Secondary Math / ESOL Educator Kansas Licensure Required: 6-12 Math ESOL - (M.S. in TESOL preferred) Experience Desired Candidates will have experience teaching math at the secondary level. Experience with students not working at grade level is desirable. Candidates will also have experience teaching students who are multilingual learners resulting in strong academic growth. Licensure Required6-12 MathESOL - (M.S. in TESOL preferred)
Essential Functions:
Plans, develops, and teaches English language lessons to English learners in accordance with applicable standards.
Collects, monitors, and interprets data to align instruction with the needs of English language learners.
Collaborates with teachers and other staff members on how to best meet the needs of English learners in the core classroom.
Helps ELL families to take an active part in the education of their children.
Administers a language screener to students for whom a language barrier is impeding their academic success.
Maintains accurate ELL cumulative files and communicates changes to the appropriate parties.
Attends staff meetings and serves on staff committees, as required.
Attend professional meetings, educational conferences, and teacher training workshops to maintain and improve professional competence.
Performs other related duties as assigned.
Job Description:
Plan and deliver instruction for students who are multilingual and may be significantly below grade level in math.
Utilize evidence-based instructional approaches for language learners during instruction.
Administer and analyze assessment data to measure student progress, plan instruction and determine instructional effectiveness.
Build positive relationships with students and families who are non-English speakers in service of communicating academic needs and progress.
Provide job-embedded professional learning for teachers and staff on evidence-based instructional practices for multilingual learners by modeling instruction, co-teaching, co-planning, and leading professional development sessions.
Partners with the building ESOL teachers providing instruction and support for students served through ESOL to support student learning and wellbeing.
Develop and implement the district mathematics learning plan.
Plan, facilitate and evaluate the professional learning (PL) program in mathematics.
Model effective instructional strategies.
Lead and monitor district math intervention programs.
Collect, organize, and analyze program-level data and use it to make informed recommendations to the district's mathematics program.
Support and/or mentor new-to-profession and new-to-Blue Valley teachers, as needed.
Contribute to the district-led professional learning programs and initiatives.
Model educational technology strategies in professional learning, support technology best-practices in instruction and assist with the evaluation of educational technology tools.
Plan and facilitate collaborative work between vertical teams.
Lead and facilitate district teams related to mathematics work.
Promote district initiatives by modeling PLC process/collaboration, aligning district-wide efforts and communicating effectively.
Research and benchmark current practices in mathematics with exemplary programs and best practice.
Maintain accurate records in the areas of materials, budget, and professional learning logs.
Job Requirements:
Minimum Qualifications Skills, Knowledge, and Abilities SKILLS are required to perform multiple, overly complex, technical tasks with a need to periodically upgrade skills in order to meet changing job conditions. Specific skill-based competencies required to satisfactorily perform the functions of the job include applying assessment instruments; operating standard office equipment including using pertinent software applications; and preparing and maintaining accurate records. KNOWLEDGE is required to perform basic math, including calculations using fractions, percents, and/or ratios; read technical information, compose a variety of documents, and/or facilitate group discussions; and analyze situations to define issues and draw conclusions. Specific knowledge-based competencies required to satisfactorily perform the functions of the job include appropriate codes, policies, regulations, and/or laws; age-appropriate activities; lesson plan requirements; stages of child development; and behavioral management strategies. ABILITY is required to schedule activities, meetings, and/or events; gather, collate, and/or classify data; and use job-related equipment. Flexibility is required to work with others in a wide variety of circumstances; work with data utilizing defined but different processes; and operate equipment using standardized methods. Ability is also required to work with a diversity of individuals and/or groups; work with a variety of data; and utilize specific, job-related equipment. Problem solving is required to analyze issues and create action plans. Problem solving with data frequently requires independent interpretation of guidelines; and problem solving with equipment is moderate. Specific ability-based competencies required to satisfactorily perform the functions of the job include establishing and maintaining constructive relationships; adapting to changing work priorities; maintaining confidentiality; exhibiting tact and patience; and working flexible hours. Responsibility Responsibilities include working under limited supervision using standardized practices and/or methods; leading, guiding, and/or coordinating others; and operating within a defined budget. Utilization of some resources from other work units is often required to perform the job's functions. There are some opportunities to impact on the organization's services. Work Environment The usual and customary methods of performing the job's functions require the following physical demands: some lifting, carrying, pushing, and/or pulling; and some fine finger dexterity. The job requires 40% sitting, 20% walking, and 40% standing. The job is performed in a clean and healthy environment.
