Provide quality instruction aligned to the state and national standards. Use a variety of assessment strategies – diagnostic, formative and summative, to inform instructional decisions and increase student self-management of learning. Rigorous inquiry-based learning tasks engage students in deep content of the discipline as well as the habits of scholarship.
Essential functions may include any of the following representative duties, knowledge, and skills. This list is ILLUSTRATIVE ONLY, and is not a comprehensive listing of all functions and duties performed by incumbents of this class. Employees are required to be in attendance and prepared to begin work at their assigned work location on the specified days and hours. Factors such as regular attendance at the job are not routinely listed in job descriptions, but are an essential function. Essential duties and responsibilities may include, but are not limited to, the following:
- Provide effective, developmentally appropriate and differentiated language instruction for diverse learners.
- Provide high quality language instruction that integrates culturally authentic learning.
- Develop thematic language curriculum for each developmental level taught in the program.
- Integrate strategies that support developing literacy across the curriculum for all students.
- Use appropriate instructional strategies for making content/language instruction comprehensible.
- Promote interaction in the language and encourage language output from students.
- Promote achievement and bilingualism in an enriched education model.
- Lead, advocate for and support a high-quality, effective language program in the school community.
- Have a working knowledge of and implement the Minnesota State Standards and the District Graduation Requirements; knowledge of the subject matter, classroom management techniques, and current researched best practices and strategies, as well as students’ learning styles and needs, both academic and affective.
- Teach students the required curricula using strategies that foster thinking, reasoning and problem solving.
- Collaborate with peers to develop, plan and implement best practices based on the needs/abilities of the students.
- Assess students’ developmental, cognitive and social needs and provide developmentally appropriate instruction to meet those needs.
- Create lessons and learning environments that are safe, respectful and interesting as well as multicultural/gender and ability fair/developmentally appropriate.
- Collaborate and communicate regularly with families in making educational decisions and use family and community resources to support learning.
- Acquire knowledge of the goals of the School District Agenda and site/school goals. Work to support and achieve those goals.
- Assess own instructional effectiveness through the Professional Development Process (PDP). Participate in ongoing and regular staff, team and individual professional development.
EDUCATION AND EXPERIENCE GUIDELINES:
- Bachelor’s Degree from an accredited university.
- Prior successful experience student teaching or teaching in an urban, multicultural education setting.
- Demonstrated continued professional development through course work, research, peer collaboration and/or job-embedded staff development.
- Experience teaching a world language in a model of sequential language learning that promotes acquiring language proficiency for real communicative purposes.
- Master’s or PhD preferred.
LICENSE AND CERTIFICATION REQUIREMENTS:
- A valid Minnesota teaching license, or proof of pending approved licensure