Position Available In Forsyth, North Carolina

50% ESL (English Second Language) Teacher & 50% Interventionist, MTSS Academics | 2025-2026 School Year Winston-Salem Forsyth County Schools

• 3.

6

Winston-Salem, NC Job Details Full-time Estimated:

$45.5K

• $59.2K a year 1 day ago Qualifications Microsoft Powerpoint Microsoft Excel Teaching math Teaching Certification English Mid-level Education Bachelor’s degree Experience working with students Organizational skills Classroom experience Special Education Data collection 1 year Canvas LMS software Teaching Full Job Description

•

THIS POSITION IS 50

%

ESL TEACHER & 50

%

MTSS INTERVENTIONIST

• 50%

ESL TEACHER FUNCTIONAL PURPOSE

The purpose of this position is to organize and implement an instructional program for English Learner (EL) students in the regular classroom, an ESL classroom setting or both settings, while meeting the duties of teaching as outlined in laws and policies.

DUTIES AND RESPONSIBILITIES

Design the EL basic education program so that it is consistent with the Language Instruction Education Plan (LIEP) of the district. Design the academic (basic) education program so that it is consistent with the total educational philosophy of the district. Work in coordination with other basic education teachers and other departments in planning and developing the basic program. Prepare educational plans for each group of EL students based on EL students’ English language acquisition needs. Prepare educational plans for each group of students based on individually assessed needs in accordance with district’s philosophy, goals, and objectives. Use appropriate assessment instruments pertinent to instructional areas to assess student progress. Prepare lesson plans for each group or class assigned. Develop and maintain a classroom environment conducive to effective learning. Provide varied instructional techniques and media through individual and/or group sessions designed to meet the educational, social, and emotional needs of the students. Assist in upholding and enforcing school rules, administrative regulations, and School Board Policies. Pursue opportunities to expand knowledge and understand WIDA English Language Development (ELD) standards and implement. Ensure eligible EL students receive state approved EL testing accommodations and classroom modifications. Ensure each student in the program has necessary evaluation records in his/her permanent folder. Refer those students who require further evaluation or follow-up services to the appropriate school personnel or community agencies. Performs other related duties as assigned.

REQUIRED KNOWLEDGE, SKILLS, AND ABILITIES

Understanding of typical language development. Conversational and educational skills in designated language and English. Ability to address grade level curriculum at the student’s language level. Ability to perform consistent and detailed data collection for progress monitoring towards IEP goals in the areas of language development, audition, self-advocacy, and academic achievement. Ability to work collaboratively with school staff to meet each student’s general education and special education needs and targets. Ability to work with support staff (language facilitators, teaching assistants) to establish schedules, routines, and to ensure adherence to district and state guidelines as well as individual student IEPS. Ability to maintain confidentiality and discretion.

EDUCATION AND EXPERIENCE REQUIREMENTS

Minimum:

Bachelor’s degree and one year classroom teaching experience.

Desirable:

Bachelor’s degree and one year teaching experience working with students who are acquiring English as a second language.

CERTIFICATION AND LICENSURE REQUIREMENTS

Valid North Carolina Teaching License 50%

MTSS INTERVENTIONIST FUNCTIONAL PURPOSE

: The Interventionist, Multi-Tiered Systems of Support (MTSS) position provides a multi-tier system of instruction, assessment, and intervention designed to meet the achievement, behavioral, and social-emotional learning needs of all students. Support is provided to students with the early identification and intervention to ensure success through integrated behavioral, social-emotional learning/academic research-based interventions. This position reports to school leadership. MTSS Interventionists should spend 80% of their time with students, and 20% of their time on coordination with school and district staff.

DUTIES AND RESPONSIBILITIES

Coordinates and facilitates the successful implementation of academic and social-emotional interventions for students at risk of not meeting grade level or end of course standards using a tiered system of support in TSI schools. Deploys research-based strategies, materials, and techniques to support students individually or in small groups who are experiencing learning difficulties. Assists and supports classroom teachers in addressing student learning gaps (specifically student groups that are identified in the TSI designation) using the Multi-Tiered system framework by: developing, documenting, and maintaining ongoing academic plans and/or behavioral intervention plans in ECATS or other identified intervention documentation management system(s). Provides interventions to students that are progress-monitored through on-going assessments. Utilizes multiple service delivery methods and research-based interventions. Maintains progress monitoring data. Identifies students to receive MTSS support and the results of the interventions provided. Serves in a leadership capacity with administrators and other designee(s) on the Intervention Support Team (IST) for identifying and determining appropriate interventions for students who need tier 3 intensive supports. Works with building teams to assist in the implementation of school-wide behavior supports. Communicates to parents regarding the students’ progress and offer strategies parents can use in the home. Meets regularly with school and district teams when appropriate about the MTSS practices and expectations. Performs related duties as assigned.

REQUIRED KNOWLEDGE, SKILLS AND ABILITIES

Knowledge of current research on academic, behavioral, and social-emotional interventions. Knowledge of the North Carolina Standard Course of Study. Knowledge of the Strategic Plan, the Framework for Teaching and Learning, and how they pertain to academic intervention strategies, and support services in helping all children succeed. Knowledge of and ability to articulate and achieve alignment around the goals, objectives, and outcomes for the MTSS program. Ability to work collaboratively within and across departments. Ability to work independently and to contribute as a team member. Ability to value diversity. Ability to analyze data and modify approaches accordingly. Ability to develop programs to meet the diverse needs of children. Proficiency in the use of software (i.e., ECATS, Word, Excel, PowerPoint, Outlook, Teams, Zoom, Canvas, iReady, Powerschool, Performance Matters and any other software used in conjunction with curriculum). Excellent written and verbal skills. Effective consultation and coaching skills. Proficiency with developing and conducting workshops for school personnel. Skill in utilizing data for aid in decision making. Effective interpersonal skills to build trusting relationships among stakeholders to support the implementation of a MTSS model. Attention to detail. Strong organizational skills.

EDUCATION AND EXPERIENCE REQUIREMENTS

Minimum:

Bachelor’s Degree in General, Special Education, and/or ESL with licensure in Math and/or Reading, or a teaching license that would ensure the skill set for teaching math and/or reading.

Desirable:

Reading Research to Classroom Practice and/or Foundations of Mathematics can be added for those who need the skill set for teaching math and/or reading. This can be attained after hire of position.

Minimum:

One year of experience in academic, behavioral, and/or social-emotional interventions

Desirable:

Three years of experience in academic and/or social-emotional interventions

CERTIFICATION AND LICENSURE REQUIREMENTS

Licensure from NCDPI in general, special education and/or with licensure in Math and/or reading, or a teaching license that would ensure the skill set for teaching math and/or reading Pay Grade

• Certified Schedules

PHYSICAL WORK DEMANDS

PHYSICAL

ACTIVITY FREQUENCY C

• Constant F
• Frequent O
• Occasional I
• Infrequent NR
• Not Required

PHYSICAL ACTIVITY FREQUENCY C

• Constant F
• Frequent O
• Occasional I
• Infrequent NR
• Not Required Climbing/Balancing O Lifting/Carrying O up to 20 lbs.

Crawling/Kneeling O Grasping/Twisting F Walking F Reaching F Running I Pushing/Pulling O Standing F Fingering/Typing C Sitting F Driving O requires driving car between sites

Bending/Stooping Others:

In compliance with Federal Law, Winston-Salem/Forsyth County Schools administers all education programs, employment activities and admissions without discrimination against any person on the basis of sex, race, color, religion, national origin, age, or disability. When applying, please make sure to include all prior experience in your application. Please provide at least two references. One must be the current or most recent supervisor and the other a previous supervisor. When applying, please make sure to include all prior experience in your application. Please provide at least two references. One must be the current or most recent supervisor and the other a previous supervisor.