Tchr ESOL - Grades K-5 non-aligned

Gwinnett County Public Schools; Norcross (GA); On-site; USD 20,924 - 46,255; Full time

Job summary

A public school system in Georgia is hiring an ESOL Teacher for Grades K-5. The role involves planning educational experiences, assessing student progress, and providing feedback in a collaborative environment. Candidates are required to have a Bachelor's degree related to education and meet certification requirements. Additionally, previous teaching experience is preferred. This full-time position offers a salary ranging from $20,924.50 to $46,255.00 annually depending on experience.

Qualifications

• Meets Georgia certification requirements in appropriate field of education.
• Previous teaching experience preferred.

Responsibilities

• Plan appropriate learning experiences based on the district curriculum.
• Provide initial focus for lessons with clear objectives.
• Assess students' learning and provide feedback.

Skills

Knowledge of GCPS Academic Knowledge and Skills curriculum

Ability to integrate curriculum and effective instructional practices

Excellent oral and written communication skills

Effective human-relations skills

Education

Bachelor's degree in applicable field of education

Job description

Job Information

Job Code: Tchr ESOL - 060025
Standard Hours: 20
Department: Grades K-5 non-aligned - 101199
Empl Class: ESL

Compensation

Minimum Salary: $20,924.50 annually
Maximum Salary: $46,255.00 annually

Location and Dates

Location: Stripling Elementary
Date Posted: 9/19/2016
Date Available: 09/26/2016

License and Certification Requirements

Meets Georgia certification requirements in appropriate field of education.

Education Requirements

Bachelor's degree in applicable field of education from a Professional Standards Commission (PSC) approved college or university required.

Experience Requirements

Previous teaching experience preferred.

Skills Qualifications

• Knowledge of Gwinnett County Public Schools (GCPS) Academic Knowledge and Skills (AKS) curriculum with in-depth knowledge of content in field of certification.
• Knowledge of techniques for integrating curriculum, GCPS policies, and effective instructional practices.
• Ability to understand the teaching/learning process and infuse technology into instruction.
• Ability to work effectively with administrators, colleagues, central office, school‑based staff, students, parents, and community.
• Excellent oral and written communication skills.
• Effective human‑relations skills.

Primary Responsibilities

1. Plan for appropriate learning experiences for students based on the district AKS curriculum and provide an atmosphere conducive to intellectual, physical, social, and emotional development.
2. Demonstrate command of the subject being taught.
3. Develop and prioritize short‑ and long‑term instructional objectives based on district AKS curriculum.
   • Identify specific prerequisite skills and/or knowledge necessary for students to learn the AKS.
   • Plan instruction as needed to promote student mastery of prerequisite skills and knowledge.
   • Analyze student work and assessments to determine instructional needs.
   • Prepare written lesson plans to support instructional objectives for all students.
   • Plan appropriate assessment of student learning.
4. Evaluate, select, and modify resources and activities.
   • Review resources including district core materials.
   • Select core materials and other resources that match the AKS.
   • Select resources that match the learner(s) needs.
   • Select resources that reflect scientifically‑based research on effective instruction.
5. Provide initial focus for the lesson.
   • Communicate specific learning objectives to students.
   • Link lesson content to students’ prior knowledge, background experience, and/or real‑world application.
   • Capture student attention through active involvement.
6. Organize content for presentation of the lesson.
   • Present information in a logical sequence.
   • Organize the presentation of content into blocks or steps based on the students’ needs and the complexity of the material.
   • Follow research‑based organizational plan for content organization, such as anticipatory set, acquisition lesson, guided practice, independent practice, and summarizing.
7. Utilize scientifically researched effective instructional strategies and methods of providing information for students to acquire the learning.
   • Assess students’ learning of the AKS and provide specific feedback to students and parents.
   • Provide collaborative learning opportunities to enhance student achievement.
   • Provide multiple opportunities for distributed guided practice followed by independent practice.
   • Teach essential content‑related vocabulary.
   • Utilize a variety of nonverbal/visual representations of content and skills.
   • Teach students to summarize their learning.
   • Teach skills for improving reading and writing proficiency/literacy across content areas.
   • Access and/or build students’ background knowledge and experience.
   • Utilize and teach questioning and cuing/prompting techniques.
   • Utilize technology effectively to plan, teach, and assess.
   • Utilize inquiry‑based problem‑solving learning strategies with students in all content areas.
   • Teach and require students to set personal goals for improving their academic achievement.
   • Teach students to compare and contrast knowledge, concepts, and content.
8. Provide formative assessment that measures student progress toward AKS objectives.
   • Monitor students’ progress in learning through a variety of techniques.
   • Adjust instructional plans based on formative assessment results.
   • Provide criteria that allow students to measure their own progress toward an objective.
9. Provide summative assessment that measures student achievement of objectives.
   • Assess students' learning of the AKS.
   • Provide assessments that are appropriate for the learner(s).
   • Maintain assessment records for each student.
   • Communicate assessment results to student.
   • Utilize assessment results to plan for subsequent instruction.
10. Organize learning environment to maximize student time on task.
    • Organize and arrange classroom to facilitate learning.
    • Ensure smooth transitions from one activity to another.
    • Maintain an orderly system for housekeeping duties including attendance, passes, announcements, distributing and collecting materials, and homework assignments.
11. Maintain behavior that is conducive to learning.
    • Define and communicate behavior expectations to students.
    • Monitor behavior and provide appropriate feedback to students.
    • Manage inappropriate behavior effectively.
    • Focus on student behavior rather than personality.
    • Treat sensitive situations with discretion.
    • Encourage participation from all students.
    • Establish mutual respect between teacher and students.
    • Convey warmth, friendliness, and enthusiasm.
12. Participate in professional growth and professional learning activities.
    • Apply new knowledge and skills acquired in planning and delivery of student instruction.
    • Demonstrate evidence of progress toward individual goals plan.
13. Maintain professional responsibilities and act as a role model.
    • Utilize standard written expression and acceptable oral expression.
    • Demonstrate punctuality to class, to assigned duties, and to other school activities.
    • Submit records, reports, and forms accurately and promptly.
    • Provide clear plans for substitute teachers.
    • Maintain regular attendance.
    • Demonstrate a willingness to share ideas, methods, and materials.
    • Cooperate with staff and support the development of activities and goals of the school.
    • Encourage positive school and home communications.
14. Perform other duties as assigned.

Physical Demands

While performing the duties of this job, the employee is frequently required to sit for extended periods of time, talk, hear, stand, and walk. The employee may be required to use hands to finger, handle, feel, and/or reach. The employee is occasionally required to stoop, kneel, or crouch, and must occasionally lift and/or move up to 25 pounds. Specific vision abilities required include close vision, distance vision, color vision, depth perception, and the ability to adjust focus. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.