E.L. Haynes Public Charter School

Job Announcement

High School ELL & Inclusion Teacher

About

E.L. Haynes Public Charter School was founded in 2004 and has an award-winning program based on effective practices for advancing student achievement. E.L. Haynes is among the top-performing charter schools in Washington D.C., and is recognized locally and nationally as a model and for our exceptional student achievement gains.  E.L. Haynes currently serves over 800 students in grades PreK-9 and continues to grow until it serves PreK-12th grade.

Our Mission 

Every E.L. Haynes student of every race, socioeconomic status, and home language will reach high levels of academic achievement and be prepared to succeed at the college of his or her choice.  Every E.L. Haynes student will be adept at mathematical reasoning, will use scientific methods effectively to frame and solve problems, and will develop the lifelong skills needed to be successful individuals, active community members, and responsible citizens. 

Description

The E. L. Haynes Public Charter School is seeking a dual-certified High School Inclusion and ELL Teacher for the 2012-2013 school year. The Inclusion Teacher will be charged with providing direct instruction, creating an integrated, collaborative approach to planning, instruction, and alternate assessment for our early childhood students with moderate to severe developmental and academic needs.  The Inclusion Teacher reports directly to the High School Principal. 

The primary responsibilities of an E.L. Haynes Inclusion teacher include: 

• Develop Individualized Education Programs (IEPs) for a caseload of students with identified special needs that are aligned with E.L. Haynes rigorous learning standards.
• Provide direct instruction using evidence-based methods, including but not limited to Applied Behavior Analysis (ABA), TEACCH, discrete trial, incidental learning, Pivotal Response Treatment, augmented communication, picture exchange communication, sensory diets, and vocational training.
• Teach functional academic skills and adaptive living skills to promote social competency.
• Collaborate with general education teachers and related service providers to identify instructional strategies that promote student success in all content areas to promote participation in an inclusive environment. 
• Assist students, families, and staff in understanding students’ exceptionalities so that all can advocate for and support students’ achievement of their academic, behavioral, and social goals.
• Embrace E. L. Haynes Educational Program; Ensure access to core content areas—language arts, math, science, and social studies.
• Measure student progress toward state and national standards.

The primary responsibilities of an E.L. Haynes ELL Teacher include:

•         Assist students, families, and staff in understanding language acquisition and literacy development so that all can support students’ achievement of their language and literacy goals.

o    Maintain a current understanding of research and instructional best practices in the field of English Language instruction. 

o    Organize a teacher resource center with useful articles, books, and other references. 

o    Disseminate professional literature to relevant E. L. Haynes staff. 

o    Disseminate information about ELL professional development opportunities to staff.

•          Identify students who qualify for English Language supplemental services and determine the level and nature of services for each student:

o    Review new student registration forms and past school records to identify students who may benefit from ELL support.

o    Conduct diagnostic assessments within the first two weeks of school (or within the first week of a student’s entry for mid-year registrants) to determine students’ levels of English proficiency.

o    Organize and disseminate language proficiency assessment data to relevant school personnel.

o    Use language proficiency and literacy assessment data, school records, classroom observation, teacher input and parent input to determine the level and nature of services needed for each student.

•          Design and implement engaging instruction either in the general education classroom or in pull-out sessions that leads to English language fluency in both conversational and academic situations by:

o    Conducting, organizing and analyzing on-going assessments of student performance using multiple assessment tools.

o    Designing and implementing daily lessons that engage all learners, fit in with a long-term learning plan, follow the E. L. Haynes lesson plan format, and are aligned with E. L. Haynes academic standards.

o    Implementing academic, social, or behavioral interventions and accommodations for individual students.

o    Ensuring coherence in students’ educational programs by coordinating instruction, discussing student work, and sharing best practices with E. L. Haynes’ literacy, ELL,  and Inclusion specialists.

•          As needed, participate in multi-disciplinary team meetings, IEP meetings, weekly Academic and Social Student Support meetings, and other student-centered meetings.

•          Collaborate with general education teachers and teaching fellows:

o    Hold a yearly planning meeting with partner teaching teams to discuss:

§  goals for the year,

§  working relationship, expectations, and roles

§  schedule and classroom routines,

§  communication with families, and

§  ELL student needs:

·          class assessment data

·         classroom design that is conducive to English language acquisition

·         initial thoughts about the best instructional approaches for particular students

o    Throughout the year,

§  Supply teachers with descriptions of what to expect from students at different levels of English proficiency and strategies to improve classroom performance.

§  Hold regular consultation and planning sessions with partner teaching teams in which the team discusses instructional strategies that promote success for all students, but particularly for English language learners.

§  Provide in-class assistance, demonstrations, feedback, or model lessons for teachers implementing strategies for ELL students.

§  Hold regular check-in meetings to discuss student achievement data.

§  When relevant, participate in Academic and Social Student Support meetings. 

•          Serve as a resource to families:

o    Share information with families about E. L. Haynes’ English Language Learning program’s goals, principles, and practices.

o    Prepare progress reports for each ELL student 4 times per year using reporting procedures agreed upon by the teaching staff and Principal. 

o    Attend family conferences and share progress reports with family and teachers.

o    Participate in planning and implementation of school-wide family workshops.

•           Be an active member of the E. L. Haynes Professional Learning Community:

o    Work with Director of Student Support Services to identify staff development needs in best practices in English language acquisition and plan workshops to meet those needs.

o    Embrace E. L. Haynes educational program social curriculum

o    As needed, participate in the Instructional Leadership Team.

o    Participate in E. L. Haynes Professional Development workshops, including the Summer Professional Development Institute

o    Seek out additional opportunities for professional development that will lead to achieving personal professional development goals.

•          Work with the Director of Student Support Services to prepare for compliance monitoring.

o    Remain up-to-date in English Language Learning/Bilingual Education law and regulations, including federal and local law and policies.

o    Maintain files for English Language Learning students that include assessment data, evidence of service provision, student work samples, and parent contact logs. 

Qualifications

• The ideal candidate will have two or more years of teaching experience in an urban setting and will be highly qualified under NCLB. 
• Have dual teaching certification in ELL and Special Education.
• Content and teaching expertise and skilled in the use document based questions to assess student learning.
• Proven ability to teach rigorous college ready texts to diverse populations.
• Clear understanding of standards based curriculum, standards based assessment, and differentiated instruction.
• Proven ability to use models and exemplars to drive instruction.
• Proven ability to work as a member of a team.
• Commitment to meeting the needs of every child in a diverse population.
• Commitment to his/her own learning and professional development.
• Strong collaborative capabilities.

Salary & Benefits 

We offer a competitive salary and benefits package, depending on experience and qualifications. 

E.L. Haynes is an equal-opportunity employer and it is our policy to recruit, hire, and promote for all jobs on the basis of merit, qualifications, skills and competence. We do not discriminate on the basis of race, color, national origin, marital status, religion, sex, age, sexual orientation, disability, or any other protected status.  E.L. Haynes will fully comply with all employment-related and other laws. All employment decisions will be made solely on the basis of the individual's qualifications as related to the requirement of the position being filled.

To Apply

Please visit the Join Our Team page, Open Positions on the E.L. Haynes website; www.elhaynes.org/positions.html to submit an application.  You may upload your resume and other relevant documents.