High School: ESL Teacher 2026-2027

Job Overview
The Teacher ESL High School will provide English language arts and reading instruction exclusively and accelerate English language proficiency for Emergent Bilingual students (EBs) participating in the ESL Program using the Texas Essential Knowledge and Skills (TEKS) and English Language Proficiency Standards (ELPS) through the application of content-based language instruction strategies. Any teacher who will coach a UIL sport will also provide athletic services related to that athletic sport and the athletic program.

Position Description

Essential Duties and Responsibilities

Development

• Develop and implement lesson plans that align with District and TEA curricular requirements, including the Texas Essential Knowledge and Skills (TEKS) and the English Language Proficiency Standards (ELPS)
• Develop and implement lessons that are linguistically accommodated and differentiated based on students’ language proficiency levels
• Utilize a variety of instructional materials and available digital tools to enhance student learning
• Provide instruction to Emergent Bilingual (EB) students in pull-out and inclusion classroom settings based on students’ language proficiency levels
• Assess Emergent Bilingual (EB) students’ abilities in relation to instructional goals and desired educational outcomes
• Consistently monitor student progress through formative and summative assessments and use results to inform instruction
• Manage the behavior of Emergent Bilingual (EB) students in instructional settings to ensure the environment is conducive to learning and assist with student behavior management in other areas of the campus, as needed
• Manage allotted instructional time effectively to maximize student achievement
• Ensure the classroom and/or instructional environment is safe, attractive, and conducive to learning, and that materials are maintained in good condition and accessible to students
• Collaborate with general education teachers, special education teachers, and other professionals to support and ensure each Emergent Bilingual (EB) student’s language and instructional needs are met
• Support teachers through collaboration, modeling, professional learning, and instructional feedback related to implantation of the ELPS through content-based language instruction and linguistic accommodations
• Establish and maintain clear written and oral communication with parents, students, principals, and teachers regarding instructional expectations and student progress
• Participate in and provide professional development, instructional support, and staff meetings as required or appropriate to the assignment
• Implement new learning from professional development to support the acceleration of English language proficiency, literacy development, and academic achievement for Emergent Bilingual (EB) students
• Collaborate with campus and district staff in the implementation of programs and services for Emergent Bilingual (EB) students
• Participate as a member of the campus Language Proficiency Assessment Committee (LPAC)
• Advocate for Emergent Bilingual (EB) students and ensure they have equitable educational opportunities

Collaboration

• Collaborate with other professionals to carry out school wide instructional or related activities for Emergent Bilingual (EB) students
• Collaborate with general education and special education teachers to ensure student's linguistic and instructional needs are being met
• Establish and maintain oral and written communication on instructional expectations with parents, students, principals, and teachers to keep them informed of student progress
• Participate in professional development activities and staff meetings as required or appropriate to assignment
• Implement new learning from professional development activities correlated with accelerating English language proficiency for Emergent Bilingual (EB) students
• Be an advocate for and ensure that Emergent Bilingual (EB) students have an equitable educational opportunity
• May, as itinerant, serve at two or more schools on a regular basis
• May make off-school site visits to monitor students, confer with employers, or site instructors

If the position is tied to coaching a UIL sport, the following essential duties and responsibilities are applicable to coaching:

• Perform coaching duties as assigned as well as other duties required for the smooth, efficient operation of a successful athletic program
• Possess knowledge and adheres to UIL rules and regulations
• Assist the Athletic Department with budget, schedules, care/use of facilities
• Communicate with the Athletic Department on a regular basis

Qualification Requirements

To perform this job successfully, an individual must be able to perform each of the above essential duties satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or abilities, required unless otherwise stated as preferred. Reasonable accommodations may be made to enable individuals with disabilities to perform the essentials functions.

• Bachelor's degree in education including course work in the subject/program to which assigned and in curriculum and instructional methodology
• Master's degree preferred
• Valid Teaching Certification Issued by Texas Education Agency appropriate to subject and grade level of assignment ELA certification must include grades 9,10,11, and 12
• Valid Texas ESL Certification
• Valid Driver's license with CDL Certification preferred if coaching a UIL sport
• Minimum of 3 years of teaching experience working Emergent Bilingual (EB) students
• Secondary education experience preferred
• Experience teaching newcomer students with no or limited English proficiency required
• Coaching experience preferred if coaching a UIL sport
• Demonstrated knowledge of FBISD program of studies related to assignments and public school mission, goals and organization
• Demonstrated knowledge of content, curriculum, methods, materials and equipment of instructional specialty(ies) to which assigned
• Demonstrated knowledge of adolescent growth and development or, if applicable, adult learning theory
• Ability to plan and implement lessons based on division and school objectives and the needs and abilities of students to whom assigned
• Ability to establish and maintain effective relationships with students, peers and parents
• Strong oral and written communication skills

Physical Requirements/Working Conditions

The work environment characteristics and physical demands described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Work is performed in classrooms, offices, work stations and meeting rooms.

The position requires occasional walking, standing, sitting, bending, stooping, kneeling, crouching, crawling, and lifting/carrying work related items weighing less than 40 pounds, such as books, papers and presentation materials. The employee is regularly required to use hands to finger, handle, or feel objects, tools, or controls; reach with hands and arms; and talk or hear. Specific vision abilities required by this job include close vision, color vision, and the ability to adjust focus. Attendance at conferences and professional development is required. Work involves everyday risks and discomforts which require normal safety precautions when operating equipment or performing job duties. May work prolonged or irregular hours and must be able to maintain emotional control under stress.