ESOL Teacher PC 2675 For School Year 2025-2026

Manassas City Public Schools; Manassas (VA); On-site; USD 42,000 - 64,000; Full time

Job summary

Manassas City Public Schools is seeking a dedicated Teacher to deliver standards-based instruction aligned to the Virginia Standards of Learning. The role emphasizes differentiation, ongoing assessment, and collaboration with colleagues to meet diverse student needs.

The educator will foster a respectful, safe classroom and employ technology to support learning, while upholding equity and high expectations for all students.

Qualifications

• Proven ability to plan using standards and district curriculum.
• Ability to differentiate instruction to meet diverse learners.
• Experience using varied assessment strategies and providing timely feedback.
• Collaborative planning with colleagues to improve teaching and learning.
• Knowledge of relevant technology and online learning tools.

Responsibilities

• Applies Virginia Standards of Learning to curriculum planning and delivery.
• Collaborates with staff to align objectives with school curriculum and student needs.
• Delivers instruction using diverse, evidence-based strategies to engage students.
• Assesses student progress with formal and informal methods and uses results to guide instruction.
• Creates and maintains a respectful, safe, student-centered classroom environment.

Skills

Curriculum knowledge

Differentiated instruction

Assessment & feedback

Diversity & inclusion

Technology integration

ESOL instruction

Education

Bachelor’s degree

Virginia teaching license w/ ESOL endorsement

Job description

Position Title: Teacher

Pay Grade: Instructional Salary Schedule

Period of Employment: 10

Description Approved/Revised: 1/23

FLSA Status: Exempt

Supervised by and/or Reports to: Building Administrator

General Responsibilities: This position exists to ensure that all students learn the standards, essential skills, and knowledge at grade level or content area.

Essential Duties:

( This list is intended solely as an illustration of the various types of work performed. The omission of specific duties does not exclude their addition if they are similar to or a logical extension of the position.)

Professional Knowledge

The teacher demonstrates an understanding of the curriculum, subject content, and the developmental needs of students by providing relevant learning experiences.

• Integrates key content elements and facilitates students' use of higher-level thinking skills in instruction.
• Uses an accurate, current, and specific knowledge of the subject matter and a working knowledge of relevant technology.
• Bases instruction on goals that reflect high expectations for all students commensurate with their developmental levels.
• Provides appropriate accommodations for diverse learners and students learning in unique contexts (e.g., English learners, gifted learners, students with special needs, etc.).

Instructional Planning

The teacher plans using the Virginia Standards of Learning, the school’s curriculum, student data, and engaging and research-based strategies and resources to meet the needs of all students.

• Aligns lesson objectives to the school’s curriculum and student learning needs.
• Plans and works collaboratively with others to enhance teaching and learning.

Instructional Delivery

The teacher uses a variety of research-based instructional strategies appropriate for the content area to engage students in active learning, to promote key skills, and to meet individual learning needs.

• Differentiates the instructional content, process, product, and learning environment to meet individual developmental needs.
• Uses a variety of appropriate instructional strategies and resources to encourage active student engagement.

Assessment of/for Student Learning

The teacher systematically gathers, analyzes, and uses all relevant data to measure student progress, guide instructional content and delivery methods, and provide timely feedback to students, parents/caregivers, and other educators, as needed.

• Uses pre-assessment data to develop expectations for students, to differentiate instruction, and to document learning.
• Uses a variety of formal and informal assessment strategies and instruments that are valid and appropriate for the content, for the student population, and for the setting.
• Collaborates with others to develop common assessments, when appropriate.
• Aligns student assessment with established curriculum standards and benchmarks.
• Communicates constructive and frequent feedback on student learning to students, parents/caregivers, and other educators, as appropriate.

Learning Environment

The teacher uses resources, routines, and procedures to provide a respectful, positive, safe, student-centered environment that is conducive to learning.

• Arranges and modifies the classroom, as needed, to maximize learning while providing a safe environment.
• Establishes clear expectations, with student input, for classroom rules and procedures early in the school year and enforces them consistently and fairly.
• Maximizes instructional time and minimizes disruptions.
• Promotes respectful interactions and an understanding of students' diversity, such as language, culture, race, gender, and special needs.
• Provides accommodations for all students' needs, including social, emotional, behavioral, and intellectual.

Culturally Responsive Teaching and Equitable Practices

The teacher demonstrates a commitment to equity and provides instruction and classroom strategies that result in culturally inclusive and responsive learning environments and academic achievement for all students.

• Disaggregates assessment, engagement, behavioral, and attendance data by student groups and identifies and applies differentiated strategies to address growth and learning needs of all students with specific attention to students within gap groups.
• Fosters classroom environments that create opportunities for access and achievement by acknowledging, valuing, advocating, and affirming cultural and social diversity in all aspects of the learning process, including for gender, race, ethnicity, English Language Learners, and students with disabilities.

Professionalism

The teacher demonstrates a commitment to professional ethics, collaborates and communicates appropriately, and takes responsibility for personal professional growth that results in the enhancement of student learning.

• Adheres to federal and state laws, school and division policies, ethical guidelines, and procedural requirements.
• Maintains positive professional behavior (e.g., appearance, demeanor, punctuality, and attendance).
• Works in a collegial and collaborative manner with administrators, other school personnel, and the community to promote students’ well-being, progress, and success.
• Builds positive and professional relationships with parents/caregivers through frequent and appropriate communication concerning students’ progress.
• Uses precise language, correct vocabulary and grammar, and acceptable forms of oral and written communication.

Student Academic Progress

The work of the teacher results in acceptable, measurable, and appropriate student academic progress.

• Documents the progress of each student throughout the year.

Requisite Knowledge, Skills, and Abilities:

• Ability to establish and maintain cooperative and effective working relationship with others.
• Ability to design lessons that teach curriculum in an engaging manner, applying various teaching methods such as discussions, demonstration, and individual or collaborative projects and research.
• Strong supervisory and leadership skills to manage and control the classroom.
• Excellent interpersonal skills with a proven ability to maintain professionalism and tact in high-stress situations.
• Creative analytical and problem-solving skills.
• Knowledge and implementation of relevant technology.

Requisite Education and Experience:

• Must possess at a minimum a bachelor’s degree.
• Must possess or be eligible for a Virginia Department of Education Teaching License with an endorsement in the area of English as a Second Language (ESOL).

Physical Requirements:

Must have the use of sensory skills in order to effectively communicate and interact with other employees and the public through the use of the telephone and personal contact as normally defined by the ability to see, read, talk, hear, handle or feel objects and controls. Physical capability to effectively use and operate various items of office related equipment, such as, but not limited to: a personal computer, calculator, copier, and fax machine. Some climbing, stooping, kneeling, crouching, reaching, standing, walking, pushing, pulling, lifting, grasping, and repetitive motions. Some heavy work requiring the exertion of 10 pounds of force occasionally to move objects may be required.

Manassas City Public Schools assures equal employment opportunities and equal education opportunities for employees and students as required by federal and state orders and laws. Reasonable accommodations may be made to enable individuals with disabilities to perform essential tasks.

This job description is intended to accurately reflect the position activities and requirements. It is neither intended to be, nor should it be construed as, an all-inclusive list of the responsibilities, skills, or working conditions associated with the position. Administration reserves the right to modify, assign, or remove duties as necessary.