligns curriculum enabling students to build their understanding of important ideas from concept to concept. The teacher designs and structures lessons so that learner outcomes are at an appropriate cognitive level. The teacher writes and plans multi-disciplinary outcomes for student learning, not student activity. The teacher differentiates outcomes and instruction for students of varied abilities. The teacher creates and/or uses a variety of assessment tools that are curriculum-aligned and challenging. The ESL teacher will: 1. confer and collaborate with classroom teachers to develop strategic and appropriate lesson plans for language intervention and instruction for each LEP student 2. provide support, resource information and instructional strategies to classroom teachers of LEP students by providing materials, instructional methods and innovative ideas to ensure appropriate educational experiences for LEP students in the general education classroom 3. present information and evidence-based practices to relevant faculty members according to guidelines established by Louisiana Department of Education, WBR School Board policies, administrative regulations and the WBR Curriculum and Instruction Department. 4. work cooperatively with special education teachers to modify curricula as needed for students with disabilities according to guidelines established in Individual Education Plans (IEP) for those students also identified as LEP. 5. implement appropriate instructional and learning strategies, activities, materials, and equipment that reflect understanding of the learning styles and needs of students assigned 6. demonstrate knowledge of campus improvement plan, curriculum standards, and implementation of applicable components 7. works with campus and district leadership to select appropriate books, equipment, and other instructional materials 8. use technology to strengthen the teaching/learning process Domain 2: The Classroom Environment (2C) – Managing Classroom Procedures The teacher helps students to develop skills to work purposefully and cooperatively in groups. The teacher facilitates lessons that engage students in different types of activities-large groups, small groups and independent work. The teacher ensures smooth functioning of all routines and maximizes instructional time. The teacher will use evidence-based classroom management strategies to engage students in rigorous learning and maintain a supportive environment that is appropriate for the physical, social, and emotional development of all students The teacher will work with the leadership team to create a campus culture where students are encouraged to use their strengths, explore their personal and interpersonal development, and risk new areas of thought and action Domain 3: Instruction (3B) – Questioning and Discussion Techniques The teacher develops and presents questions that cause students to think and reflect; resulting in a deeper understanding of the topic. The teacher promotes learning through discussion. The teacher uses a range of techniques to ensure that all students contribute to the discussion and enlists the assistance of students to ensure the outcome. Domain 4: Instruction (3C) Engaging Students in Learning The teacher facilitates activities and assignments that promote learning and are aligned with the goals of the lesson. The teacher groups students for instruction in a variety of ways using factors such as similar backgrounds, ability levels, as well as random grouping. The teacher selects instructional materials suited to engaging students in understanding and learning at a deeper level. The teacher delivers lessons that are appropriately structured and paced. Domain 5: Instruction (3D) – Using Assessment in Instruction The teacher aligns assessment to the curriculum. The teacher informs students of the criteria for assignment. The teacher monitors student learning using a variety of techniques. The teacher provides valuable feedback in a timely, constructive and substantive manner. The teacher promotes student self-assessment and student self monitoring of their progress. The teacher will use student achievement data to drive and adjust instruction, facilitate, monitor and support the alignment and implementation of the Response to Intervention (RtI) process to maximize identified student support and achievement and conduct ongoing assessment of student achievement through formal and informal testing. The teacher will showcase the academic performance of identified LEP students Domain 6: The Classroom Environment (2A) – Managing Classroom Procedures The teacher creates an environment of rapport and respect in the classroom through positive and encouraging interaction with students. The teacher models and teaches students how to engage in respectful interactions with one another and acknowledges respectful interactions among students.
PROFESSIONAL COMPETENCIES
The teacher contributes to achieving the school system’s mission, engages in self-reflection and growth opportunities, and creates and sustains partnerships with families, colleagues and communities. The teacher engages in self-reflection and growth opportunities to support high levels of learning for all students. The teacher collaborates and communicates effectively with families, colleagues, and the community to promote students’ academic achievement and to accomplish the school’s mission. The teacher shall exhibit competency in enthusiasm and optimism; punctuality, dependability and flexibility; willingness to implement recommendations, discreet handling of confidential information, and an unbiased attitude regarding race, sex, creed, religion, and/or disability. The teacher will establish and maintains open lines of communication by conducting conferences with parents, students, principals, and teachers The teacher will maintain a professional relationship with colleagues, students, parents, and community members The teacher will use effective communication skills to present information accurately and clearly in professional development settings The teacher will attend and participate in faculty meetings and serves on staff committees as needed The teacher will participate in staff development activities to improve job-related skills as listed in local Board policy The teacher will collaborate with colleagues and other professionals for continuous growth and development Any and all other duties as assigned by the School Principal. MINIMUM QUALIFICATIONS
Possess a minimum of a Bachelors degree from an accredited college/university. Must hold a valid Louisiana Teacher Certificate. (ESL certification preferred) Additional criteria may be established by the Board. Special Knowledge/Skills: Working knowledge of curriculum, instruction and assessment Deep knowledge and understanding of the holistic traits of the identified LEP students Demonstrates ability to differentiate instructional strategies and techniques for LEP students Demonstrates ability to work directly and collaboratively with parents and campus and district personnel toward the continued success of LEP students Exhibits strong leadership and collaboration skills Effective communication and interpersonal skills Strong organizational and presentation skills Skilled in technology, including software such as the Microsoft Office Suite
ABILITIES AND SKILLS
Work Environment: The teacher will work in a climate-controlled environment adhering to the Board energy policy. The length of the workday consists of teacher hours at the assigned school and may vary as the result of meetings, evening activities, or emergencies. Communication Skills: The teacher must be able to effectively communicate in English both orally and in writing. Must have the ability to accurately give and receive information via telecommunication devices and must be able to communicate successfully with students, teachers, parents, school personnel, and the general community. Equipment Used: The teacher must be able to effective operate a telephone, cell phone, fax machine, scanner, audio-visual equipment, computers, computer hardware/software, copy machine, laminator, calculator, and other appropriate machines. Physical and Mental Involvement: The teacher should be able to perform these physical activities: standing, walking, reaching, bending, and lifting 10 pounds unassisted. The teacher must be able to plan and implement appropriate educational programs for staff. Must be able to understand and interpret written and verbal instructions. Must keep accurate and up-to-date records. Must be able to comply with state and parish regulations. Human Relations: Teacher must be able to work cooperatively with district personnel and the community. Must be able to respond appropriately to supervision and accept commendations and recommendations. Must demonstrate sensitivity/understanding in interpersonal relations with persons of diverse cultures/backgrounds.
ESSENTIAL FUNCTIONS
Job descriptions are designed and intended only to summarize the essential duties, responsibilities, qualifications, and requirements for the purpose of clarifying the general nature and scope of a position’s role as part of the overall organization. Job descriptions do not list all tasks an employee might be expected to perform – and they do not limit the right or the employer/supervisor to assign additional tasks or otherwise to modify duties to be performed even if seemingly unrelated to the basic job. Every employee has a duty to perform all assigned tasks. An employee who is assigned a duty or task believed to be unlawful should report the assignment to the Director of Human Resources/Staff Development. It should also be noted the order of duties/responsibilities as listed in the job description is not designed nor intended to rank the duties in any order of importance relative to each other.