EC ELL Teacher (Arabic) 1.0 FTE (2024-2025 SCHOOL YEAR )

Rockford Board of Education

Job Description

Job Title : Teacher - ARABIC ELL

JOB CODE : 7060

Department : Curriculum

Supervisor : Principal

Date : November 1, 2010

Status : Exempt

SUMMARY

The Teacher understands the central concepts, methods of inquiry, and structures of disciplines and creates learning experiences that make the content meaningful to all students.

To this end, the Teacher provides an educational atmosphere conducive to learning where students have the opportunity to fulfill their potential for intellectual, emotional, physical, and / or psychological growth.

The Teacher is responsible for utilizing current teaching methods in order to organize and implement an approved instructional program that will result in students achieving academic success in accordance with applicable law, District requirements and policies;

documenting teaching and student progress / activities / outcomes; addressing specific educational needs of students; providing timely feedback to students, parents and administration regarding student progress, expectations, goals, etc.

SUPERVISORY RESPONSIBILITIES : None

ESSENTIAL DUTIES AND RESPONSIBILITIES

accuracy, and usefulness for representing particular ideas and concepts.

theories, ways of knowing and methods of inquiry in teaching subject matter concepts.

s) that impede learning.

current needs in the cognitive, social, emotional, ethical, and physical domains at the appropriate level of development.

in terms of time and circumstances for work, tasks assigned, communication, and response modes) for individual students who have particular learning differences or needs.

families, cultures, and communities as a basis for connecting instruction to students’ experiences.

stages of development, learning styles, strengths and needs.

religion, gender, sexual orientation, and varying abilities.

learning.

learning.

relevant to the students, and based on students’ prior knowledge and principles of effective instruction.

learning styles and performance modes.

current life experiences and to future career and work experiences.

responses and provides for different pathways based on students’ needs.

learning.

IEP) goals and objectives to plan instruction for students with disabilities.

participate in decision-making, work collaboratively and independently, use appropriate technology, and engage in purposeful learning activities.

students’ motivation and engagement in productive work through mutual respect, cooperation, and support for one another.

allocates, and manages time, materials, and physical space to provide active and equitable engagement of students in productive tasks.

including those with disabilities (including implementing the least intrusive intervention consistent with the needs of these students).

including the schedule and physical arrangement) to facilitate appropriate behaviors and learning for students with diverse learning characteristics.

choosing alternative teaching strategies and materials to achieve different instructional purposes and to meet students’ needs.

problem-solving, and performance capabilities and that help students assume responsibility for identifying and using learning resources.

feedback.

facilitator, coach, or audience in relation to the content and purposes of instruction and the needs of students.

accurate presentations and representations of concepts, using alternative explanations to assist students’ understanding and presenting diverse perspectives to encourage critical thinking.

learning.

effective communication when conveying ideas and information and when asking questions and responding to students.

verbal, non-verbal, and visual communication.

conflict resolution, and group-facilitation skills as a team member.

learning needs, align and modify instruction, and design teaching strategies.

progress, and performance of the individual student and the class as a whole.

work and performance and communicates students’ progress knowledgeably and responsibly to students, parents, and colleagues.

progress.

including the adaptation of procedures for individual students in specific contexts.

methods of communication, cultural background, and primary language on measuring knowledge and performance of students.

learning.

lives outside of the school in a professional manner that is fair and equitable.

learning and well-being.

learning and to provide opportunities for students to explore career opportunities.

volunteer, or peer tutor.

programs, working in collaboration with team members.

information about students, pedagogical knowledge, and research as sources for active reflection, evaluation, and revision of practice.

generating new ideas, sharing experiences, and seeking and giving feedback.

respecting the boundaries of professional responsibilities, when working with students, colleagues, and families.

staff development, and student organizations.

beliefs, objectives and parameters found in the Strategic Plan of the Rockford Board of Education.

EDUCATION / TRAINING

Appropriate State of Illinois Teaching Certificate with the necessary endorsement and / or meet the highly qualified standards in the grade level and / or subject area in which Teacher is assigned.

OTHER REQUIRED QUALIFICATIONS

• Working knowledge of the Illinois Learning Standards for the assigned grade level and / or subject area and possess the requisite ability to evaluate the alignment of those standards to instruction and the district’s curriculum.
• Working knowledge of the Illinois Assessment Frameworks for the assigned grade level and / or subject area.
• Working knowledge of and ability to effectively use and integrate technology in the classroom setting.
• Working knowledge of a broad range of literacy techniques and strategies for every aspect of communication and must be able to develop each student’s ability to read, write, speak, and listen to his or her potential within the demands of the discipline.
• Demonstrated success in modeling effective reading, writing, speaking, and listening skills during direct and indirect instructional activities.
• Demonstrated success utilizing current teaching techniques, effective strategies for differentiating instruction, and evidence-based classroom management strategies and techniques.
• Effective data-based problem-solving and team collaboration skills used to drive and inform changes in classroom instruction.
• Demonstrated success in collaborating effectively with teachers and students.
• Demonstrated a high level of professionalism with the ability to maintain confidentiality and personal flexibility in all areas.

LENGTH OF WORK : 9 Months

This description is written primarily for position evaluation purposes. It describes duties and responsibilities that are representative of the natur