Long Term Substitute - English Learners; EL) Teacher

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Long Term Substitute
- English Learners (EL) Teacher

• Position Type:
  Substitute/ Long-Term Substitute
• Date Available:
  
  01/04/2027

ANNOUNCEMENT OF VACANCY

Wethersfield Public Schools

Wethersfield, CT

Job Posted:
November 3,
2026

The Wethersfield Public Schools partners with the community and families in fostering our students' ongoing education in a safe and engaging learning environment. Our schools are demographically diverse and are characterized by respectful behavior, trusting relationships, caring educators/administrators/staff and continuous learning.
Silas Deane Middle School has an opening for a Long Term Substitute English Learners (EL) Teacher, Grades 7-8. The EL Teacher will work at Silas Deane Middle School, under the direction of the Director of Teaching, Learning & Curriculum and the school Principal. The EL Teacher will be responsible for providing direct EL instruction to students as well as overseeing the instruction, materials and implementation of the EL Program.

Position Title: Long Term Substitute English Learners (EL) Teacher
School/Department: Silas Deane Middle School /EL - English Learners

Reports To
:
Principal;
Director of Teaching, Learning & Curriculum
Duration: January 2027 - early February 2027

Compensation: $150 - $300 per day worked (certified)
Application Date: Posting will remain open until filled
Employer: Kelly Educational Staffing (staffing partner to Wethersfield Public Schools) *
* ** The chosen candidate will be employed by our temporary staffing partner, Kelly Educational Staffing, and will be assigned to fill this opening.

Summary of Position: The Middle School EL Teacher is a TESOL-certified (#111) expert dedicated to fostering academic and linguistic excellence. This role serves as a vital bridge between language theory and classroom practice, stewarding the instruction, materials, and implementation of the EL program. Beyond direct student instruction, the successful candidate will work in daily collaboration with the 7-12 EL Coordinator to manage scheduling and monitor student progress.

A cornerstone of this role is serving as an instructional coach modeling Tier I linguistic strategies for content teachers to ensure every classroom is an inclusive environment. Additionally, you will partner with special services and district leadership to align school-based support with district-wide goals and individual student needs.

Duties and Responsibilities:

• Identification and screening of EL-eligible students based on state and district guidelines;
• Communication to parents regarding EL status, including initial, continuing, and exiting phases;
• Development and management of the school-based EL servicing schedule;
• Implementation of the district EL curriculum tailored to grade and proficiency levels;
• Provision of Tier 1 and Tier 2 EL instruction;
• Selection and sharing of necessary modifications and accommodations for students;
• Collection and analysis of performance data from curriculum-based and state assessments;
• Assessment of ELs through benchmark and state proficiency testing (LAS Links);
• Reporting of performance results to students, teachers, parents, and administration;
• Coaching and modeling for classroom teachers on content-based Tier I instructional strategies;
• Delivery of professional development to individuals, grade-level teams, and full faculty;
• Participation in student consults, PPTs, and retention meetings;
• Completion of other responsibilities as assigned by the building principal

Qualifications:

• Must hold a valid Connecticut Teaching Certificate: #111 TESOL (Grades PreK-12);
• Master's Degree in TESOL preferred but not required;
• Ability to articulate specific knowledge of current theory, best practices, and student advocacy;
• Strong collaborative and interpersonal skills to lead teachers, parents, and members of the school community;
• Ability to bring research-based insight to curriculum development in order to improve student achievement;
• Knowledge of best practice in instruction and assessment;
• Knowledge and experience with restorative and trauma-informed practices is preferred;
• Ability to integrate instructional technology resources into district…