High School English Second Language Teacher

High School English as a Second Language Teacher 2026-27

Starting Date: Jul 29, 2026

POSITION TITLE: English as a Second Language Teacher 2026-27 School Year

FLSA: Exempt Professional

REPORTS TO: Principal, Directors of Instruction, Director of Federal Programs (Title III)

POSITION OVERVIEW: The ESL Teacher provides specialized instruction for the purposes of developing the students’ abilities to effectively perform courses of study in English and acquire the English language.

• REQUIRED: State teacher certification with English as a Second Language endorsement.
• Master’s degree in elementary education, English as a Second Language, or Special Education preferred.
• Leadership and organizational qualities which include the ability to facilitate teams, communicate collaboratively, train and lead others, and coordinate data.
• Working knowledge and understanding of language proficiency and English Learner development.
• Postgraduate Certificate degree preferred.

• Provide evaluation and testing for non-English speaking and limited proficiency students.
• Provide instruction to each ESL/LEP student appropriate to his/her level as determined by informal and formal assessments.
• Maintain records for each student’s individual and academic instructional program.
• Facilitate frequent and effective home‑school communication by coordinating conferences, written communication, other meetings/events, and administrative support for interpreting, translations, etc.
• Provide referral to existing guidance and counseling as well as other support resources within the district where appropriate.
• Provide assessment for newly arriving non-English speaking students.
• Confer with classroom teachers regarding each student’s program.
• Participate in in-service and teacher training provided by the district.
• Meet with program director or ESL supervisor at regular intervals.
• Assign grades to ESL students.
• Provide support and resource information to classroom teachers and the building intervention team.

• Strive to improve professional competence.
• Support the total school program by observing curricular and extra-curricular student activities.
• Exhibit dependability and punctuality in assigned duties.
• Display appropriate personal and professional traits that exhibit a positive role model for students.
• Take all necessary and reasonable precautions to protect students, equipment, materials, and facilities.
• Strive to achieve the objectives and expectations of the Teacher Performance Evaluation Plan.
• Collaborate with Intervention Specialists and share pertinent information with building administration and intervention teams.
• Complete other duties as assigned by the Superintendent or his/her designee.

Full‑Time