Adult Ed Certified Instructor - ESL (Evenings

Adult Education Certified Teacher - ESL (English as a Second Language)

This class is accountable for facilitating learning, academic achievement and personal development by providing ESL instruction to students to out-of-school youth and adults, in remedial education classes, literacy, or preparatory classes for the General Educational Development examination. This class also develops and implements curriculum and lesson plans, utilizes technology to facilitate learning, and demonstrates understanding the varying learning styles and the needs of a diverse student population.

Considerable knowledge of the language of instruction, subject matter, methods of inquiry, and structure of the discipline(s) and creates learning experiences that make the content meaningful to all students while building on the students' linguistic and cultural diversity;
Knowledge of communication theory, language development and the role of language learning as it pertains to first and second language acquisition;
Knowledge of Positive Behavioral Interventions and Supports (PBIS) and Scientific Research Based Interventions (SRBI);
Knowledge of the main concepts, assumptions, debates, principles, and theories central to the teaching of students for whom English is a new language;
Knowledge of the process involved in second language acquisition and in learning content through a second language (ESL and bilingual teachers) and in learning content through a non-English language (bilingual teacher);
Knowledge of the relationship between proficiency in English and the non-English language to life and career applications;
Knowledge of the social, intellectual, and political implications of language use;
Knowledge of the structure of the English language (ESL and bilingual teachers) and the structure of the non-English language (bilingual teachers);
Ability to apply the principles of Positive Behavioral Interventions and Supports (PBIS) and Scientific Research Based Intervention (SRBI);
Ability to understand cultural and linguistic factors that influence motivation and engagement in the learning process to help students become self-motivated;
Ability to understand education as a profession, maintain standards of professional conduct, and provide leadership to improve the learning and well-being of students for whom English is a new language;
Ability to understand how individual experiences, talents, prior knowledge, language, culture, and family and community values influence students' learning;
Ability to understand how to develop short- and long-range plans consistent with curriculum goals, learners' diversity (including linguistic and cultural aspects), and learning theory;
Ability to understand how to facilitate learning through the use of a wide variety of materials as well as human and technological resources for ESL students;
Ability to understand how to integrate technology into classroom instruction and student assessment;
Ability to understand how to review and evaluate instructional materials;
Ability to understand how to select, construct, and use assessment strategies and instruments for diagnosis and evaluation of learning and instruction in English (ESL and bilingual teacher) and the non-English language (bilingual teacher);
Ability to understand how to use the student's native language to advance learning (bilingual teacher);
Ability to understand school and district policies and procedures for serving ESL students;
Ability to understand that how philosophy, culture, and experiences affect the instruction of culturally and linguistically diverse learners;
Ability to understand that language acquisition is a constructive process and that language learning is an interactive process;
Ability to understand that literacy is a developmental process and a necessary aspect of first and second language learning;
Ability to understand that students construct knowledge, acquire skills, and develop habits of mind through the use of their native language and through a second language;
Ability to understand the cognitive processes associated with various kinds of learning and how these processes can be encouraged in students for whom English is a new language;
Ability to understand the disciplinary and interdisciplinary approaches to learning as applied to individual instruction and how they relate to life and career experiences for ESL students;
Ability to understand the goals of diverse programs and services, how they are organized, and how they operate within the local school context for ESL students;
Ability to understand the learning standards, curriculum development, subject-area content, learning theory, language acquisition, and student development and know how to incorporate this knowledge in planning and instruction;
Ability to understand the Connecticut mandate for assessing and providing services to ESL learners;
Ability to understand various disabilities as they may affect the learning of students from culturally diverse…