Jr. ELL​/ESL Resource

ELL / ESL Jr. Teacher

The primary function of the ELL / ESL Teacher is to provide academic instructional support to students identified as ELLs based on the state's criteria for identification of emergent bilinguals. The ESL Teacher will work closely with teachers in the General Education program to co-teach, co-plan, and/or provide whole group instruction to ELL students. The ELL/ ESL Teacher is accountable to the building principal and ELL Programs Coordinator.

The ELL / ESL Teacher is responsible for:

• Assessing the English language proficiency of incoming students utilizing the WIDA screener and placing students in the appropriate educational setting.
• Providing ELLs with comprehensible academic content and oral language while assessing student language needs to work with ELL students individually and/or in small groups, and/or in whole class instruction
• Continually assessing the language development of students to support ELL students' literacy development by using reading and writing strategies appropriate to the students' level of proficiency.
• Assisting ELL students in the demonstration of proficiency in analytical thinking and study skills.
• Facilitating cooperative work and cross-cultural understanding between ELL students and native English speakers.
• Facilitating cooperative work and cross-cultural understanding for general education teachers.
• Collaborating with the school community regarding the ELL students' progress and challenges in learning academic content and language.
• Researching best practices in instructional strategies for ELLS to collaborate with the classroom teacher in providing effective interventions for mainstreamed students
• Assessing the native language proficiency (if feasible) of incoming students utilizing the district's approved assessment instrument.
• Participating in professional development activities to continuously improve job performance.
• Assuming other related duties and responsibilities that the ELL Program Coordinator may assign.

Additional professional responsibilities beyond the classroom include:

• Demonstrating support for the Vision, Mission, Beliefs, and Goals of Joliet Public Schools - District 86.
• Upholding and demonstrating compliance with established laws, regulations, district policies, and procedures.
• Maintaining the strictest confidentiality required by laws, regulations, policies, and directives established or provided by the Board of School Inspectors and/or the Superintendent.
• Serving as a contributing member of District and/or building-level committees.
• Accepting and utilizing constructive suggestions from supervisors.
• Taking necessary and reasonable precautions to protect students, equipment, materials, and facilities.
• Remaining current in the field through the completion of related coursework, participation in in-service activities, and/or attendance at conferences and workshops.

Relationships to colleagues include:

• Fostering and maintaining positive and effective working relationships with teachers, administrators, support staff, students, parents, and the community.
• Assisting in the maintenance and discipline throughout the building.
• Communicating with appropriate professional personnel about students.
• Relating positively to coworkers.
• Sharing ideas and techniques with peers.
• Assuming an equitable share of responsibilities in the school.
• Actively participating in building faculty and district-level meetings.
• Serving as a positive role model for students in terms of attitudes and behaviors.

Relationship to students and community includes:

• Maintaining complete and accurate records of students' academic progress/attendance.
• Engaging in two-way communication with parents and guardians regarding student progress.
• Communicating with students on a formal and informal basis to promote a desirable school and classroom environment.
• Modeling promptness and good attendance for students.
• Willingly working with parents as partners in the education of students.
• Maintaining high but realistic academic and behavioral expectations for students.
• Focusing on student progress as an indicator of effective teaching.
• Striving consistently to enhance students' self-esteem through the application…