ELL/Academic Support Teacher

3/24/15HAMPSHIRE REGIONAL HIGH SCHOOLELL/ACADEMIC SUPPORT TEACHERDESCRIPTION:The certified ELL/Academic Support Teacher plans, instructs, and assesses students in their content area. In addition, this teacher provides instructional and social/emotional support to general education students in need of additional support.SUPERVISION:Works under the supervision of the Principal and Program Leader.Evaluated by the Principal or designee.JOB ENVIRONMENT:Work is performed within a secondary school environment in the general education classrooms.PERFORMANCE RESPONSIBILITIES:Curriculum, Planning and AssessmentDemonstrate sound knowledge and understanding of the subject matterDemonstrate knowledge of the developmental levels of students in the classroom and the different ways the students learnDesign units and lessons with measurable objectives that are aligned to the state standards, common core, and adopted curriculum of the Hampshire Regional School DistrictDesign and administer a variety of informal and informal assessments to determine student learningIntegrate differentiated instruction, technology, and critical thinking skills to enhance instructional strategies and increase student learningMeets and instructs students who are acquiring English as a second language. Plans a program of study that, as much as possible, meets the individual needs, interest, and abilities of the students.Demonstrate knowledge of the developmental levels of students in the classroom and the different ways the students learnDesign units and lessons with measurable objectives that are aligned to the state standards, common core, and adopted curriculum of the Hampshire Regional School DistrictCoordinate, facilitate, and supervise curriculum and specialized programming and support services in compliance with federal and state requirements for students in grades 7-12. This includes conferring with parents, administrators, counselors, social workers and others to support student learning.Plan curriculum, lessons, and individualized programs/interventions.Evaluate and observe students as part of a multi-disciplinary team.Collect data, monitor progress, and support the general education programs.Collect and analyze data from various sources including formal and informal assessments, observations, performance evaluations and teacher reports.Teaching All StudentsEngage students by having high expectations, using strong instructional practices, and tied instructionAccommodate all students' needs including students with different disabilities, language proficiency, learning styles, interests, and readiness levelCreate and maintain a safe physical and intellectual environmentLead an advisory group and advocate for student needsAnticipate and respond appropriately to student misunderstandings, conflicts, differences and questionsAccommodate students with disabilities and English language learnersCommunicate and collaborate appropriately with students' teaching teams to maximize student support and learning.Facilitate the positive transition, placement, and curriculum planning for students in need of additional support in general education classroom activities.Schedule, plan and oversee student support in inclusive settings.Support students in preparation of statewide standardized testing. This includes making appropriate recommendations for accommodations for students with Section 504 plans.Provide students with opportunities to explore life and career goals appropriately to their individual age and situation.Lead an advisory group and advocate for student needsAnticipate and respond appropriately to student misunderstandings, conflicts, differences and questions.Family and Community EngagementMaintain open and effective communication with parents, staff, and administration about student learning, progress and gradesParticipate actively in IEP, 504, SAC, and Pre-referral meetingsServe as an advocate for the needs of ELL students and their families and a liaison between ELL students and families, teachers, and school community.Maintain open and effective communication with parents, staff, and administration about student learning, progress and gradesParticipate actively in 504, SAC, and pre-referral meetingsProfessional CultureParticipate actively in team/department/faculty meetingsContinuously seek out ideas for improving practice and actively participate in professional development opportunities and the educator evaluation processCollaborate with colleagues to support students on IEPs, develop curriculum, analyze student performance, and plan interventionsObserve and implement the rules and regulations established for the school as outlined in the school handbook and by administrationCreates a schedule that allows maximum student instruction time. Signs in and out of building on a regular basis.Maintains accurate, complete, and correct records as required by law, district policy, and administrative regulations including identification of ELL students by Home Language Survey, progress monitoring and data reporting (ACCESS), and transitioning (FLEP evaluation) of ELL students. Code all students to be determined ELLs correctly in SIMS data collection system.Participate in and lead parent conferences, 504 meetings, and case management staffing and transition meetings as needed.Collaborate with colleagues to support students, develop curriculum, analyze student performance, and plan interventionsPerform any other task/duty required or requested that is related to maintaining services and student records in compliance with Federal and state law, regulation, and policy.EDUCATION AND CERTIFICATION REQUIREMENTS:Certification in ESL/ELL 5-12Content certification preferredBachelor's Degree required, Masters preferredExperience with Common Core State Standards, ELL curricular initiatives such as RETELL, WIDE, ACCESS etc preferredDistrict CORI Check required before employment beginsFederal Fingerprint Check required before employment beginsPhysical and Mental RequirementsThe physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the position's essential functions.Physical Demands: Little or no physical demands are required to perform the work. Work effort principally involves sitting to perform work tasks, with frequent periods of stooping, walking, and standing. There may also be some occasional lifting of objects such as books, office equipment and computer paper.Motor Skills: Duties may involve assignments requiring application of hand and eye coordination with finger dexterity and motor coordination. Examples include , using a personal computer or climbing a ladder.Visual/Auditory Skills: The employee is required to constantly read documents, personal computer screens and written reports for general understanding and routinely for analytical purposes. The employee must have the auditory ability to listen and comprehend. The employee is not regularly required to determine color differences.