EL TEACHER - 195 DAY

EL Teacher – 195 Day, effective 2026‑27. School:
Rippon MS, Woodbridge, VA. Full‑time position reporting to the Principal or Department Supervisor.

This role accelerates the learning and acquisition of English for English‑language learners (ELLs) and the academic content of math, language arts, science, and social studies. The goal is to enable LEP students to meet classroom expectations, pass SOL scores, and satisfy graduation requirements. The teacher serves as a liaison between LEP students, their families, and classroom teachers, and provides cross‑cultural information about the American school system.

The position implements all ESOL program procedures to remain compliant with legal requirements and offers leadership as a second‑language specialist to the entire staff.

• Deliver rigorous and targeted instruction to English Learners (ELs) to accelerate academic English and content‑area knowledge aligned with the county’s curriculum.
• Provide Sheltered Instruction tailored to students’ English Language Proficiency levels using approved instructional delivery models.
• Collaborate with school staff to co‑plan, co‑teach, and co‑assess as scheduling requires.
• Monitor progress, promote, and advocate for ELs’ participation in all academic schedules, school activities, and programs.
• Make recommendations to general education staff regarding instructional and assessment accommodations, adaptations, special resources, classroom adjustments, and related strategies, communicating these to parents.
• Serve as the second‑language acquisition specialist, maintaining knowledge of latest research, laws, and effective practices.
• Liaise between ELs, their families, and the school, providing cross‑cultural information to foster positive relationships.
• Provide professional learning to school staff on second‑language acquisition, acculturation processes, sheltered instruction, and best practices.
• Collaborate with educators in Special Education, Gifted Education, and other programs to advocate for appropriate EL identification.
• Participate in division‑level professional learning required for all staff at the given grade level.
• Participate in all required EL Program professional learning to remain knowledgeable, skilled, and current with program procedures and requirements.
• Collaborate in school meetings where EL representation is needed, such as school councils and multicultural committees.
• Maintain ongoing communication and engagement with EL families in comprehensible language, using interpretation and translation resources as applicable.
• Annually assess all English Learners (K‑12) with Virginia Department of Education‑approved proficiency assessments.
• Implement all EL Program procedures as outlined in PWCS Regulation 600‑4 and other guidance, ensuring compliance with the law and school division policies.
• Maintain required documentation for every EL in the Service Delivery Plan within the HUB student information system.
• Perform other duties as assigned.

• Knowledge of second‑language acquisition, acculturation processes, and multilingual learner instruction.
• Knowledge of research, legal requirements, and program models specific to multilingual learners.
• Knowledge of techniques for teaching English, reading, and content to multilingual learners.
• Knowledge of approved assessments for placement and monitoring of student achievement.
• Knowledge of administrative procedures for implementing a formal EL program in compliance with all relevant laws.
• Native or near‑native proficiency in English is required; bilingualism in the most represented student language is an asset.
• Excellent interpersonal skills to collaborate with staff and provide ongoing professional learning and leadership.
• Bachelor’s Degree (minimum) with a minimum of three years of teaching experience or equivalent professional experience.
• Possession of a Virginia ESL certification or eligibility for the Virginia State Certification Program with an endorsement in ESL.

The work environment is primarily indoor, conducted in standard classroom or office settings. Employees may experience occasional noise, computer‑screen exposure, and indoor climate conditions but are not routinely exposed to adverse environments. Reasonable accommodations are available for individuals with disabilities.