Upper School English Language Learner (ELL) Teacher

*CVs submitted in Portuguese will not be considered.

Contract Type

• External Candidates: This is a 12-month position
• Internal Candidates (Current Employees): This is a permanent placement (internal transfer with no changes to your indefinite contract)

Responsibilities

Student Support

• Work with the Admissions Department and Director of Student Support Services to screen incoming students using the WIDA assessment
• Deliver ELL services through a variety of models tailored to adolescent learners, including:

-Deliver co-teaching using Joint Teaching, Parallel Teaching, One Teaches/One Assesses, and Small Groups. Collaborating with core subject teachers (Humanities, Sciences, Mathematics) to integrate language and content instruction

-English for Academic Purposes (EAP) Class: Providing targeted instruction to support current units of study and help students navigate complex assignments

-Design and deliver tiered language interventions across the MTSS framework: Tier 1 (Universal/Co-teaching), Tier 2 (Targeted/Time-bound small groups), and Tier 3 (Intensive/EAP blocks) supports

• Conduct professional development for faculty on supporting multilingual learners in secondary academic contexts

Assessment and Case Management

• Act as a case manager and advocate for ELL students, participating in Student Support Team (SST) and grade-level meetings
• Assess all ELL students using the WIDA Model Assessment and communicate results to teachers, families, and students
• Monitor student progress, focusing on transition toward independent academic English proficiency
• Lead the exit process for eligible Upper School students by compiling data and formally presenting student profiles to the Student Support Team (SST) for collective exit decisions
• Conduct the mandatory 12-month post-exit monitoring protocol, maintaining regular communication with core subject area teachers and auditing trimester/semester report cards to ensure sustained academic access
• Jointly case-manage dual-service students in close collaboration with OLS teachers, following specialized instructional and exit protocols that accommodate formally identified learning needs
• Ensure all student language profiles are securely archived and systematically updated using school management systems and the master Student Support Services caseload

Collaboration and Professional Learning

• Co-plan with subject teachers to create language objectives, scaffolded assessments, and differentiated assignments that meet rigorous curriculum standards
• Provide consultation for subject teachers regarding the individual linguistic needs of their students
• Provide feedback for semester reports and facilitate family conferences regarding student growth in academic language
• Provide professional learning to faculty on how to support multi-lingual learners needs

Education

Required

• Bachelor’s degree in Education, TESOL, Applied Linguistics, or related field
• Valid teaching certification/license for ELL instruction

Desired

• Master’s degree in related field
• Certification in language assessment
• Additional training in co-teaching models or instructional design for multilingual learners

Experience

Required

• Demonstrated capacity to work successfully in an American or international school setting
• Experience teaching English Language Learners across proficiency levels
• Strong verbal communication skills

Desired

• Minimum of five years of teaching experience
• Experience in an international, multicultural context
• Familiarity with digital learning tools to support language acquisition

Knowledge, Skills and Abilities

Required

• Strong understanding of second language acquisition and WIDA standards
• Ability to create accommodations and scaffolds that ensure curriculum access
• Capacity to co-teach effectively and collaboratively with classroom teachers
• Strong interpersonal and communication skills with students, parents, and colleagues

Desired

• Experience supporting multilingual learners in both academic and social-emotional development