Teacher – Elementary Structured English Teacher (SET)

Position Purpose

In FWISD, a Structured English Teacher (SET) works directly with elementary level ESL students that are unschooled refugees, refugee, or asylee, and speak a language other than Spanish.

These EB students have been in the country 0-2 years and have documented interrupted formal education (1-2 years or more).

ESSENTIAL JOB FUNCTIONS

Instruction & Classroom Management

• Promotes a classroom environment that is safe and conducive to student learning through co-teaching, in individualized, and small group formats.
• Provides direct English Language Development instruction to refugee students who are learning English as a second language.
• Collaborates with general education teachers to develop accessible Tier 1 instruction and assessments that embed linguistic accommodations and appropriate selection of teaching strategies to meet the needs of Emergent Bilingual learners.
• Facilitates language acquisition classes to students who qualify as an Emergent Bilingual by providing high-quality instruction in English language development to Elementary students with a focus in the areas of reading, writing, speaking, and listening.
• Serves as the "specialist" for language acquisition instruction on the campus as well as a resource to the faculty of the district.
• Identifies students who qualify for services based on state, federal, and district guidelines.
• Organizes and designs effective instruction for students using both an inclusion classroom model and a pull-out model depending on the student's needs and language proficiency.
• Implements Emergent Bilingual services in conjunction with the overall district Structured English Teacher supports goals and plan(s).
• Collaborates with the campus leadership team to build school-wide capacity of best practices for Emergent Bilingual learners through co-planning / teaching with general education teachers and planning and facilitating professional development.
• Assists with the administration of all state mandated testing for Emergent Bilingual (EBs) in order to design and place students in programs that best fit their needs.
• Develops and monitors progress of individualized English language development goals.
• Assesses, documents, and tracks student mastery of learning and language objectives using frequent, appropriate, on-going, and multiple assessment tools;

employs interventions and formal / informal assessment procedures, including standardized tests, formative assessments, performance tasks, enrichments, and observations.

• Continuously monitors and adjusts student caseload utilizing student performance data and the outlined Structured English Teacher supports student entry and exit criteria.
• Performs essential functions and roles pertaining to standardized testing, including monitoring and proctoring tests, as well as securing and disseminating test data;

maintains current and accurate records of student test data.

• Observes student behavior outside the classroom at designated times, between classes, and at assigned duty stations; takes necessary action when appropriate.
• Attend training as needed; as requested by the campus principal, coordinator and / or director.
• Additional duties as assigned.

Personal Work Relationships

• All Fort Worth ISD employees must maintain a commitment to the District’s mission, vision, and strategic goals.
• Exhibits high professionalism, standards of conduct and work ethic.
• Demonstrates high quality customer service; builds rapport / relationship with the consumer.
• Demonstrates cultural competence in interactions with others; is respectful of co-workers; communicates and acts as a team player;

promotes teamwork. Responds and acts appropriately in confrontational situations.

Other Duties as Assigned

Performs all job related duties as assigned and in accordance to the Board rules, policies and regulations. All employees are expected to comply with lawful directives in rare situations driven by need where a team effort is required.

Knowledge, Skills & Abilities

• Knowledge of the District's policies and procedures and Texas Education Code 89..
• Ability to provide information and assist office personnel, parents, and students related to District programs and activities.
• Ability to work with parents, teachers, and school administrators to provide knowledge and understanding of the needs of students who are learning a second language.
• Knowledge of current second language teaching methods, educational pedagogy, as well as differentiation of instruction necessary to create effective and productive student-centered learning environments for language learners.
• Skill in creating multicultural experiences with second language learners.
• Knowledge of instructional data and ability to interpret data for instructional purposes.
• Skill in administering and interpreting assessments.
• Skill in planning and providing professional learning related to second language acquisition; lesson planning with multiple core-content teachers.
• Skill working with refugees and asylees students and providing appropriate interventions and / or accommodations.
• Ability to establish a supportive and compassionate relationship with students who are newcomers.
• Ability to effectively conference with teachers, parents, and students.
• Ability to carry out instructions furnished in written or oral form.
• Ability to exercise discretion regarding matters of a sensitive or confidential nature.
• Ability to use software to create spreadsheets, databases, and do word processing.
• Ability to organize and coordinate work.
• Ability to communicate effectively, both oral and written forms.
• Skill in talking to others to convey information effectively.
• Ability to engage in self-evaluation with regard to performance and professional growth.
• Ability to establish and maintain cooperative working relationships with students, staff and others contacted in the course of work.
• Ability to work effectively in diverse collaborative teams.

Travel Requirements

Travels to school district buildings and professional meetings as required.

Physical & Mental Demands, Work Hazards

• Tools / Equipment Used : Standard office equipment, including computer and peripherals; standard instructional equipment such as Promethean Board.
• Posture : Prolonged sitting and standing; occasional stooping, squatting, crouching / crawling, kneeling, bending, pushing / pulling, and twisting.
• Motion : Use hands for fine manipulation, handle or feel and reach with hands and arms using a keyboard and video display terminal;

frequent walking; occasional climbing stairs.

• Lifting : Frequent light lifting and carrying (less than 10 pounds); occasionally up to 35 pounds; may lift and move textbooks and classroom equipment.
• Vision : Performs tasks requiring close vision.
• Environment : Works in an office setting; noise levels in the office are usually low to moderate; frequent talking and listening;

may work outside; may require occasional irregular and / or prolonged hours.

• Attendance : Regular and punctual attendance at the worksite is required for this position.
• Mental Demands : Maintains emotional control under stress; works with frequent interruptions.

Minimum Required Qualifications

• Education : Bachelor’s degree from an accredited college or university required; Master’s degree from an accredited college or university preferred.
• Certification / License : Valid Texas Teaching Certification required.ESL certification required.
• Experience : 3 years’ of classroom teaching in Language Arts & Reading with second language learners required.

This document is intended to describe the general nature and level of work being performed by people assigned to this job and is not an exhaustive list of all responsibilities and duties that may be assigned or skills that may be required.