Spanish-English Dual Immersion Teacher (1st Grade)

Department: Teaching & Learning Reports To: Building Principal FTE: 1.
0 FTE SUMMARY: The primary role of a teacher is to create a positive learning climate with a focus on student growth and achievement.
The Spanish-English Dual Immersion Teacher will foster a class environment conducive to learning and personal growth through deep, meaningful relationships with students and families.
The successful candidate will be able to implement culturally responsive practices and use a variety of effective instructional techniques and teaching strategies to meet the needs of different learning styles and interests of students.
A willingness to be a curious learner and strive for continuous professional growth will distinguish the successful candidate.
PREFERRED QUALIFICATIONS: Native Spanish Speaker - Preferred Bilingual Spanish/English - Ability in reading, writing, speaking and listening.
ESSENTIAL DUTIES AND RESPONSIBILITIES.
Other duties may be assigned.
Aligns instructional practices with district approved curriculum guides and resources.
Follows a 90/10 Dual Immersion instructional framework Ability to develop engaging lesson plans and instructional materials that provide individualized and small group instruction to meet the needs of each pupil.
Creates developmentally appropriate learning experiences and opportunities.
Creates a learning community that is conducive to active and participatory learning, student-centered instructional practices, culturally responsive practices and collaboration.
Communicates regularly with families through newsletter, notes, phone calls, conferences and/or other social media platforms.
Uses instructional technology to engage students.
Participates in professional learning communities and other building level meetings to analyze student learning data and make instructional decisions/shifts based on the data and individual needs of the students.
Use active, student-centered learning to develop student strength.
Work closely with other professional staff to meet individual student needs.
Collaborate with other teachers to align curricular expectations of the intervention program (Tier II) with general education program requirements (Tier I).
Understand the MTSS process and use it to accelerate student learning.
Is available to students and parents for education-related purposes outside the instructional day.
Excellent team and interpersonal skills.
Follows district and state policies, guidelines, and procedures.
Participates in building, district and other professional development opportunities.
Is well-organized and maximizes time and instructional tasks.
Evidence of a positive attitude and human relationship skills.
Likes children regardless of age, ability or background.
Has an appreciation for diversity, equity, and inclusion.
Shows evidence of high standards of ethics, honesty, and integrity in personal and professional matters.
REQUIRED KNOWLEDGE, SKILLS AND ABILITIES RELATED TO CULTURAL COMPETENCE AND EQUITY: Knowledge/awareness of own cultural identity and how this influences behavior, and desire to learn about the cultural identity of others.
Ability to establish and nurture an environment that promotes cultural competence and equitable treatment of staff, students, and partners of the District.
Has demonstrated experience as a leader for equity and/or has evidence of success in closing opportunity gaps for students of color.
Ability to nurture a school environment that celebrates, respects, and values diversity, where teaching and learning are made relevant and meaningful to students SUPERVISORY RESPONSIBILITIES: Supervision of English Language Learner students and support staff QUALIFICATION REQUIREMENTS: To perform this job successfully, an individual must be able to perform each essential duty satisfactorily.
The requirements listed below are representative of the knowledge, skill, and/or ability required.
Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
EDUCATION and/or EXPERIENCE: Bachelor degree; highly qualified with ESL or Bilingual endorsement; classroom teaching experience; knowledge of Title III programming.
CERTIFICATES, LICENSES, REGISTRATIONS: Valid Michigan teaching certificate LANGUAGE SKILLS: Ability to read, analyze, and interpret general business periodicals, professional journals, technical procedures, or governmental regulations.
Ability to write reports, business correspondence, and procedure manuals.
Ability to effectively present information and respond to questions from groups of managers, clients, customers, and the general public.
MATHEMATICAL SKILLS: Ability to calculate figures and amounts such as discounts, interest, commissions, proportions, percentages, area, circumference, and volume.
Ability to apply concepts of basic algebra and geometry.
REASONING ABILITY: Ability to define problems, collect data, establish facts, and draw valid conclusions.
Ability to interpret an extensive variety of technical instructions in mathematical or diagram form and deal with several abstract and concrete variables.
OTHER SKILLS and ABILITIES: Ability to apply knowledge of current research and theory in a specific field.
Ability to plan and implement lessons based on Title I and school objectives and the needs and abilities of students to whom assigned.
Ability to establish and maintain effective relationships with students, peers and parents.
Ability to communicate both in oral and written form.
Ability to perform duties with awareness of all district requirements and Board of Education Policies.
PHYSICAL DEMANDS: The 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 essential functions.
This is a part time, school year teaching position with the reasonable expectation that the employee is present on site for duty for their scheduled teaching responsibilities, excluding any earned leave approved by a supervisor.
While performing the duties of this job, the employee will regularly sit, stand, walk, talk, and hear.
The employee will occasionally reach with hands and arms and stoop, kneel, crouch, or crawl.
The employee must occasionally lift and/or move up to 10 lbs.
The employee will continuously interact with the public and other staff.
The position requires the individual to sometimes work irregular or extended work hours and meet multiple demands from several people.
Specific vision abilities required by this job include close vision and distance vision.
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WORK ENVIRONMENT: The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job.
Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
The noise level in the work environment is quiet to loud depending on the activity and the particular time of day.
Godfrey-Lee Public Schools is an equal opportunity educational institution.
It is our expressed policy that no person shall be unlawfully excluded from participation, be denied benefits of, or otherwise subjected to discrimination in employment on the basis of race, color, religion, marital status, national origin, sex, age or handicap/disability in its activities or programs as required by Title VI, Title IX and Section 504.
Any person believing that the Godfrey-Lee Public Schools or any part of the school organization has inadequately applied the principles and/or regulations of (1) Title IX of the Education Amendment Act of 1972, (2) Section 504 of the Rehabilitation Act of 1973, (3) the Age Discrimination Act of 1975, and (4) Title II of the Americans with Disability Act of 1990 may bring forward a complaint, which shall be referred to as a grievance, to Mark Provost, the local Coordinator at the following address: 1324 Burton St.
SW Wyoming, MI 49509.