English Language Learner Teacher – .6 FTE

Department: Student Services
Program: School Improvement
Reports to: Regional Instructional Practices Program Administrator
Classification/Range: Licensed
Schedule: .6 FTE

POSITION PURPOSE:

The English Language Learner (ELL) Teacher provides specialized instruction and culturally responsive educational services for multilingual students in alternative and specialized educational settings. Students served may experience significant behavioral regulation challenges, cognitive disabilities, mental health needs, interrupted schooling, and complex educational support needs.

The ELL Teacher fosters affirming, trauma-informed, and relationship-centered learning environments that honor students’ linguistic, cultural, and lived experiences while promoting equitable access to instruction, communication, behavioral support, and educational opportunities. The ELL Teacher supports students’ academic, language, social-emotional, behavioral, communication, adaptive, and functional skill development through collaboration with multidisciplinary teams, families, and community partners.

NATURE & SCOPE:

This position is subject to board policies, administrative rules and procedures, department regulations, and applicable state and federal statutes. This position does not carry administrative authority.

The ELL Teacher collaborates with administrators, special education staff, counselors, related service providers, behavior specialists, community agencies, and families to support multilingual learners, including students receiving special education services and students enrolled in alternative educational programs. The position may require travel between school sites and educational programs.

ESSENTIAL JOB FUNCTIONS:

• Identify and assess multilingual learners eligible for English Language Development (ELD) services.
• Provide direct English language development instruction using evidence-based language acquisition practices.
• Create safe, predictable, inclusive, and relationship-centered learning environments that support student engagement and emotional regulation.
• Utilize trauma-informed, culturally responsive, restorative, and strengths-based instructional practices.
• Plan and implement differentiated instruction aligned with students’ language proficiency, academic needs, behavioral supports, communication needs, and individualized learning goals.
• Adapt instruction, communication systems, and instructional materials for students with cognitive, communication, adaptive, and developmental disabilities.
• Support functional communication development and language access across educational settings.
• Utilize visual supports, structured routines, sensory supports, augmentative and alternative communication (AAC) systems, and individualized behavioral supports as appropriate.
• Modify instructional pacing, language demands, environmental supports, and behavioral expectations to meet individualized student needs.
• Collaborate with classroom teachers to integrate language development supports and sheltered instructional strategies across content areas.
• Support implementation of evidence-based instructional frameworks including SIOP, Universal Design for Learning (UDL), and culturally sustaining pedagogy.
• Collaborate with special education teachers, speech-language pathologists, behavior specialists, occupational therapists, and related service providers to support multilingual learners with disabilities and complex support needs.
• Participate in IEP meetings, student support teams, evaluation planning, eligibility determination, behavior support and transition planning, while providing timely reports, narratives, and measurable goals to support IEP development and implementation. 
• Assist teams in distinguishing language acquisition needs from disability-related learning needs.
• Implement positive behavior supports, de-escalation strategies, and Safety-Care practices in accordance with district procedures and student support plans.
• Maintain safe instructional environments during periods of student dysregulation, escalation, aggression, elopement, or behavioral crisis.
• Assess student language development and academic progress using formal and informal assessment measures.
• Administer required language proficiency assessments and statewide assessments in accordance with state and federal guidelines.
• Use student data and progress monitoring systems to guide instructional planning and intervention decisions.
• Maintain accurate records, service documentation, and compliance reports as required by district, state, and federal regulations.
• Develop collaborative partnerships with families through culturally responsive communication and engagement practices.
• Support families in understanding language development services, and available community resources.
• Facilitate communication among schools, families, culturally specific organizations, and service providers.
• Collaborate as part of multidisciplinary teams to support individualized programming and wraparound student services.
• Provide consultation, coaching, and professional learning support to staff regarding effective practices for multilingual learners with complex educational and behavioral needs.
• Maintain confidentiality of student information in compliance with district policies and legal requirements.
• Participate in required training and ongoing professional learning related to ELL instruction, equity, special education, trauma-informed practices, behavioral support systems, and Safety-Care.
• Travel between assigned sites and programs as required.
• Perform other duties as assigned by the supervisor.

ESSENTIAL QUALITIES:

• Equity: Demonstrate commitment to educational equity, inclusion, culturally sustaining practices, and student dignity.
• Vision: Lead with vision, follow-through, flexibility, and student-centered decision making.
• Trust: Develop trusting relationships through honesty, consistency, empathy, and fairness.
• Communication: Communicate effectively and collaboratively with students, families, staff, and community partners.
• Personal Qualities: Demonstrate professionalism, resilience, adaptability, compassion, humility, patience, and emotional regulation in complex educational environments.
• Attendance: Maintain consistent attendance and punctuality to ensure continuity of student services and program effectiveness.
• Agency-wide Perspective: Support continuous improvement of MESD programs and services.

MINIMUM QUALIFICATIONS, SKILLS, ABILITIES:

• Robust knowledge of second language acquisition theory, English language development practices, and culturally responsive instruction.
• Knowledge of federal and state laws, regulations, and compliance requirements related to multilingual learners, including Title III and civil rights guidance.
• Knowledge of special education processes and best practices for supporting multilingual learners with disabilities.
• Knowledge of trauma-informed practices, restorative approaches, de-escalation strategies, positive behavior supports, and social-emotional learning practices.
• Ability to respond safely and effectively to student behavioral escalation using approved district intervention systems and Safety-Care protocols.
• Ability to maintain calm, professional, relationship-centered responses in high-stress situations.
• Knowledge of assessment practices related to language development and academic progress monitoring.
• Ability to provide differentiated instruction and behavioral support within inclusive, alternative, and specialized educational settings.
• Ability to adapt instruction and communication systems for students with cognitive, developmental, adaptive, behavioral, and communication needs.
• Ability to collaborate effectively within multidisciplinary teams serving students with complex educational, behavioral, mental health, and developmental needs.
• Ability to establish positive relationships with students and families from diverse cultural and linguistic backgrounds.
• Ability to communicate effectively orally and in writing.
• Ability to utilize technology and data systems required for instruction, assessment, documentation, and communication.
• Ability to maintain accurate records and documentation.
• Ability to travel between sites and programs.

PREFERRED QUALIFICATIONS, SKILLS, ABILITIES:

• Bilingual or multilingual skills preferred.
• Dual endorsement or experience in Special Education preferred.
• Experience working in alternative education, behavioral health, therapeutic, day treatment, or specialized instructional settings preferred.
• Experience supporting students with significant behavioral regulation needs, cognitive disabilities, developmental disabilities, or mental health challenges preferred.
• Experience supporting Students with Interrupted Formal Education (SIFE) preferred.
• Experience working with culturally and linguistically diverse students impacted by trauma, migration, disability, or interrupted schooling preferred.
• Experience with co-teaching, consultation, inclusive instructional models, or adapted curriculum preferred.
• Safety-Care training and/or experience implementing behavior support and crisis prevention systems preferred.
• Experience with augmentative and alternative communication (AAC) systems and functional communication supports preferred.

MINIMUM EDUCATION & EXPERIENCE REQUIREMENTS:

• Valid Oregon Teaching License with English Language Learner (ELL) endorsement required.
• Must meet state licensure and Highly Qualified requirements as applicable.
• Valid Driver’s License and access to reliable transportation.
• Any combination of education and experience that demonstrates the knowledge, skills, and abilities required to perform the position duties.

WORKING CONDITIONS:

Work is performed in classroom, community, alternative, and specialized educational environments with varying noise levels and frequent interaction with students, families, staff, and community partners.

Work may involve responding to student dysregulation, behavioral escalation, aggression, elopement, or crisis situations. Work is performed in structured, therapeutic, alternative, and specialized educational environments serving students with complex behavioral, communication, learning, and mental health needs. Frequent adaptation to changing student needs, schedules, and instructional settings is required. Position requires travel between sites and programs and is performed in-person.

PHYSICAL DEMANDS:

The physical and mental demands described here are representative of those that must be met by employees to successfully perform the essential functions of this position. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

1. Mobility: Ability to sit, stand, walk, move quickly, and respond throughout instructional settings for extended periods.
2. Lifting: Ability to lift and carry up to 25 pounds.
3. Vision: Ability to read and interpret written and electronic information.
4. Dexterity: Ability to operate computers, instructional technology, and standard office equipment.
5. Hearing/Speaking: Ability to communicate effectively and exchange accurate information.
6. Emotional/Psychological: Ability to maintain professionalism, adaptability, empathy, emotional regulation, and sound judgment in dynamic and occasionally high-stress educational environments.
7. Safety Response: May require participation in approved physical safety interventions consistent with district training and Safety-Care protocols.

The description contained herein reflects general details necessary to describe the principal functions of this job, the level of knowledge and skill typically required, and the scope of responsibility, but should not be considered an all-inclusive listing of work requirements. Individuals may perform other duties as assigned to support operational and program needs.

EMPLOYEE BENEFITS:

Eligible employees receive district-sponsored medical, dental, vision, retirement, leave, and professional development benefits in accordance with MESD policies, collective bargaining agreements, and benefit plans.

EQUAL OPPORTUNITY EMPLOYER

MESD recognizes the diversity and worth of all individuals and groups. MESD is an equal opportunity employer and does not discriminate on the basis of race, color, religion, gender, sexual orientation, gender identity, gender expression, national origin, marital status, age, veteran status, genetic information, or disability in any educational programs, activities, or employment.

Reasonable accommodations for the application and interview process will be provided upon request and in accordance with the Americans with Disabilities Act.