ESOL Math Teacher

Global Village Project was founded in 2009 as a model for innovative, equitable refugee education. As the only school in the U.S. for refugee girls, we aim to remove the barriers to students’ learning and amplify their voices as creative young leaders. Our full‑day academic program serves up to 50 refugee young women from Clarkston, Georgia, and is designed specifically for their needs as English language learners, with trauma‑informed practices and restorative justice at its center.

In the 2026/27 school year, GVP will relocate to a bigger campus in Decatur, with a capacity to reach up to 100 students each school year. We are a team of educators, of lifelong learners, and of people who care deeply about girls’ education, and together we are building a multicultural, multilingual community of students and staff.

As GVP’s ESOL (English for Speakers of Other Languages) Math teacher, you will plan and deliver math instruction with English language support to our Form 1 (newcomer) and Form 2 (intermediate) students. Our small class sizes and attention to individual student strengths and needs positions us to know and serve our students, and teachers also enjoy a balance of instructional and planning time.

As the ESOL Math teacher, you will have the opportunity to build strong and impactful relationships with students, to support whole‑child development, and to use data to inform instruction and curriculum design.

Your key responsibilities include:

• Teach three math classes a day (Form 1A, Form 1B, and Form 2A) using the Math in Focus curriculum.

  • Note that while our students’ academic levels vary each year, our current Form 1 requires math instruction in a range from pre‑kindergarten to lower‑elementary levels, and our current Form 2 requires math instruction in a range from lower‑to‑middle‑elementary levels.

• Document curriculum, instruction, and assessment and create differentiated units of study and lesson plans for students.

• Create a positive classroom environment where expectations for student behavior are clearly communicated and managed.

• Manage volunteers in a classroom setting.

• Collaborate with faculty on curriculum development for integrated units of study in support of English language development.

• Attend meetings and contribute to staff professional development sessions.

• Contribute to a culture that values community, collaboration, and lifelong learning.

• You have 1 or more years of classroom teaching experience.

• Your approach is relational, strengths‑based, and trauma‑informed; you see yourself not only as a teacher of content but a teacher of young people. You understand that for students, relationships come first—and that care and trust make learning possible.

• You plan thoughtful, intentional lessons informed by student data, deliver instruction that is both challenging and accessible, and reflect meaningfully on your teaching practice.

• You bring a lens of cultural humility and a dedication to equitable and inclusive practices. We are a team that cares deeply for one another, and that constantly strives to encourage and hold one another accountable to our culture agreements and core values.

• You have excellent interpersonal skills, especially in your work with multilingual, multicultural communities and a personal commitment to the principles of diversity, equity, inclusion, and justice.

• You are self‑motivated and have proactive commitment to ongoing learning and improvement, both as an individual and as part of a whole staff team.

• A valid, current Georgia Teaching Certification (elementary or secondary) with an ESOL endorsement.

• Experience working with refugees, immigrants, or English‑language learners, and/or students with limited or interrupted formal education (SLIFE), with a demonstrated record of success.

• Experience teaching math at any level.

• Experience using WIDA (World‑Class Instructional Design and Assessments) and/or SIOP (Sheltered Inclusion Observation Protocol) with English‑language learners.

• Passion for empowering and educating refugee young women who face structural barriers to their education.

• Experience with restorative practices in…