ESL Teacher

Primary Purpose:

Provide instructional support and intervention services for English Learners while partnering with campus educators to strengthen ESL instructional practices. Serve as a resource to teachers through coaching, modeling, and professional learning to support effective implementation of linguistic accommodations aligned with the Texas Essential Knowledge and Skills (TEKS) and English Language Proficiency Standards (ELPS). Contribute to improved student achievement and language development through targeted instruction, data-informed interventions, and collaboration with the bilingual/ESL department.

Qualifications:

Education and Certification

• Bachelor’s degree from an accredited college or university
• Master’s degree (preferred)
• Valid Texas teaching certificate with ESL certification or endorsement

Experience

• One (1) year of clinical teaching experience or one (1) year of full-time classroom teaching experience (preferred)
• Experience providing linguistic accommodations and a deep understanding of English Language Proficiency Standards (ELPS) second language acquisition methodologies, curriculum, instructional strategies
• Three (3) years of ESL teaching experience (preferred)

Knowledge and Skills

• Comprehensive knowledge of curriculum content and effective teaching strategies, with content knowledge across multiple instructional levels
• Expertise in implementing Texas Essential Knowledge and Skills (TEKS)
• Ability to instruct ESL students to academic mastery
• Ability to apply and implement brain-based, differentiated, and individualized learning methods
• Knowledge of instructional review and assessment practices
• Effective coaching, problem-solving, and conferencing skills
• Advanced organizational, interpersonal, verbal, and written communication skills.
• Proficiency in the use of instructional technology and computer-based tools to support teaching and learning
• Ability to work independently as a self-starter with strong time-management skills
• Demonstrated commitment to continuous professional growth, and serving as an effective professional model

Key Responsibilities:

Student Instruction & Intervention

• Provide ESL services and interventions for struggling English Learners (Spanish interventions for bilingual students and English interventions for ESL students)
• Evaluate and monitor English Learners to place students in appropriate intervention and support services
• Participate in regular assessment of student Texas Essential Knowledge and Skills (TEKS) objective mastery and provide follow-up intervention
• Assess students using oral language proficiency assessments.
• Maintain required student records, reports, and documentation, including LPAC and TELPAS processes.

Instructional Coaching & Teacher Support

• Mentor, observe, and coach classroom teachers to improve ESL instructional practices.
• Demonstrate and model exemplary, research-based lessons that reflect differentiated instruction, dual language components, and linguistic accommodations
• Develop and implement lesson plans collaboratively with teachers that align with the district’s curriculum Scope and Sequence, TEKS, and English Language Proficiency Standards (ELPS).

Professional Learning & Program Support

• Design and deliver professional development aligned to campus and student needs.
• Work collaboratively with teachers and the bilingual/ESL department to support program goals and instructional consistency.
• Assist the bilingual/ESL department in the research, development, and writing of the ESL curriculum for secondary grades.
• Participate in bilingual/ESL department meetings and ongoing professional development to maintain current expertise and effective instructional practices.

Additional Responsibilities:

• Adhere to all district policies, procedures, and expectations as outlined in the employee handbook and administrative regulations
• Follow district safety protocols and emergency procedures
• Participate in professional development, faculty/department meetings, and special events as assigned
• Perform additional duties assigned to support the mission and goals of the district and campus

Supervisory Responsibilities:

• Direct the work of assigned instructional aide(s)

Mental Demands/Physical Demands/Environmental Factors:

Tools and Equipment Used: Personal computer and peripherals; standard instructional equipment

Posture: Prolonged standing; frequent kneeling/squatting, bending/stooping, pushing/pulling, and twisting

Motion: Frequent walking

Lifting: Regular light lifting and carrying (less than 15 pounds); may lift and move textbooks and classroom equipment

Environment: Work inside, may work outside; regular exposure to noise; occasional districtwide and statewide travel

Mental Demands: Maintain emotional control under stress; work prolonged or irregular hours

This document describes the general purpose and responsibilities 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.

Appointment:
The Superintendent of Schools approves the appointment of this position based on the applicant’s training, experience, and expertise.