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ESL/EL English Learner teacher

Public School of North Carolina
Matthews, North Carolina
Closing date
Jun 27, 2024

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Telra Institute is a charter school in Charlotte, NC focused on advanced learning. We are assembling a high-performing team to work in a novel educational model with a culture that values education and esteems educators. Candidates will find a supportive environment and opportunities to excel professionally, intellectually, and financially. As a sought-after employer, we prize top talent that wants to work with other top talent. Help your application stand out by completing our pre-assessment here:

Telra is growing and we are looking for ML / EL specialist positions to teach students in grades K-8. ML teachers are responsible for driving learning and teaching for students on their roster and work in close collaboration with classroom teachers at multiple grade levels.

In addition, the EL teacher will carry out the school-wide plan to improve the reading achievement of EL students assigned. This commitment will include attending professional development, collecting data, and providing feedback to the Principals and to the Department of Special Services. The EL Reading Teacher will develop and implement lesson plans to provide diversified reading strategies and activities specifically designed for targeted students.

  • Diagnoses, assesses, prescribes, and evaluates the reading needs of individual EL students to determine level of need.
  • Carries out ongoing assessment of reading needs; writes and modifies the lesson plans as needed; maintains EL student achievement records.
  • Consults with other content teachers, special education teachers, parents and students, advising on strategies and activities that may be used to enhance a student's reading skills.
  • Participates in regular professional development to improve personal knowledge and skills.
  • Promotes use of consistent ESL instructional framework and research-based strategies.
  • Helps support alignment with curriculum and instruction priorities.
  • Provides teachers with current research-based best practices in the area of second language acquisition as well as corresponding literacy resources and materials.
  • Provides supplemental professional development for teachers through training sessions, observations, modeling, and coaching.
  • Analyzes school and district Limited English Proficient student data with teachers to supplement planning for PLC discussions and more informed instructional decisions.
  • Collaborates with Director of Special Services and other district and school leaders to enhance data driven targeted intervention support for English language learners.
  • Models instructional strategies with teachers and staff in classrooms.
  • Provides feedback to teachers and staff regarding implementation issues.
  • Works with staff to address learning needs of ESL students.
  • Participates in regular professional development to improve knowledge and skills.
  • Stays current with professional literature, latest research, and best practices.
  • Attends professional seminars, conventions, and other trainings to receive instruction in research-based second language acquisition strategies and how to work effectively with adult learners.
  • Works with Principals to extend and improve communication with parents and community in developing the district's Title III Application.

  • Prior successful classroom experience in EL instruction
  • Assessment (WIDA) English Language Proficiency Standard Course of Study
  • Bachelor's degree in Education or another field relevant to the teaching subject

  • Valid and Current teaching certificate from State of North Carolina or in pursuit of teaching certificate.

Characteristics and capabilities of an ideal applicant
  • Attitude
  • Demonstrate knowledge about and passion for advanced learners and their education (in gifted programs or other rigorous courses of study)
  • Be humble and open to innovate in educational delivery with a commitment to continuous improvement
  • Commit to a culture of teamwork, transparency, high expectations
  • Have an attitude that is positive, thoughtful, passionate, articulate, motivating, and empowering with students and team members
  • Be a highly collaborative, results-oriented, adaptable, and problem-solving self-starter
  • Professionalism
  • Demonstrate comfort with multi-tasking and energizing a team to execute
  • Display excellent written and verbal communication skills with students, colleagues, and other stakeholders
  • Be responsive and able to set and achieve audacious goals
  • Have high standards of professionalism for self and others
  • Technical literacy
  • Be computer savvy, with proficiency in the Microsoft suite
  • Be comfortable using technology for data analysis, instruction, and collaboration

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