DLI TEACHER

Young World Physical Education

Salisbury (NC)

On-site

USD 41,000 - 55,950

Full time

14 days+

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Job summary

Rowan-Salisbury Schools Isenberg Elementary School in Salisbury, NC seeks a Dual Language Immersion Teacher to plan and deliver instruction in the designated target language, fostering biliteracy and intercultural competence. The role reports to the principal and may involve coordinating teacher assistants.

The candidate will use language objectives alongside content objectives, manage classroom routines, and engage in DLI professional learning to support student achievement.

Qualifications

Degree in education or in a related area qualifying for licensure by the North Carolina Department of Public Instruction.
Advanced proficiency in the designated target language for Dual Language Immersion.
Bilingual certification or language proficiency assessments may be required per district/state requirements.

Responsibilities

Plan, organize and present instruction and instructional environments for student learning in a DLI program.
Foster bilingualism, biliteracy and intercultural competence through target-language instruction.
Manage instructional time, behavior, and classroom routines to support language acquisition and academic rigor.
Monitor student performance using formative and summative assessments and differentiate support.
Provide timely feedback and collaborate with language partner teachers for alignment.

Skills

Motivate students

Classroom management

Language instruction

Instructional planning

Communication

Intercultural competence

Education

Teaching degree/licensure

Job description

Rowan-Salisbury Schools Isenberg Elementary School - Salisbury, North Carolina

DLI TEACHER

Job ID: 5833008

Application Deadline: Posted until filled

Posted: Jul 14, 2026 4:00 AM (UTC)

Starting Date: Aug 3, 2026

Job Description

REPORTS TO: Principal

SUPERVISES: May coordinate and direct the activities of teacher assistants.

PURPOSE: To plan, organize and present instruction and instructional environments that help students learn subject matter and skills that will contribute to their educational and social development. Dual Language Immersion (DLI) requires fostering bilingualism, biliteracy, high academic achievement, and intercultural competence through instruction delivered in the designated target language in accordance with the district's Dual Language Immersion model.

DUTIES AND RESPONSIBILITIES

A. MAJOR FUNCTION: Management of Instructional Time

The teacher has materials, supplies, and equipment for each lesson ready at the start of the lesson or instructional activity; gets the class started quickly; gets students on task quickly at the beginning of each lesson; maintains a high level of student time-on-task. DLI teachers consistently implement the district's language allocation plan, maximize instructional time in the target language, and ensure classroom routines support authentic language acquisition while maintaining rigorous grade-level instruction.

B. MAJOR FUNCTION: Management of Student Behavior

The teacher has established a set of rules and procedures that govern the handling of routine administrative matters; has established a set of rules and procedures that govern student verbal participation and talk during different types of activities—whole-class instruction, small group instruction, etc.; has established a set of rules and procedures that govern student movement in the classroom during different types of instructional and non-instructional activities; frequently monitors the behavior of all students during whole-class, small group, and seat work activities and during transitions between instructional activities; stops inappropriate behavior promptly and consistently, yet maintains the dignity of the student. DLI teachers establish classroom routines that encourage productive risk-taking in language learning, promote respectful communication across cultures, and create an environment where students confidently use the target language for academic and social interactions.

C. MAJOR FUNCTION: Instructional Presentation

The teacher begins lesson or instructional activity with a review of previous materials; introduces the lesson or instructional activity and specific learning objectives when appropriate; speaks fluently and precisely; presents the lesson or instructional activity using concepts and language understandable to the students; provides relevant examples and demonstrations to illustrate concepts and skills; assigns tasks that students handle with a high rate of success; asks appropriate levels of questions that students handle with a high rate of success; conducts lesson or instructional activity at a brisk pace, slowing presentations when necessary for student understanding but avoiding slowdowns; makes transitions between lessons and between instructional activities within lessons efficiently and smoothly; makes sure that the assignment is clear; summarizes the main point(s) of the lesson at the end of the lesson or instructional activity. DLI teachers deliver instruction primarily in the designated target language, intentionally develop students' academic language proficiency, integrate culturally relevant and globally-minded instructional practices, and utilize language objectives alongside content objectives. Teachers maintain a target-language-rich classroom environment through anchor charts, vocabulary walls, visual supports, and authentic learning experiences that promote bilingualism and biliteracy.

D. MAJOR FUNCTION: Instructional Monitoring of Student Performance

The teacher maintains clear, firm and reasonable work standards and due dates; circulates during class work to check all students' performance; routinely uses oral, written, and other work products to check student progress; poses questions clearly and one at a time. DLI teachers monitor both content mastery and language development, using formative and summative assessments to inform instruction and differentiate support for students at varying levels of language proficiency while maintaining high academic expectations.

E. MAJOR FUNCTION: Instructional Feedback

The teacher provides feedback on the correctness or incorrectness of in-class work to encourage student growth; regularly provides prompt feedback on assigned out-of-class work; affirms a correct oral response appropriately, and moves on; provides sustaining feedback after an incorrect response or no response by probing, repeating the question, giving a clue, or allowing more time. DLI teachers provide feedback that strengthens both academic understanding and target language development, encouraging students to refine their communication skills through meaningful oral and written interactions.

F. MAJOR FUNCTION: Facilitating Instruction

The teacher has an instructional plan which is compatible with the school and system-wide curricular goals; uses diagnostic information obtained from tests and other assessment procedures to develop and revise objectives and/or tasks; maintains accurate records to document student performance; has instructional plan that matches/aligns objectives, learning strategies, assessment and student needs at the appropriate level of difficulty; uses available human and material resources to support the instructional program. DLI teachers collaborate regularly with their language partner teacher to ensure instructional alignment, consistency in curriculum pacing, coordinated student supports, and successful implementation of the Dual Language Immersion model. Teachers participate in DLI professional learning and continuously refine instructional practices that support language acquisition and cultural competence.

G. MAJOR FUNCTION: Interacting Within the Educational Environment

The teacher treats all students in a fair and equitable manner; interacts effectively with students, co-workers, parents, and community. DLI teachers actively promote intercultural understanding and global citizenship by valuing students' linguistic and cultural backgrounds, collaborating with multilingual families, and fostering strong partnerships that support bilingual education. Teachers work collaboratively with colleagues to ensure the DLI program is fully integrated into the school community.

H. MAJOR FUNCTION: Performing Non-Instructional Duties

The teacher carries out non-instructional duties as assigned and/or as need is perceived; adheres to established laws, policies, rules, and regulations; follows a plan for professional development and demonstrates evidence of growth. DLI teachers participate in required Dual Language Immersion professional development, program implementation activities, curriculum planning, and district initiatives that support continuous improvement of bilingual instruction and student outcomes.

ADDITIONAL JOB FUNCTIONS

Performs other related work as required.

MINIMUM TRAINING AND EXPERIENCE

Degree in education or in a related area that will qualify for licensure as a teacher by the North Carolina Department of Public Instruction. For Dual Language Immersion positions, candidates must demonstrate advanced proficiency in the designated target language (oral and written) sufficient to deliver rigorous academic instruction. Bilingual certification, language proficiency assessments, or additional credentials may be required in accordance with district and state requirements.

KNOWLEDGE, SKILLS AND ABILITIES

Ability to constantly monitor the safety and well-being of students, particularly when a student is participating in an inclusive activity.
Ability to motivate students.
Ability to maintain a clean and orderly environment.
Ability to perform general clerical duties.
Ability to maintain order and discipline in a classroom.
Ability to operate common office machines.
Ability to maintain basic files and records.
Ability to understand and follow oral and written instructions.
Ability to establish and maintain effective working relationships as necessitates by work assignments.
Ability to communicate effectively in the designated target language and English.
Knowledge of second language acquisition, bilingual instructional strategies, culturally responsive teaching practices, and Dual Language Immersion pedagogy.
Ability to collaborate effectively with DLI partner teachers to ensure instructional coherence, shared accountability for student achievement, and implementation of program expectations.
Ability to integrate global perspectives and multicultural experiences into daily instruction while promoting bilingualism, biliteracy, high academic achievement, and sociocultural competence.