English Language Learner Teacher FTE

English Language Learner Teacher – .6 FTE

The English Language Learner (ELL) Teacher provides specialized instruction and culturally responsive educational services for multilingual students in alternative and specialized educational settings. Students served may experience significant behavioral regulation challenges, cognitive disabilities, mental health needs, interrupted schooling, and complex educational support needs.

The ELL Teacher fosters affirming, trauma-informed, and relationship-centered learning environments that honor students' linguistic, cultural, and lived experiences while promoting equitable access to instruction, communication, behavioral support, and educational opportunities. The ELL Teacher supports students' academic, language, social-emotional, behavioral, communication, adaptive, and functional skill development through collaboration with multidisciplinary teams, families, and community partners.

This position is subject to board policies, administrative rules and procedures, department regulations, and applicable state and federal statutes. This position does not carry administrative authority.

The ELL Teacher collaborates with administrators, special education staff, counselors, related service providers, behavior specialists, community agencies, and families to support multilingual learners, including students receiving special education services and students enrolled in alternative educational programs. The position may require travel between school sites and educational programs.

Essential job functions include identifying and assessing multilingual learners eligible for English Language Development (ELD) services, providing direct English language development instruction using evidence-based language acquisition practices, creating safe, predictable, inclusive, and relationship-centered learning environments, utilizing trauma-informed, culturally responsive, restorative, and strengths-based instructional practices, planning and implementing differentiated instruction aligned with students' language proficiency, academic needs, behavioral supports, communication needs, and individualized learning goals, adapting instruction, communication systems, and instructional materials for students with cognitive, communication, adaptive, and developmental disabilities, supporting functional communication development and language access across educational settings, utilizing visual supports, structured routines, sensory supports, augmentative and alternative communication (AAC) systems, and individualized behavioral supports as appropriate, modifying instructional pacing, language demands, environmental supports, and behavioral expectations to meet individualized student needs, collaborating with classroom teachers to integrate language development supports and sheltered instructional strategies across content areas, supporting implementation of evidence-based instructional frameworks including SIOP, Universal Design for Learning (UDL), and culturally sustaining pedagogy, collaborating with special education teachers, speech-language pathologists, behavior specialists, occupational therapists, and related service providers to support multilingual learners with disabilities and complex support needs, participating in IEP meetings, student support teams, evaluation planning, eligibility determination, behavior support and transition planning, while providing timely reports, narratives, and measurable goals to support IEP development and implementation, assisting teams in distinguishing language acquisition needs from disability-related learning needs, implementing positive behavior supports, de-escalation strategies, and Safety-Care practices in accordance with district procedures and student support plans, maintaining safe instructional environments during periods of student dysregulation, escalation, aggression, elopement, or behavioral crisis, assessing student language development and academic progress using formal and informal assessment measures, administering required language proficiency assessments and statewide assessments in accordance with state and federal guidelines, using student data and progress monitoring systems to guide instructional planning and intervention decisions, maintaining accurate records, service documentation, and compliance reports as required by district, state, and federal regulations, developing collaborative partnerships with families through culturally responsive communication and engagement practices, supporting families in understanding language development services, and available community resources, facilitating communication among schools, families, culturally specific organizations, and service providers, collaborating as part of multidisciplinary teams to support individualized programming and wraparound student services, providing consultation, coaching, and professional learning support to staff regarding effective practices for multilingual…