Centralia-Teacher-ML​/Bridge Program; Centralia HS

Multi-Lingual/Bridge Program Teacher

Reports to: Building Principal

Location: Centralia High School

FLSA Status: Exempt

Classification: ML/Bridge Teacher

This position is a combined role serving as both a 0.4 FTE Multilingual Learner (ML) Support Teacher and a 0.6 FTE Bridge Program Teacher at the high school level. The ML teacher’s primary role is to develop students’ listening, speaking, reading, and writing skills that are fundamental to academic success. The teacher will work directly with multilingual learners to develop both conversational and academic language across curricular areas while collaborating with classroom teachers and school staff to ensure students are progressing toward higher levels of English proficiency and academic achievement.

Responsibilities include monitoring and documenting student progress, providing language development activities and supports, maintaining a safe and supportive learning environment, and communicating with students, families, and administrators regarding student growth, proficiency goals, and academic progress. In the Bridge Program role, the teacher will lead a newly developed support program designed to reconnect students who may be disengaging from the traditional high school experience.

The program will support students who are struggling academically, experiencing gaps in learning, lacking soft skills, facing attendance challenges, or needing additional social-emotional and academic support. The teacher will use creative, flexible, and relationship-based approaches to help students build confidence, improve engagement, develop essential life and academic skills, and make progress toward graduation. This position requires strong collaboration with counselors, administrators, families, and staff, as well as a commitment to innovative practices that meet the diverse needs of students.

• Possession of a valid Washington State Teaching Certificate
• Bachelor’s degree in the field of education
• Working knowledge of second language acquisition, bilingualism, literacy development, and effective instructional pedagogy
• Working knowledge of instruction and the ability to effectively design, implement, and deliver intentional instruction and intervention.
• Demonstrated ability to support multilingual learners in developing listening, speaking, reading, and writing skills necessary for academic success
• Ability to build positive relationships with students, staff, parents, and community members
• Demonstrated ability to work successfully with students who are academically at-risk, disengaged from school, or experiencing gaps in learning and soft skills development
• Ability to create a safe, welcoming, and supportive learning environment focused on student growth and belonging
• Demonstrated organizational skills and flexibility to respond to changing student and program needs
• Ability to use creative, individualized, and relationship-based approaches to support student engagement, attendance, and academic progress
• Ability to communicate effectively, listen actively, demonstrate empathy and patience, and maintain a positive attitude
• Ability to implement the District’s vision, mission, goals, culture code, and Tiger for Life commitment, including the belief that all students can succeed
• A commitment to student-centered practices by upholding high expectations, fostering collaboration, and supporting the academic and personal success of all students
• Promotion of an inclusive and respectful learning environment that values the unique strengths, needs, and aspirations of every student while contributing positively to the school community and district mission
• Ability to collaborate with counselors, administrators, teachers, classified staff, and families to support student success
• Ability to maintain confidentiality, work independently and collaboratively, and effectively problem-solve
• Demonstrated growth mindset and commitment to the belief that all students can succeed
• Working knowledge of cognitive and emotional/social adolescent development
• Ability to train, coach, collaborate with, and support staff in implementing student interventions and supports
• Ab…