Teacher - Kindergarten Dual Language; WC SY Job Aurora area,Illinois USA,Education / Teaching

Position: Teacher - Kindergarten Dual Language (WC) 26/27 SY

Teacher - Kindergarten Dual Language (WC) 26/27 SY ()

Location:

Wolf's Crossing Elementary School

Compensation

Per Teacher Salary Schedule based on education and experience. District 308 grants experience credit on the salary schedule for up to 10 years of prior, verifiable, contractual full‑time teaching experience.

Benefits

Full‑time associates enjoy a robust selection of healthcare benefits including employer paid life and AD&D insurance, long‑term disability, employee assistance program (EAP), as well as three medical plans to choose from including PPO and HMO plans. CUSD provides a 100% claim reimbursement program for out‑of‑pocket expenses (excluding ER services) when an employee is enrolled in our PPO plan and uses our RUSH Healthcare reimbursement program.

Union

Membership

This position is represented by the Oswego Education Association (OEA).

Qualifications

A valid/registered Illinois Professional Educator License (PEL) with Elementary Education (Self‑Contained General Education) endorsement and Bilingual – Spanish endorsement, or Educator License With Stipulations endorsed as a Transitional Bilingual Educator (ELS‑TBE) preferred.
Valid registered PEL with ESL endorsement valid for elementary level required.
Recent teaching experience at the elementary level (with the exception of new graduates).
Demonstrated knowledge of curriculum, instructional methods and current teaching techniques.
Excellent verbal and written communication and time management skills.
Ability to establish and maintain effective working relationships with students, families, team members, and others.

General Description

The teacher leads students towards the fulfillment of their potential by translating district curriculum goals and objectives into learning experiences that contribute to the development of skills necessary for becoming a mature and responsible individual.

Specific Responsibilities

1. Demonstrates the ability to effectively plan and prepare for lessons.

Demonstrates knowledge of content and pedagogy in instructional practices. This shall include a solid understanding of the content and its prerequisite relationships and connections with other disciplines.
Applies knowledge of students' backgrounds, strengths, needs, and interests to plan for groups of students.
Sets instructional outcomes that reflect high‑level learning and curriculum standards. These outcomes are suitable for most students in the class and represent different types of learning which can be assessed. The outcomes shall reflect opportunities to show understanding across the curriculum.
Utilizes resources available through the school or district to enhance own knowledge, to use in teaching, or for students who need them.
Designs coherent instruction. Learning shall be aligned to instructional outcomes which coordinate knowledge of content, students, and resources, engaging all students in significant learning.
Develops student assessments which are aligned with the instructional outcomes and use clear criteria. Uses assessment results to plan for future instruction to meet the needs of students.

2. Establishes a learning environment that functions effectively.

Creates an environment of respect and rapport. Interactions between the teacher and students and among students are polite and respectful, reflecting general warmth and caring, and are appropriate to the cultural and developmental differences among groups of students.
Establishes a culture for learning that is characterized by high expectations for all students and genuine commitment to the subject by both teacher and students. Students demonstrate pride in their work and the teacher consistently reinforces student accomplishments.
Effectively manages classroom procedures. Little instructional time is lost because of classroom routines and procedures for transitions, handling of supplies, and performance of non‑instructional duties, which occur smoothly.
Effectively manages student behavior by establishing clear standards of conduct, being alert to student behavior at all times, and consistently responding to behaviors appropriately and successfully in a manner that respects the students’ dignity.
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