Elementary School Teaching/Early Childhood
Date Posted:
3/15/2023
Location:
John Schroder Early Childhood Center
Date Available:
8/14/23
District:
Lombard Elementary District 44Bilingual Urdu Teacher - Early Childhood
John Schroder Early Chilhdhood Center, Lombard, IL
QUALIFICATIONS:
1. Has a minimum of a bachelor's degree, PEL, ESL endorsement and Bilingual Education Teacher - Urdu endorsement.
2. Meets all certification requirements including teaching area endorsement in the state of Illinois.
3. Experience working in bilingual or limited English proficiency program and/or with multicultural children.
4. Meets all the requirements for highly qualified. *
* A course with either of these titles is, by definition, a course in English (see 23 Ill. Adm. Code 228)
A teacher who has primary responsibility for teaching content in core academic subjects, other than ESL (English as a Second Language) or ENL (English as a New Language), will be considered "highly qualified" if he or she:
- Holds an endorsement or approval for bilingual education or a transitional bilingual certificate and:
- Holds an Early Childhood or special PreK -3rd certificate with an endorsement for self-contained general elementary education and has passed the Elementary/Middle Grades test, or
- Holds an Early Childhood or a special PreK-3rdcertificate valid for the subject taught and has passed the content-area test applicable to that subject, or
- Through Grade 3 only, holds an Early Childhood certificate that is valid for the primary grades and has passed the Early Childhood test, or
- Holds an Early Childhood or special PreK-3rd certificate with an endorsement for self-contained general elementary education, through Grade 3 only, an Early Childhood certificate valid for the primary grades and qualifies with 100 points under the Illinois HOUSSE, if applicable; or
- Holds a transitional bilingual certificate and:
- Has passed the content-area test applicable to the subject taught, and
- Is continuously enrolled in an approved teacher preparation program applicable to the grade levels served, and
- Is participating in an induction/mentoring program that conforms to the definition found in the regulations implementing the federal No Child Left Behind Act of 2001 at 34 CFR 200.56(a)(2)(ii)(A) (2005), and
- Has not exhausted the three-year period permitted under NCLB for attaining full certification.
- Listening and speaking skills
- Visually observing student behaviors
- Demonstrating subject matter.
- Collaboration skills.
SUPERVISES: Students.
JOB GOAL: To have students communicate effectively in interpersonal situations; to promote literacy skills by teaching the ability to read, comprehend, interpret, evaluate and use written material in English.
PERFORMANCE RESPONSIBILITIES:
- Planning & Preparation
- Demonstrates content knowledge and makes connections between the content and all relevant disciplines.
- Understands child and adolescent development and displays an understanding of how students learn.
- Establishes and clearly articulates instructional outcomes based upon district curriculum guidelines, state standards, and/or content standards.
- Utilizes personnel resources as appropriate to enhance content and pedagogical knowledge.
- Provides relevant instructional goals that represent significant cognitive challenge with differentiation and meaningful learning.
- Uses assessment results to plan and modify instruction.
- Classroom Environment
- Creates an environment of respect and rapport.
- Establishes a culture for learning.
- Establishes and manages classroom procedures to maximize learning time.
- Effectively manages student behavior through the establishment of rules and clear expectations that are fair and conducive to learning.
- Assures the classroom is safe and learning is equally accessible to all students.
- Instruction
- Communicates expectations for learning to students clearly and accurately.
- Uses questioning and discussion techniques to successfully engage all students in the learning process.
- Engages students in the learning process through intellectual involvement with the content or active construction of understanding.
- Uses formative and summative assessments to inform instructional process.
- Demonstrates flexibility and responsiveness to ensure that all students learn.
- Professional Responsibilities
- Reflects on teaching for improvement opportunities.
- Maintains accurate records.
- Communicates with students and families about student progress, respects cultural norms, and engages families in the instructional program.
- Develops and maintains professional relationships with colleagues which demonstrate mutual support and cooperation.
- Seeks professional development opportunities and welcomes professional feedback.
- Displays high standards of integrity and ethical conduct and fully complies with school and district regulations.
CONDITIONS OF EMPLOYMENT:
1. Employment determined by school calendar.
2. Employed as established by the agreement of the board of education and the Lombard Education Association.
EVALUATION:
Performance is evaluated regularly by principals or central office administrators.