Dual Language Content Teacher

Harvard Community Unit School District 50 – Harvard High School, Harvard, Illinois

Starting Date: Aug 10, 2026

Dual Language Content Teacher

The Dual Language Spanish Language Arts Teacher is responsible for creating an engaging and supportive classroom environment aligned with the Illinois Learning Standards. They design and implement rigorous, student-centered lessons incorporating WICOR (Writing, Inquiry, Collaboration, Organization, and Reading) while using diverse instructional strategies to meet all learners' needs. The teacher must be familiar with WIDA standards, understand second language acquisition, and support bilingual/multilingual students.

Responsibilities include assessing student progress, supporting social-emotional development through the MTSS framework, collaborating with colleagues, parents, and the community, integrating technology and cultural diversity, and participating in professional learning communities and school improvement initiatives.

• Professional Educator License (PEL) or eligibility for an appropriate license
• Math or Science endorsement
• Secondary endorsement
• Bilingual Education or equivalent endorsement
• ESL endorsement
• Verbal and written proficiency in Spanish

This is a 9‑month position. Salary and benefits are as established by the Board of Education. The position retains Harvard Education Association membership and is part of the Collective Bargaining Unit. Position Type:
Full-Time.

Compensation and benefits are detailed in the Collective Bargaining Agreement (CBA) available at (Use the "Apply for this Job" box below)..cusd
50.org/page/careers. The agreement provides comprehensive information on remuneration and benefit structure.

Exempt

• Facilitate student learning in alignment with the Illinois Learning Standards
• Communicate essential questions and clarify learning goals for each lesson
• Configure lessons and select instructional strategies so that all students can answer the essential question by lesson’s end
• Design daily lessons incorporating WICOR to provide rigor for all students
• Include three or more unique learning tasks per lesson, at least one with whole‑class verbal participation
• Assess student progress toward objectives, expectations, and goals, providing feedback to students, parents, and administration
• Evaluate and monitor student skills in both native language and English
• Create and nurture supportive, student‑centered classroom communities that promote personal empowerment, academic growth, and socio‑emotional well‑being
• Manage student behavior, providing a safe and optimal learning environment
• Provide opportunities for collaboration, purposeful movement, and diverse instructional strategies to keep students engaged
• Enable students to interact thoughtfully with instructional resources to support comprehension and retention
• Allow students active participation by setting and monitoring individualized goals and reflecting within lessons
• Implement each student’s Individual Education Plan (IEP) and collaborate with colleagues for appropriate modifications or accommodations
• Assist students with social‑emotional and behavioral concerns through the MTSS framework
• Integrate cultural diversity and appreciation into the curriculum
• Use technology appropriately in teaching and learning
• Participate in professional learning communities with instructional staff, parents, and community resources to improve student outcomes
• Attend meetings and professional development activities to gather and share information necessary for performance
• Assist with transition between grade levels
• Collaborate with parents and community to promote second language acquisition
• Provide written and verbal translation when needed
• Perform other duties as determined by the principal or designee or as needs arise

• Familiarity with WIDA standards and alignment to student learning
• Understanding of second language acquisition
• Record of effectiveness in teaching
• Excellent planning and organization skills
• Ability to work collaboratively with others
• Strong verbal communication skills
• Desire and willingness to learn continually

The position requires frequent sitting and standing for extended periods, repetitive bending, kneeling, stooping, and crouching. Requires walking, talking, hearing, operating a computer, and occasionally lifting or moving up to 10 pounds.

The employer will make reasonable accommodations in compliance with the Americans with Disabilities Act of 1990. This description will be reviewed periodically as duties and responsibilities change with business necessity.

• Citizenship, residency, or work visa required

• Carl Hobbs, Principal
• Harvard High School
• Phone:
• Email: vlarson