Job Title: Teacher, Itinerant English as a Second Language (ESL) Office: Office of Teaching and Learning Date Posted: 7/7/2021 Salary Range: 1-16 / $55,209 - $108,262 NTE Date: 9/30/2022 Position Overview
The Office of Social Emotional Academic Development works with the Chancellor to ensure coherence in the educational experience for our students, families, and schools. Our goal is to initiate change and lead DC Public Schools into the highest performing school district in the nation. We are currently in the process of creating our next strategic plan. After engaging with over 3,000 internal and external stakeholders to help shape the future of DCPS, our draft strategic priorities include:
Promote Equity: Define, understand, and promote equity to close achievement gaps and interrupt institutional bias.
Empower Our People: Recruit, develop, and retain a talented, caring, and diverse team.
Educate the Whole Child: Provide rigorous, joyful and inclusive academic and social emotional experiences for all students.
Ensure Excellent Schools: Increase the number of high quality schools across the district by defining blended autonomies for schools and creating opportunities for innovation.
Engage Families: Deepen partnerships with families and community.
The mission of the Office of Teaching and Learning (OTL) is to deliver high-quality instructional resources, enhance classroom practice and scale effective programs to increase DCPS student achievement and prepare all students for success in college, career, and (see application details) spans four core competency areas:
Enrichments and interventions; and
Team members support school-based staff in implementing DCPS's existing academic programs while simultaneously working to rethink and redesign school programming, academic and curricular resources and educator professional development.
The Language Acquisition Division (LAD) is focused on providing high quality data, information and analysis to assist schools in meeting the needs of English language learner (ELL) students in the District of Columbia Public Schools. LAD serves as the analytic hub for the district's English language learners by providing data to support program implementation from the Central Office to the classroom. In addition, LAD assists schools with the initial screening for English language proficiency and supports schools with several reports throughout the year.
The Language Acquisition Division, Itinerant ESL Services offers blended and non-traditional instruction to meet the needs of students who are identified as English Learners in schools that do not have school-based ESL staff. The program serves EL students in general and special education in grades PK3- 12, to ensure continuous language development and academic progress. EL students in PK3-PK4 receive indirect ESL services while students in grades K-12 receive direct ESL services. The Teacher, Itinerant ESL will be responsible for traveling directly to students' schools to deliver specialized instruction, managing compliance, and coordinating/administering the ACCESS for ELs 2.0 assessment for EL students. The Teacher also will travel to different assigned schools in the district to provide indirect and direct ESL services as well as consultative ESL services. This position is a safety-sensitive position. As a result, throughout employment this position will be subject to the Employee Mandatory Drug and Alcohol Testing Policy.
The Teacher, Itinerant English as a Second Language (ESL) will report to the Coordinator of Itinerant ESL Services, with LAD.
Essential Duties and Responsibilities
The below statements are intended to describe the general nature and scope of work being performed by this position. This is not a complete listing of all responsibilities, duties, and/or skills required. Other duties may be assigned.
Travels directly to students' schools to deliver instruction, including indirect, direct, and/or consultative ESL services.
Uses creative teaching strategies and produces engaging, developmentally-appropriate lessons that are aligned with DCPS Scope and Sequence, the Common Core State Standards, and WIDA English Language Development Standards.
Develops and keeps record of lesson plans and supplementary materials compatible with research-based methods, techniques, current technology, and best practices to support student needs.
Provides specially designed instruction, including accommodations and modifications, which are aligned with students' English Language Proficiency (ELP) levels.
Monitors student progress, tracks attendance, and measures performance data for all student goals; and shares this information with the student, parents, classroom teachers, and others where appropriate.
Keeps the Coordinator, Itinerant ESL Services abreast of monthly schedule and student progress; and documents, including but not limited to, schedules, progress reports, and special circumstances of the student.
Reviews all available data upon receipt of new student; makes note of any individualized information; and schedules instruction.
Collaborates with school teachers to ensure curriculum alignment with delivery of instruction for students; and provides school teachers with notes and recommendations of modifications for student work in the general education and/or special education class.
Maintains clear and consistent communication with the Coordinator, Itinerant ESL Services, parents, school administrators, school teachers, and other staff on student progress; and documents this communication.
Performs all duties in a timely-manner as mandated, including but not limited to service delivery and documentation.
Makes data-driven decisions to improve student learning and to inform instruction.
Actively participates in and contributes to consistent professional development.
Master's degree in ESL Education strongly preferred.
Previous exposure to or experience in the education sector a plus.
Has a valid driver's license.
STUDENTS FIRST: We recognize students as whole children and put their needs first in everything we do.
COURAGE: We have the audacity to learn from our successes and failures, to try new things, and to lead the nation as a proof point of PK-12 success.
EQUITY: We work proactively to eliminate opportunity gaps by interrupting institutional bias and investing in effective strategies to ensure every student succeeds.
EXCELLENCE: We work with integrity and hold ourselves accountable for exemplary outcomes, service, and interactions.
TEAMWORK: We recognize that our greatest asset is our collective vision and ability to work collaboratively and authentically.
JOY: We enjoy our collective work and will enthusiastically celebrate our success and each other.
See job description