24-25 - East - English as a Second Language Teacher - 1.0 FTE (40 hpw)

Essential Duties

Instructional Supports & Service Delivery - 75%

Provide supplementary* instruction for targeted English Language Development within or outside of the classroom to English Learners (ELs) in general education environments across program types (i.

e. ELI, DLI-DBE, Hmong Heritage Programs.)

in addition to or supplemental to an instructional program / service that would otherwise be provided to ELs

activities outside of the classroom should be for a limited duration and should target the academic language development needs of the ELs in the group

Provide English language development instruction in sheltered environments for EL students who have been in US schools for less than one calendar year (i.

e. Newcomers per DPI) for key content areas in high school.

Establish consistent communication with, and guidance to, Bilingual Resource Specialists (BRS) regarding student needs, instructional support, and family outreach

Help to create school-wide welcoming environments and support inclusion of EL students in instructional settings, e.g.,

Work with the building administrator and Multilingual Services and Programs staff to coordinate service delivery that is inclusive and conforms to district protocols and requirements for English language learners

Serve as an integral member of the school-based team responsible for student placement and scheduling to ensure compliance with and law regarding ESL services

Work with librarian and / or Instructional Coach to purchase culturally and linguistically relevant materials

Participate as active team members in discussions of academic, transition, secondary options, graduation and career / vocational post-secondary planning for ELs

Serve on the Student Support and Intervention Teams (MTSS) to ensure culturally and linguistically responsive practices throughout the referral process when student in question is an EL

Participate as active team members (not as interpreters) in IEP meetings for ELs to represent the student’s language development needs

Provide assessment support, e.g.,

Administer English language proficiency assessments and screeners including WIDA Kindergarten Screener, WIDA Screener Online, and ACCESS 2.

0 (including bilingual screeners when applicable)

Monitor students’ ability to access grade level curriculum through ongoing formative assessment in collaboration with general education staff

Collaborate with non-ESL staff to ensure that ELs have appropriate and adequate assessment scaffolds in assessments of core content learning (formative, interim, and summative)

Provide professional learning to colleagues to ensure that content-related language growth is measured and reported

Support classroom teachers in understanding how to use the English Language Development observation tools, and how to use data to guide instructional planning.

Collaborate with School Testing Coordinators to ensure appropriate testing accommodations are provided for ELs in district and state-mandated assessments.

The testing environment should include the scaffolds, supports, and differentiation that reflect routine classroom instruction and assessment.)

Family Involvement, e.g.,

Serve as one of the communication links among student, families, and school staff in collaboration with classroom teachers

Participate in parent-teacher conferences that include ELs served by the BRT / ESL teachers in collaboration with the general education classroom teacher

Collaborate with Bilingual Resource Specialists (BRS) and other staff to coordinate communication with families

Provide families of ELs with information related to MMSD and the U.S. educational system including the process of identifying ELs

Bilingual Resource Teachers provide English Language Development support in general education environments across program types (i.

e. ELI, DLI-DBE, Hmong Heritage Programs).

Bilingual Resource Teachers working in 4K environments

Provide support for the development of social language in a play-based environment for students whose parents have indicated the presence of another language as part of the Home Language Survey

Provide support with routines related to instructional activities

Collect anecdotal notes under the observational assessment framework while interacting with the children (no individualized or standardized testing or pull-out)

Review and use the 4K benchmarks

Collaborate with classroom teachers during planning time to embed language strategies to support students whose guardian has indicated the presence of another language in the students’ Home Language Survey.

EL Case Management - 10%

Serve as Case Managers for ELs to provide a school-based contact / advocate for parents and students

Explain EL Data Management forms to parents to keep them informed of their student’s academic status

and file paperwork for ELs by performing the following tasks :

• Identify potential ELs from information provided by families on Home Language Survey section of the MMSD Enrollment process;
• gather information to determine whether a student should be assessed for English language proficiency; communicate with families;

assess students who meet criteria for language screening

Report WIDA Screener Online / WIDA Kindergarten Screener scores of qualifying students to

Contact the previous WI or WIDA school district of any new EL to MMSD to obtain the most recent ACCESS for ELLs scores and report those to Multilingual Services and Programs Central Office staff (in lieu of WIDA Screener Online / WIDA Kindergarten Screener )

Create Individualized Learning Plan (ILP) forms to notify parents of the school’s plan to provide English language support services to students;

present plan for parent / guardian approval / acceptance

Archive signed ILP forms in EL data management system

Notify parents whose student has tested Proficient on the ACCESS for ELLs assessment that student will be placed on two-year monitoring status

Notify parents who have refused EL language support services of student’s most recent ACCESS scores and that student’s academic and language growth will continue to be monitored

Monitor ELs’ academic and language learning throughout the school year

Serve as consultant to non-ESL staff to ensure ELs receive language-attentive instruction

Notify parents in the fall of a monitored student’s level of academic success without language support services; move student to second year of monitoring or exit, as appropriate

Assist building clerical staff with maintenance electronic cumulative files by ensuring the student’s file contains original EL records and assessment results, e.

g., ACCESS score reports, annual EL Individualized Learning Plan (ILP) forms

Work with parents of misidentified ELs, and Multilingual Services and Programs Central Office staff to remove the student’s EL status in MMSD and from state databases

Capacity Building - 15%

Promote a teaming model during common planning times and through participation in regularly-scheduled team meetings

Consult with general education staff to integrate targeted language instruction within the core and implement language scaffolds to meet individual student needs

Provide guidance to general education staff to monitor, measure, and report language development

Provide resources pertaining to the distinction between disability and second language / literacy development

Collaborate with Special Education staff to meet both the language development and academic learning needs of ELs with Individual Education Plans

Collaborate (co-plan, co-facilitate, share resources, etc.) with building coaches to provide professional development at the building level, in best practices for ELs, bilingual education, and second language acquisition

Position Competencies

High Expectations For Every Student

Quality Instructional Practice

Cultural Competence

Data Proficiency

Team Collaboration

Student & Family Engagement

Resilience & Results Orientation

Self-Awareness & Growth Mindset

Minimum Qualifications

Bachelor’s degree. Official transcripts are required for formal employment.

Native-like fluency in Hmong / Spanish and English. For Bilingual Resource Teacher and Dual Language Immersion positions, a Spanish / Hmong language proficiency assessment is required.

NEED : Wisconsin Department of Public Instruction (DPI) teaching license in :

High School

Core content (Math, Science, English, Language Arts, or Social Studies)

Bilingual / Bi-Cultural (preferred)

Applications are considered on a rolling basis. MMSD will consider applicants who are fully licensed before considering applicants who are not yet licensed.

If you do not already have an active Wisconsin teaching license, you must obtain and maintain the necessary license(s) for the position.

An application must be on file within 30 days of starting your employment with MMSD. Failure to do so will result in your contract being voided.

The district does not provide financial support for the continued education that is required to achieve the certification.

The district does not select or endorse any particular certification program that leads to the required Wisconsin teaching license.

An unlicensed candidate can be considered, but they must be hired by a school district in order to apply for a One-Year License with Stipulations with DPI.