Bilingual Resource Teacher

POSITION: BILINGUAL RESOURCE TEACHER

DESCRIPTION

This employee in this position provides remedial instructional activities, methods and supervision to

students to achieve objectives specific for English Language Learners (ELL) students. This is a ten- month position. Teaching professionals are represented by the American Federation of Teachers (AFT). Certification in an academic subject area or instructional level is required.

DUTIES AND RESPONSIBILITIES (NOT ALL INCLUSIVE)

• Teaches basic academic subjects to students requiring English as a second language work, using special help programs to improve scholastic level;
• Teaches basic subjects, such as reading and math, applying lesson techniques designed for English language learners;
• Administers achievement tests and evaluates test results to discover level of language and math skills;
• Selects and teaches reading material and math problems related to everyday life of individual student;
• Assists other professional staff in diagnosis of English Acquisition levels, development of planned remediation and evaluation of student progress;
• Confers with school counselors and teaching staff to obtain additional testing information and to gain insight on any situations affecting learning process;
• Communicates with classroom teachers on a regular basis regarding objectives established for each student, as well as the materials and instructional strategies being used  to  accomplish  those objectives;
• Designs  special  help  programs  for  English  language  learners  and  encourages  parent-teacher cooperation;
• Provide progress reports, on students assigned to the English as Second Language Center, to parents, classroom teachers, and the Coordinator of English Language Acquisition Program, in accordance with Board Policy and administrative regulations;
• Attends professional meetings, writes reports, and maintains records;
• Conducts instruction in the target language within the subject area(s) for assigned students;
• Specifies or selects teaching procedures for lessons;
• Provides assistance to students to facilitate their learning of instructional objectives/goals;
• Utilizes a repertoire of Second Language teaching methods;
• Participates in staff development training workshops, seminars/meetings, as appropriate;
• Keeps abreast of instructional innovations, curriculum trends, research information, etc. and selects materials for lessons;
• Participates in school-based initiatives to enhance instruction;
• Assesses learner progress on objectives;
• Reinforces and encourages learner involvement in instruction and school wide activities;
• Organizes instruction, taking into account individual differences among learners as the differences relate to such elements as capabilities, styles of learning, and rates of learning;
• Coordinates and participates in field trips to educational related settings;
• Maintain proper control of classroom and students;
• Adheres to the Department’s professional code of ethics and conduct.
• Performs all other tasks and assumes such other duties as designated by the Principal or Director of Second Language Acquisition Program.

FACTOR I: KNOWLEDGE AND ABILITIES

• Knowledge of the education laws, policies, rules and regulations of the United States Virgin Islands, as well as within respective schools;
• Knowledge of second language acquisition methods;
• Knowledge of the student learning process;
• Knowledge of the principles of teaching and classroom control;
• Ability to strive to maximize the educational achievement of each student;
• Ability to plan lessons, coordinate resources, and manage time on task;
• Ability to maintain accurate and complete records as required by district policy and administrative regulations;
• Ability to create a classroom environment that is conducive to learning and appropriate to the maturity and interests of the students;
• Ability to cooperate and share professionally with members of the administration and other staff;
• Ability to develop reasonable rules of classroom behavior in accordance with district policies and guidelines, and maintain order in the classroom in a fair and just manner;
• Ability to work cooperatively with students, staff, administrators, parents and others;
• Ability to maintain confidentiality about students in accordance with state and federal law as well as district policy;
• Knowledge of Virgin Islands history and culture, and the ability to integrate and customize where appropriate, folklore themes, historical elements, and geographical factors which influence the lives of students.

FACTOR II: SUPERVISORY CONTROLS

• Works under the direct supervision or assignment of a Principal, Assistant Principal, Counselor, or Activity Center Head;
• Work is controlled by routine review and reporting to or consultation with supervisor;
• Work is reviewed through on-site visits, reports, achievement of objectives, observations, evaluations and informal and formal conferences.

FACTOR III: GUIDELINES

• Guidelines include governmental and departmental regulations, directives and initiatives as well as legislative acts and bills, Contractual Agreements, Virgin Islands Code, Board of Education policies, Personnel and Budgetary manuals.   Federal safety and departmental guidelines and procedures must be followed;
• Strict adherence to HIPPA law and strict confidentiality guidelines are to be followed;

FACTOR IV: COMPLEXITY

• Requires  a  combination  of  job  functions  using  serious  judgment  to  perform  a  variety  of  job responsibilities;
• Requires long hours of concentration, patience and flexibility in unplanned situations.

FACTOR V: SCOPE AND EFFECT

• Requires responsibility for the planning and implementation of instructional programs for children with language barriers;
• Devices or provides input for the instruction of each English Language Learner supporting, and performing routine work activities;
• Errors at this level will have major repercussions that will be counterproductive to efficient school safety and class room management.

FACTOR VI, VII: PERSONAL CONTACTS AND PURPOSE OF CONTACTS

• Requires personal contact with students, parents, fellow employees, supervisors, administrators, and work unit.
• Purpose of contacts is to obtain, clarify, or give facts or information to aid in the production of accomplishing objectives and daily tasks.