Elementary ESL/MLL Teacher

Gestalt Community Schools; Memphis (TN); On-site; USD 40,000 - 60,000; Full time

Job summary

Gestalt Community Schools in Tennessee is looking for dedicated educators who hold a current TN teaching license in ESL and possess a bachelor’s degree or higher. This role requires the ability to provide direct instructional support, create engaging lesson plans, and collaborate in inclusive classroom settings.

Enthusiastic candidates who believe in student potential and can integrate technology into their teaching are encouraged to apply. This position offers the opportunity to impact the educational experience of diverse learners.

Qualifications

• Holds a current TN teaching license in ESL with appropriate endorsement.
• Proven track record of academic success as evidenced in TVAAS and state assessments.
• Ability to teach in an inclusion environment with a co-teacher.

Responsibilities

• Provide direct and indirect instructional support to students.
• Instruct students using a variety of techniques tailored to their needs.
• Establish clear objectives for lessons and communicate them to students.

Skills

Instructional support

Behavior management

Communication skills

Teamwork

Technology integration

Education

Current TN teaching license in ESL

Bachelor's degree or higher

Job description

Southeast Campus

Gestalt Community Schools is a system of K–12 college‑preparatory charter schools in targeted Tennessee communities. GCS schools provide strong academic outcomes for their scholars through initiatives including meaningful community involvement. GCS catalyzes community leadership to help revitalize the neighborhood as it operates its schools in that community. Instead of debating whether education impacts the community or vice versa, GCS believes that the most effective method to support student achievement is an integration of education and community (a true “gestalt”).

Gestalt Community School teachers design weekly lesson plans, develop standards‑based assessments, analyze assessment data, and create intervention plans to meet our scholars’ needs. In addition, GCS teachers integrate technology effectively in the classrooms and implement project‑based learning.

Responsibilities

The following responsibilities apply to this role:

• Provide direct and indirect instructional support to students in a positive environment;
• Employ strategies and techniques during instruction to improve the development of sensory‑ and perceptual‑motor skills, language, cognition, and memory;
• Instruct students in academic subjects using a variety of techniques such as phonetics, multi‑sensory learning, and repetition to reinforce learning and to meet students’ varying needs and interests;
• Teach socially acceptable behavior, as determined by the students’ individualized education programs (IEPs) by employing techniques in an overall positive behavioral support system;
• Modify the general education curriculum for students with disabilities based upon a variety of instructional techniques and technologies;
• Plan and conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate;
• Establish and enforce rules for behavior and procedures for maintaining an environment conducive to learning for all students;
• Meet with parents to discuss their children’s progress and to determine priorities for their children and their individualized educational needs;
• Confer with parents, administrators, testing specialists, social workers, and other professionals to develop individualized education programs designed to promote students’ educational, physical, and social/emotional development;
• Maintain accurate and complete student records and prepare reports on children and activities, as required by laws, district policies, and administrative regulations;
• Establish clear objectives for all lessons, units, and projects and communicate those objectives to students;
• Develop plans for effective communication, monitoring, and follow‑up of students in inclusive classroom settings;
• Provide crisis intervention, as needed, for students and those in inclusive classrooms;
• Assist in collection of data for providing appropriate classroom interventions;
• Serve as a member of a multidisciplinary team as appropriate;
• Assist in preparation of data for local, state, and federal reports;
• Maintain professional competence by participating in staff development activities, curriculum development meetings, and other professional opportunities;
• Responsible for compliance and reporting obligations for scholars and assigned location;
• Perform related work as required;
• Other duties as assigned.

Requirements

• Holds a current TN teaching license in ESL with appropriate endorsement code (Required)
• Have a bachelor’s degree or higher.
• Proven track record of academic success as evident in TVAAS, state assessments, and value added data (Preferred).
• Hold the belief that all students can learn at high academic levels.
• Uses digital content, technology integration, and project‑based learning in a highly proficient manner.
• Have the ability to work in an extended day environment.
• Have the ability to teach in an inclusion environment with a co‑teacher.
• Good communication and written skills required.
• A team player with strong interpersonal skills.