Teacher Dual Language Immersion; Spanish, French, Korean - Grades K-5

Position: Teacher Dual Language Immersion (Spanish, French, Korean) - Grades K-5 - 2026-2027
Position Type:

Teachers/Tchr Dual Language Immersion

Date Posted:

2/16/2026

Location:

All Schools

Date Available:

07/27/2026

Job Code:
Tchr Dual Language Immersion - 060152 Standard

Hours:

40 Department:
Grades K-5 - 101199 Empl Class: NA Minimum Salary: $60,146.00/Annually

Maximum Salary: $/Annually

Scheduled Days: 190

Target Openings: 10

Job Description:

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License and Certification

Qualifications:

Meets Georgia certification requirements in early childhood. Gifted certification and/or concentration preferred.

Education

Qualifications:

Bachelor's degree in applicable field of education from a Professional Standards Commission (PSC) approved college or university required.

Experience

Qualifications:

Previous teaching experience preferred.

Skills

Qualifications:

Ability to demonstrate advanced level language proficiency in the immersion partner language. This may be assessed as part of the interview process facilitated by an advanced-level user of the immersion partner language or by a formal language proficiency test, such as the Oral Proficiency Interview (OPI) and Written Proficiency Test (WPT) as administered through the American Council on the Teaching of Foreign Languages (ACTFL);

knowledge of target language cultural practices and perspectives; knowledge of Gwinnett County Public Schools (GCPS) Academic Knowledge and Skills (AKS) curriculum with in-depth knowledge of content in field of certification; knowledge of techniques for integrating curriculum, GCPS policies, and effective instructional practices; ability to understand the teaching/learning process; ability to infuse technology into instruction to increase student learning; ability to work effectively with administrators, colleagues, central office, and school based staff, students, parents, and community;

excellent oral and written communication skills in both target language and English; and effective human relations skills.

Primary Responsibilities:

Plan for appropriate learning experiences for students in the Dual Language Immersion Program based on the district Academic Knowledge and Skills (AKS) curriculum and provide an atmosphere and environment conducive to the intellectual, physical, social, and emotional development of students.

1. Demonstratecommand of school subjects being taught in the target language.

2. Develop and prioritize short and long-terminstructional objectives based on district AKS curriculum.

a. Identify specific prerequisite skills and/orknowledge necessary for Dual Language Immersion students to learn the AKS.

b. Plan instruction as needed to promote studentmastery of prerequisite skills and knowledge.

c. Analyze student work and assessments to determineinstructional needs.

d. Prepare written lesson plans in the targetlanguage to support instructional objectives of the AKS for students inthe Dual Language Immersion Program.

e. Plan appropriate assessment of student learningin the Dual Language Immersion Program.

3. Evaluate, select, and modify resources and activities in the Dual Language Immersion Program.

a. Review resources including district corematerials.

b. Select core materials and other resources that match the AKS.

c. Select resources that match the learner(s) needs.

d. Select resources that reflect scientifically-based research on effective instruction.

4. Provide initial focus for the lesson.

a. Communicate specific learning objectivesto students in the target language.

b. Link lesson content to students? prior knowledge,background experience, and/or real-world application of content.

c. Capture student attention through activeinvolvement.

5. Organize content for presentation of thelesson in the target language.

a. Present information in a logical sequencein the target language.

b. Organize the presentation of content intoblocks or steps based on the students? needs and the complexity of the material.

c. Follow research-based organizational planfor content organization, such as anticipatory set, acquisition lesson,guided practice, independent practice, and summarizing.

6. Utilize scientifically researched effectiveinstructional strategies and methods of providing information for students to acquire the learning.

a. Assess students?…