English Language Development Teacher

Texans Can Academies; Farmers Branch (TX); On-site; USD 53,500 - 70,000; Full time

Job summary

Texans Can Academies in Farmers Branch, Texas seeks an English Language Development Teacher to provide language development instruction to students whose native language is not English. You will implement the TEKS/ELPS framework, collaborate with the EB staff and English department, and use evidence-based techniques to close gaps in listening, speaking, reading and writing.

You will lead TELPAS coordinating with campus teams, translate data into actionable steps, and support a culturally

Qualifications

• Bachelor’s degree from an accredited college or university.
• Texas Teaching Certification (Bilingual, Spanish or Secondary English with ESL endorsement) preferred.
• Note: certification program in progress may receive compensation adjustment (minimum $53,500).

Responsibilities

• Deliver instruction aligned to TEKS/ELPS for emergent bilingual students.
• Collaborate with English department and EB staff to identify learning gaps.
• Use Talk Read Talk Write model to develop Listening, Speaking, Reading, and Writing skills.
• Coordinate TELPAS assessment with Campus Testing Coordinator.
• Maintain records and communicate progress with parents.

Skills

TEKS Standards

ELPS

Content Based Language Instruction

Learner-centered pedagogy

Data-informed instruction

Education

Bachelor's degree

Texas Teaching Certification (Bilingual/ESL preferred)

Job description

Job Title: English Language Development Teacher

Wage/Hour Status: Exempt

Dept./School: Assigned Campus

Pay Grade: Teacher

Reports to: Campus Administrator

Date Revised: June 24, 2026

Primary Purpose

This teacher will conduct research-based instructional techniques specifically designed for students whose native language is not English. In working closely with the English Department and the Emergent Bilingual staff, this teacher will identify learning gaps in EB students, specifically in the areas of Listening, Speaking, Reading, and Writing, through the implementation of the TEKS associated with the English for Speakers of Other Languages course.

Qualifications

• Bachelor’s degree from an accredited college or university.
• Texas Teaching Certification (Bilingual, Spanish or Secondary English with ESL endorsement) preferred.

Note: If currently in certification program or uncertified compensation will be adjusted accordingly (minimum $53,500).

Experience

• 3-5 years experience as a successful classroom teacher.
• Experience with newcomer students highly preferred but not required.

Special Knowledge/Skills

• TEKS Standards, Positive Behavioral Intervention and Supports (PBIS), English Language Proficiency Standards (ELPS).
• Pedagogy, curricular programs, assessments, and supplementary materials for historically underserved populations, English and Standard English Learners.

Candidates Should Have

• A firm understanding of the TEKS Standards and English Language Proficiency Standards (ELPS).
• Demonstrate a strong understanding of the implementation of Content Based Language Instruction, and assist in coaching other teachers in this model.
• Pedagogy, curricular programs, assessments, and supplementary materials for historically underserved populations, English and Standard English Learners.
• Maintain a learner stance within departments and stakeholder groups and collaborate with multiple stakeholders across content areas, administrators, district support, and other partners.
• Establish and maintain effective working relationships with others of diverse backgrounds, experience, and personalities, and work with diverse school sites and conditions in a manner that achieves District goals.
• Communicate effectively in English orally and in writing, and model communication skills using tact, patience, and courtesy to respond to the needs of team members and others.
• Operate personal computer, related software, and other office equipment, and flexibly learn new applications and systems as needed.
• Meet District standards of professional conduct as outlined in Board Policy.

Major Responsibilities And Duties

• Utilize the district-approved curriculum, scope-and-sequence, TEKS, and ELPS to deliver high-quality instruction to students from linguistically diverse backgrounds.
• Support and communicate campus and district initiatives for closing achievement gaps in EB students.
• Work with students through the Talk, Read, Talk, Write instructional model to ensure students develop and improve linguistic skills in the areas of Listening, Speaking, Reading, and Writing.
• Increase the quality and effectiveness of a language-rich classroom instruction through collaboration, co-planning, fostering trusting relationships with staff, and supporting the learning process.
• Foster a shared responsibility with the campus LPAC team to ensure that students' linguistic needs are met.
• Use data to inform decisions made in the classroom.
• Work with campus and district leaders to identify areas to target for improvement.
• Work with Campus Testing Coordinator to coordinate and implement the TELPAS assessment.
• Collaborate with campus teams to ensure that designated supports outlined in the LPAC are accurately reflected on the state assessment and district assessments.
• Teaches designated English Language Development to pupils in a classroom, utilizing course of study and goals and objectives provided by the district.
• Instructs pupils in citizenship, basic communication skills, and other general elements of the course of study specified in state law and administrative regulations and procedures of the school district.
• Develops lesson plans which adapt the curriculum to the needs of each pupil.
• Translates lesson plans into learning experiences so as to best utilize the available time for instruction.
• Helps pupils become aware of relationships to others, and establishes and maintains standards of pupil behavior needed to achieve a functional learning atmosphere in the classroom.
• Evaluates pupil growth, keeps records required by the district.
• Communicates with parents through a variety of means, including parent conferences when needed or required to discuss the individual pupil’s progress and interpret the school program.
• Identifies pupil needs and cooperates with other professional staff members in assessing and helping pupils solve health, attitude, and learning problems, and shows awareness of the primary importance of children’s self-concept and emotional well-being.
• Provides an effective environment of learning.
• Continues professional growth through participation in in-service education activities provided by the district and/or self-selected professional growth activities.
• Helps promote understanding of various cultures and teaches some history of minority groups in America appropriate to the grade and age of pupils.
• Assumes responsibility to maintain open communication and group evaluation of the primary program among all members of the primary staff.
• Additional items mutually agreed upon may be specified by the certificated employee and the supervising administrator at the time of employment or during evaluation conferences.
• Selects and requisitions books, instructional aids and instructional supplies and maintains required inventory records.
• Ensures a comfortable room environment through control of heating, lighting and ventilation to the extent possible.
• Supervises pupils in out-of-classroom activities as required during the assigned working hours.
• Administers group standardized tests in accordance with the district testing program.
• Participates in curriculum development within the school of assignment and/or on a district level.
• Shares in school activities and participates on faculty committees.
• Plans and coordinates the work of aides, teacher assistants and other para-professionals as appropriate.
• Performs basic attendance accounting and clerical services as required.

Other: Other duties that support instruction as assigned.

Supervisory Responsibilities

Campus Assigned personnel.

Share supervisory responsibility for professional staff with the school principal. Supervise teachers, student advisors, maintenance, paraprofessionals, clerical personnel, and others as assigned.

Working Conditions

Must maintain emotional control and exercise reasoning and problem solving skills while under stress. Must demonstrate ability to communicate effectively (verbal and written). Should be able to interpret procedures and analyze data for decision-making. Frequent in-district and occasional in-state or national travel. Occasional prolonged and irregular hours.

Safety

Contribute to the prevention of accidents and injuries by observing safety rules and District policy, practicing the principles and skills taught in safety training, wearing personal protective equipment as required, reporting injuries and incidents immediately to supervisor, and being proactive in the ongoing efforts to improve and maintain workplace safety.

Additional Information

The information contained in this job description is for compliance with the Americans with Disabilities Act (ADA) and foregoing statements describe the general purpose and responsibilities assigned to this job and are not an exhaustive list of all responsibilities, duties and skills that may be required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

Texans Can Academies does not discriminate against any employee or applicant for employment because of race, color, religion, sex, national origin, age, disability, military status, or on any other basis prohibited by law. Employment decisions will be made on the basis of each applicant’s job qualifications, experience, and abilities.