School Year 2026-2027 Elementary School English Language Learner Teacher

Originally founded in 1991 as Harlem RBI, DREAM has grown to annually serve more than 2,500 youth across East Harlem and the South Bronx through a network of seven PreK‑12, extended‑day, extended‑year DREAM Charter Schools and community sports‑based youth development programs. Through our commitment to rigorous academics, social‑emotional learning, deep family and community engagement, and health and wellness, we create lifelong learners who are equipped to fulfill their vision of success in and out of the classroom.

We dream big, as well, with an aggressive five‑year plan to expand to serve 3,500 students across seven schools—growing our organization’s impact and leveling the playing field for all children. To learn more, visit wearedream.org.

Reporting to the Academic Dean, the ELL Teacher will be responsible for designing and leading ELL instruction, and collaborating with school staff to provide English language support to students in need. The ideal candidate has experience teaching students with ELL needs, working with classroom staff, can help with lesson planning and can consult with teachers about best practices. The ideal candidate is willing to collaborate and is knowledgeable about recent research in pedagogy in the field of second language acquisition and ELL education.

Additionally, the candidate should possess sensitivity to the developmental stages and well‑being of children and have a willingness to be flexible in terms of teaching assignment within the school setting. This is an exciting opportunity for a dynamic educator who is passionate about improving student outcomes for all students, and eager to apply their vision for rigorous, whole‑child education in a growing, collaborative school community.

• Collaborate with classroom teachers to create and foster a culture where all students can achieve at high levels by integrating ELL standards into the daily classroom curriculum;
• Employ a variety of ELL instructional techniques and teaching strategies to meet different aptitudes and interests of students, including whole group (co‑teaching)/ small‑group or individual learning;
• Implement a Common Core‑aligned and ELL Language Standard curriculum based on the different language acquisition levels through backwards lesson planning and follow school‑wide protocols for developing, differentiating and documenting syllabi, lesson plans, assignments, and rubrics;
• Actively participate in all meetings, collaborative planning, and professional development, including an annual summer institute;
• Track, monitor, and assume responsibility for academic progress of students by backwards planning using ELL Assessment data and school wide assessment data;
• Assist in developing language acquisition support plans (ELL plans) for all ELL students and work with classroom teachers to implement plans;
• Analyze assessment data, and daily data including exit tickets and Do Now’s to inform ELL instruction;
  Complete Quarterly ELL Student Progress Reports when communicating student progress to teachers and families;
• Assist in administering required language proficiency and academic achievement tests for determining placement, ongoing monitoring of student progress and determining when a student is to be exited from the program including the creation of an assessment schedule, implementation of the assessment and scoring of the assessment;
• Establish and maintain communication with parents of students in the program;
• Engage parents and families in their student’s learning and acting as an ambassador for the school in the community;
• Set and maintain high expectations by building meaningful relationships;
• Build a warm and inclusive classroom environment and abide by school‑wide practices for classroom management and individual behavior plans;
• Work with grade team to analyze data, revise practices, norm on team‑wide initiatives, and discuss individual scholars with a solutions‑oriented mindset;
• Establish and maintain strong relationships and regularly communicate scholars’ progress towards goals with families and attending quarterly Family Conferences for students on ELL Caseload;
• Complete Special Education…