SABA English Language Learner (ELL) Teacher

School of the Arts for Boys Academy (SABA)

Pittsboro (NC)

On-site

Full time

14 days+

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Job summary

An academic institution for boys in Pittsboro, North Carolina is seeking a dedicated ELL Teacher to empower English Language Learners through culturally responsive education. The ideal candidate will have state certification in General Curriculum and a demonstrated ability to motivate students and maintain an effective learning environment. The position requires planning, coordinating, and providing instructional support to address diverse student needs. This role offers a full-time position with the opportunity to make a significant impact on students' academic growth.

Qualifications

State certified and designated as 'highly qualified.'
Demonstrated knowledge of culturally responsive teaching.
Ability to maintain classroom discipline and order.

Responsibilities

Plan and organize lessons for English Language Learners.
Provide feedback and support to enhance student learning.
Monitor and document students' academic performance.

Skills

Ability to motivate students

Interpersonal skills

Knowledge of curriculum

Education

State certification in General Curriculum

Job description

School of the Arts for Boys Academy (SABA) – Pittsboro, North Carolina

SABA English Language Learner (ELL) Teacher

Job ID: 4440909
Application Deadline: Posted until filled
Re-Posted: Jan 01, 2024 12:00 AM (UTC)
Starting Date: Aug 26, 2024

Job Description

School of the Arts for Boys Academy (SABA)

English Language Learner (ELL) Teacher

MISSION:

School of the Arts for Boys Academy (SABA) empowers and builds culturally and linguistically diverse boys to be strong, creative academic scholars, critical thinkers, and community leaders through a culturally responsive arts-based education.

REPORTS TO: Head of School

SUPERVISES: May coordinate and direct the activities of teacher assistants (if applicable).

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. Provides services to assist students in achieving a better understanding of specific subject material and in improving academic capabilities in designated areas. Collaborates with the Head of School and staff members to assess students' needs and how best to address them.

NATURE OF WORK: Under the general supervision of the Head of School, to maximize the learning experience of students with special needs, in academics, interpersonal skills and activities of daily living by implementing approved curriculum; documenting teaching and student progress/activities, outcomes; addressing students' specific needs; providing a safe and optimal learning environment.

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.

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.

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.

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.

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.

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.

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.

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.

ADDITIONAL PERFORMANCE RESPONSIBILITIES:

Conducts assessments, testing and diagnostic examinations of students for the purpose of identifying learning issues, and recommending courses of action or corrective procedures to overcome issues and maximize learning.
Develops educational plans for students.
Assists students and teaching staff in implementing students' educational plans.
Coordinates with administrators and other teaching staff members to ascertain individual student's abilities and needs, including students with special needs, and to familiarize stakeholders with social work services.
Continues to acquire professional knowledge and learn of current developments in the educational field by attending seminars, workshops or professional meetings.
Organize and maintain a system for accurate and complete record-keeping and providing student information to prospective colleges and employers, as required by district procedures and applicable laws.
Encourages parental involvement in students' education and ensures effective communication with students and parents.
Knowledge of Multi-Tiered Systems of Support (MTSS).
Performs other related tasks as assigned by the Head of School.

MINIMUM TRAINING AND EXPERIENCE

Required to hold state certification in General Curriculum (license code 88091 or 88001) and designated as "highly qualified."

MINIMUM QUALIFICATIONS OR STANDARDS REQUIRED TO PERFORM ESSENTIAL JOB FUNCTIONS

Physical Requirements: Must be able to use a variety of equipment and classroom tools such as computers, copiers, typewriters, calculators, pencils, scissors, and equipment for children with special needs, etc. Must be able to exert a negligible amount of force frequently or constantly to lift, carry, push, pull or otherwise move objects. Due to amount of time spent standing and/or walking, physical requirements are consistent with those for Light Work.

Data Conception: Requires the ability to compare and/or judge the readily observable, functional, structural, or composite characteristics of data, people or things.

Interpersonal Communication: Requires the ability to speak and/or signal people to convey or exchange information. Includes receiving instructions, assignments and/or directions from superiors.

Language Ability: Requires the ability to read a variety of correspondence, reports, handbooks, forms, lists, etc. Requires the ability to prepare correspondence, simple reports, forms, instructional materials, etc., using prescribed format.

Intelligence: Requires the ability to apply principles of logical or scientific thinking to define problems, collect data, establish facts, and draw valid conclusions; to interpret an extensive variety of technical instructions in mathematical or diagrammatic form; and to deal with several abstract and concrete variables.

Verbal Aptitude: Requires the ability to record and deliver information, to explain procedures, to follow oral and written instructions. Must be able to communicate effectively and efficiently in variety of technical or professional languages including medical, legal and counseling terminology.

Numerical Aptitude: Requires the ability to utilize mathematical formulas; to add and subtract; multiply and divide; utilize decimals and percentages; and to apply the principles of descriptive statistics, statistical inference and statistical theory.

Form/Spatial Aptitude: Requires the ability to inspect items for proper length, width and shape.

Motor Coordination: Requires the ability to coordinate hands and eyes rapidly and accurately in using office equipment.

Manual Dexterity: Requires the ability to handle a variety of items such as office equipment and hand tools. Must have minimal levels of eye/hand/foot coordination.

Color Discrimination: Requires the ability to differentiate between colors and shades of color.

Interpersonal Temperament: Requires the ability to deal with people beyond giving and receiving instructions. Must be adaptable to performing under stress and when confronted with emergency situations.

Physical Communication: Requires the ability to talk and hear: talking: expressing or exchanging ideas by means of spoken words. Hearing: perceiving nature of sounds by ear. Must be able to communicate via telephone.

KNOWLEDGE, SKILLS AND ABILITIES

Ability to constantly monitor the safety and well-being of students, particularly when student is participating in an inclusive activity.
Ability to master knowledge of curriculum and best practices for culturally responsive teaching.
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.

DISCLAIMER

The preceding job description has been designed to indicate the general nature and level of work performed by employees within this classification. It is not designed to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and qualifications required of employees to this job.

Position Type: Full-time

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