Bilingual Teacher

Job Title

Teacher – Bilingual Education

To create a flexible program and an environment favorable to learning and personal growth. To motivate each student to develop skills, knowledge, and attitudes in accordance with his/her ability; to develop his/her special talents; to develop sound opinions based on facts; and to develop proficiency in inquiry skills and concepts.

• Teacher’s plans reflect solid knowledge of the content and are clearly aligned to NM adopted standards. Teacher demonstrates familiarity with resources to enhance own knowledge in each core area.
• The lesson is designed to implement instructional targets aligned to NM adopted standards: explicit connections between previous learning and new concepts, substantive learning tasks, progressive structure, and differentiation through scaffolding content and academic language for diverse learners.
• Instructional targets are aligned to NM adopted standards and stated as measurable and observable goals for student learning. Instructional processes and activities address students’ varying abilities and align to instructional targets.
• Teacher fully utilizes existing resources—including support materials, textbooks, supplementary materials—to enhance content knowledge and meet student needs.
• Teacher demonstrates solid knowledge of students’ backgrounds, cultures, skills, academic language development, interests, and special needs.
• Teacher’s plan for assessing student learning is aligned with instructional outcomes, success criteria, and assessment tools. Teacher uses clear criteria to produce evidence, make instructional adjustments, and provide feedback to move learning forward. Formative assessments are explicitly planned for each incremental learning step.
• Classroom interactions, between teacher and students and among students, are polite and respectful, demonstrating knowledge of cultural and developmental differences. Disagreements are handled respectfully.
• The classroom is safe: learning is accessible to all students, the physical arrangement supports learning activities, evidence of student learning is posted, and available physical resources—including technology—are used effectively.
• The classroom culture is characterized by high expectations for all students. The teacher establishes norms and participant structures—such as student grouping, presentations, and peer editing—where students learn from one another and demonstrate pride and commitment to content.
• Little instructional time is lost thanks to effective classroom routines, transition procedures, and the use of supplies.
• Standards of conduct create an atmosphere conducive to learning, focusing on self‑discipline, respect, and cooperation. Standards are clear to students; teachers hold students responsible for maintaining them, respond appropriately to misbehavior, and consistently enforce expectations.
• Teacher uses clear communication, employing a range of vocabulary to ensure learning expectations are comprehensible to all students. Teacher allows for student clarification and feedback.
• Questioning techniques elicit deep responses and provide sufficient time for students to answer through active engagement.
• Activities, assignments, materials, and grouping are fully appropriate to instructional outcomes: lessons explicitly connect to prior understanding, engage all students, are coherent and paced, have specific learning goals aligned to standards, and allow for reflection.
• Assessments are consistently used: clear goals and performance criteria are communicated, assessment strategies align to goals and criteria, evidence is elicited during instruction, and student involvement occurs through self and peer assessment.
• Teacher promotes successful learning of all students by adjusting plans, accommodating questions, needs, and interests, and employing a variety of strategies.
• Teacher engages families in a culturally appropriate manner and communicates frequently.
• Teacher participates actively in the professional community and in school/district events and projects, maintaining positive relationships with colleagues.
• Teacher provides accurate, objective…