Teacher Assistant: Bilingual - Tyler Heights Elementary

Anne Arundel County Public Schools; Annapolis (MD); On-site; USD 25,000 - 38,000; Full time

Job summary

Anne Arundel County Public Schools seeks a Teacher Assistant: Bilingual to support dual language learners at a Title I school. The role emphasizes native language literacy instruction and collaboration with classroom staff.

Minimum qualifications include a high school diploma and either 48 college credits or a passing Parapro exam; bilingual/biliterate in English and Spanish; strong communication and use of instructional technology.

Qualifications

• Must have high school diploma or equivalency.
• For Title I-funded school, 48 college credit hours or passing score on Parapro assessment (ETS or NES) required.
• Willingness to learn instructional best practices for dual language learners.

Responsibilities

• Provide native language literacy instruction to students individually or in small groups.
• Assist teachers in planning and implementing instruction for dual language learners.
• Supervise students and support native language communication with families.

Skills

Bilingual/Biliterate

Team collaboration

Instructional technology

Microsoft Office

Education

High School Diploma or Equivalency Certificate

48 college credits or Parapro exam

Tools

Microsoft Office Suite

Video/Web Conferencing

Job description

Position Summary

Teacher Assistant: Bilingual

Job Details

This position is at a Title I school which requires at least 48 college credits or the passing of the Parapro exam in addition to any other requirements noted in the job description below.

Job Details: Spanish bilingual

Job Summary

Assists the instructional staff in implementing programs related to language, literacy and academic growth for dual language learners. Provides literacy instruction to children in the native language, facilitates comprehension and supports literacy development in the home language and in English. Performs various non-instructional tasks in support of the teaching-learning process. Assists in the supervision of children in the classroom. Works directly with individual children or with small groups of children to reinforce instruction provided by the classroom teacher. Assists teachers in planning and implementing instruction. Instructs, observes and assesses children's progress in native language literacy. Participates in staff development activities. Work is planned and implemented under the direction of the principal, in coordination with the English Language Acquisition Office. Bilingual TAs funded through Community School grant funds will also provide support for directly communicating with and supporting families and providing needed bilingual support to students to increase access and opportunity in encore classes, magnet programs, co-curricular, extracurricular, and other school opportunities where bilingual communication is crucial for safety and/or equal access.

Essential Duties/Responsibilities

• Works directly with students individually or in small groups to provide native language literacy instruction. Assists families in learning skills to support native language literacy in the home.
• Assists teachers in planning and implementing instruction through modifications to support dual language learners. Prepares a variety of instructional materials. Assists in management of instructional materials and classroom organization. Organizes materials for each group or students. Sets up learning stations and activity centers.
• Supervises students and assists with native language support. Provides assistance to the instructional staff in the supervision of students in the classroom. May supervise lunch, play ground or bus duty. May accompany language learners to cultural arts classes, to provide native language support, as needed. May accompany students on field trips. May refer or accompany disruptive students to the principal.
• Observes and gathers assessment data on students, particularly in native language literacy growth. Records student data through appropriate formats; i.e online forms or records. May perform some clerical tasks to support the English Language Acquisition teacher, including student file management.
• Works with Teachers and students on special projects and assignments.
• Attend and actively participates in staff development activities.
• Works in coordination with the Bilingual Facilitator and English Language Acquisition teacher to provide consistent communication and support to multi-lingual families.
• May assist with Pre-K and Kindergarten English Language assessment screening; May be temporarily assigned to support language screening assessment the International Welcome Center, as needed.
• Bilingual TAs funded through Community School grant funds will primarily provide support for: ? directly communicating with families; ? increasing English learner access and opportunity in encore classes, magnet programs, co-curricular, extracurricular, and other school opportunities; and ? bilingual communication to ensure safe and welcoming classrooms.
• Performs other related duties as assigned within the same classification or lower.

Minimum Qualifications

To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skills, and/or abilities required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

Education

• High School Diploma or Equivalency Certificate required.
• Other: To work in a Title I-funded school, 48 college credit hours or a passing score on a paraprofessional assessment issued by ETS or NES, required.

Experience

• Previous experience working with culturally and linguistically diverse children and families preferred.

Knowledge, Skills, Abilities And Other Characteristics

• Willingness to learn about instructional best practices for dual language learners.
• Ability to work collaboratively with other educators in a school setting.
• Ability to understand and appreciate linguistic diversity.
• Willingness to support the mission and vision of the English Language Acquisition program.
• Ability to use instructional technology.
• Demonstrated ability to effectively work and communicate with diverse populations.
• Demonstrated proficiency with business technology applications (e.g. Video/Web Conferencing, Microsoft Office Suite -Word, Excel, Outlook, and/or PowerPoint preferred).

Language Requirements

• Bilingual/Biliterate in English or another language native or near native required.

Licenses and Certifications

Employee must retain active licenses, certifications, and enrollment as a condition of employment.

• To work in a Title I-funded school, a passing score on a paraprofessional assessment, in lieu of 48 college credit hours, issued by ETS or NES required.

Driving Requirements

• N/A

Career Ladder Requirements

Qualification Requirements for Employment in Higher Grade as a New Hire or Transfer requires:

• Successful completion of 30 semester hour credits earned after July 1, 1993 from a Regionally Accredited college or university.

Qualification Requirements For Title I Facilities Requires

• New hires or transfers who have successfully achieved the Highly-Qualified ParaEducator status through successful completion of the ParaPro assessment or post‑secondary education in accordance with the mandated requirements for Title I and/or relevant laws in place are eligible for placement at Grade 6 (Higher Grade). However, placement in Grade 6 (Higher Grade) is contingent on having met the aforementioned requirements and the school's Title I status. Grade placement may be reduced if the school no longer qualifies as Title I and/or you voluntarily transfer to a non‑Title I Teacher Assistant position.

Eligibility for Consideration for Promotional Increase from Lower Grade to Higher Grade requires:

• Successful completion of 30 semester hour credits earned after July 1, 1993 from a Regionally Accredited college or university.
• Consistent maintenance of an effective and orderly work environment.
• Consistent compliance with general office procedures such as (1) standards contained in the AACPS Employee Handbook; (2) demonstration of discretion and excellent customer service; and (3) regular and punctual attendance.

LEADERSHIP ROLE

• N/A

PHYSICAL DEMANDS/WORKING CONDITIONS

The physical demands and working conditions described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

Physical Demands

• Standing: under 1/3 of the time
• Walking: under 1/3 of the time
• Sitting: between 1/3 and 2/3 of the time
• Keyboarding: between 1/3 and 2/3 of the time
• Talking: between 1/3 and 2/3 of the time
• Hearing: between 1/3 and 2/3 of the time
• As required by the duties and responsibilities of the position.

Vision

• No special vision requirements

Work Environment

• Office, school or similar indoor environment: over 2/3 of the time

Noise Level

• Moderate: between 1/3 and 2/3 of the time

Weight & Force

• Up to 10 pounds: under 1/3 of the time

Travel Requirements

• N/A

JOB INFORMATION

Approved Date: 4/1/2026 Established Date: 1/1/2019 Title Code: C04028 Title: TEACHER ASSISTANT: BILINGUAL Alternate Title: Teacher Assistant: Bilingual Reports to Generic: Principal Reports to Specific: PRINCIPAL

ORGANIZATION

Division: Academics Business Unit: Curriculum, Instruction & Assessment Department: Negotiated Agreement: Secretaries and Assistants Association of Anne Arundel County (SAAAAC)

HR JOB INFORMATION

Unit: IV Days Worked: 191 FLSA Exemption Status: Non-Exempt Grade: SG05;SG06

Essential Job: Months Worked: 10 Hours Worked: 7 Job Family: Educational Support Services Sub-Function: Classroom Assistants