English Leaners EL Teacher; Grades 1st​/2nd - WRES

English Leaners EL Teacher (Grades 1st/2nd) – WRES Job Details

Job : 5804027

Final date to receive applications: Posted until filled

Re-Posted: Jul 03, 2026 4:00 AM (UTC)

Starting Date: Aug 1, 2026

Job Title: English Learners (EL) Teacher (K-12)

Reports To: Director of Special Education / Building Principal

Contract Length: 184 Days

Department: Department of Diverse Learners & Whole Child Supports

Reynoldsburg City Schools is an equal opportunity employer. We celebrate diversity and are committed to creating an inclusive environment for all employees. At Reynoldsburg, our educators embody the principles outlined in Our Portrait of an Educator, inspiring students to innovate, collaborate, and excel. For more information, visit https://(Use the "Apply for this Job" box below)..

Primary Job Function: The Reynoldsburg City Schools’ EL Teacher is responsible for serving as an instructional leader and advocate for students whose primary language is not English. This role emphasizes language acquisition, culturally responsive instruction, and the bridging of linguistic gaps to ensure students achieve academic success and social-emotional growth. The EL Teacher facilitates access to core content while fostering an inclusive environment that celebrates the diverse backgrounds of our student body.

• Bachelor’s degree in Education from an accredited college or university.
• Valid Ohio Teaching License with a TESOL (Teaching English to Speakers of Other Languages) or Bilingual Education endorsement/licensure.
• Compliance with Ohio Department of Education (ODEW) certification requirements for the specific grade levels served (K-12).

• Master’s degree in TESOL, Applied Linguistics, or a related field.
• Fluency in a second language (e.g., Spanish, Somali, Arabic, or French).
• Experience with Project-Based Learning (PBL), SIOP (Sheltered Instruction Observation Protocol), and trauma-informed practices.
• Demonstrated ability to use data from OELPA and OELPS to drive individualized student growth.

OTES Standards & Instructional Responsibilities

• Focus for Learning:
  Identifies high expectations for every student and creates measurable goals aligned with the Ohio English Language Proficiency Standards (OELPS).
• Knowledge of Students:
  Demonstrates a deep understanding of students’ prior learning, cultural backgrounds, and linguistic proficiency levels to differentiate instruction.
• Lesson Delivery:
  Employs a variety of instructional strategies (e.g., scaffolding, visual aids, hands‑on activities) to make content comprehensible.
• Classroom Environment:
  Maintains a student‑centered environment that is culturally responsive and safe for language risk‑taking.
• Assessment of Student Learning:
  Uses diagnostic, formative, and summative assessments to monitor language acquisition and academic progress.
• Professional Responsibility:
  Actively participates in Teacher‑Based Teams (TBTs) and Professional Learning Communities (PLCs) to analyze data and improve practice.

English Learner (EL) Specific Responsibilities

• Linguistic Support:
  Deliver sheltered instruction using research‑based models (SIOP), adapting grade‑level curriculum for students at Emerging, Progressing, and Transitioning proficiency levels.
• Compliance & Data:
  Administer the Ohio English Language Proficiency Assessment (OELPA) and Screener (OELPS). Maintain accurate records and English Learner Plans (ELPs) for all students on the caseload.
• Co‑Teaching &
  
  Collaboration:
  
  Partner with general education teachers to ensure linguistic accessibility in core content areas and provide support as dictated by student needs.
• Family Engagement:
  Serve as a liaison between the school and EL families, ensuring meaningful communication regarding academic progress and school activities.

Student Support & Intervention

• Tiered Support:
  Lead targeted Tier 2 and Tier 3 intervention periods to address specific language and literacy gaps.
• Technology Integration:
  Utilize digital platforms (e.g., Imagine Learning, Lexia, or district‑specific tools) to enhance language engagement.
• Advocacy:
  Participate in IEP and 504 meetings to…