Teacher - ESL (Rutherford)

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True Openings as of 3/9/2026 Teacher

• ESL (Rutherford)

JobID:

2943

Position Type:

Professional

• Teacher Level (Elementary)/

Elementary Teacher Date Posted:

3/4/2026

Location:

Rutherford Elementary School Teacher Compensation Plan Shift Type:

Full-Time Wage/Hour Status:

Exempt Reports To:

Director

• ESL/Bilingual

EMPLOYMENT BEGINS

2026-2027 School Year

PRIMARY PURPOSE

To achieve and enhance standards of excellence in assigned curricular area in the area of planning, developing, and implementing an effective instructional program including best use of research findings, time, space, available technology, financial, and community resources in order to maximize student achievement.

QUALIFICATIONS

Education/Certification:

Bachelor's Degree, with appropriate state certification for subject and level assigned ESL endorsement or ESL Certification

SPECIAL KNOWLEDGE/SKILLS

Demonstrate a cognitive understanding of the subject matter and pedagogical skills in his/her teaching field. Ability to instruct students and manage their behavior. Exhibit excellent public relation and interpersonal skills. Knowledge and understanding of the change process, organizational development, conflict resolution, and facilitations skills. Demonstrate highly effective organizational and consensus building skills. Understand the value of planning and demonstrate ability to develop and implement short and long-range instructional plans based upon effective instructional strategies, knowledge of the discipline, student needs and performances, the global society, the community, and the curriculum for ELs. Understand the various learning styles and show competence in developing and delivering instruction appropriate to EB students' developmental needs. Understand how to develop a variety of instructional strategies, technologies, resources, and techniques for problem solving and critical thinking skills. Possess knowledge base for analyzing, constructing, and utilizing multiple forms of appropriate assessment techniques to monitor progress, modify and adapt instruction, and set goals of ELs. Exhibit effective communication skills and techniques, including verbal, nonverbal, and media communication that are sensitive to student differences and needs. Possess basic understanding of the impact of technology in assigned curricular areas.

EXPERIENCE

Experience with classroom instruction through

TEKS-ELPS

alignment. Demonstrated knowledge of second language acquisition for limited English proficient students.

MAJOR RESPONSIBILITIES AND DUTIES

Create a classroom environment that is conducive to learning and appropriate to the maturity, interest, and abilities of EB students. Work collaboratively with administrators and classroom teachers to improve instructional practices for immigrant and EB students. Serve as a designated liaison for campus professional development concerning EB students. Ensure federal, state, and local expectations and rules are being follow regarding processes, procedures, and practices related to EB students within the assigned campuses. Support the language development of our Beginner and Intermediate TELPAS students through small group instruction. Plan, organize, and conduct all required LPAC meetings. Collect, revise, and keep organized records and general documentation pertaining to EB students attending the assigned campuses. Employ a variety of instructional techniques and instructional media, consistent with the physical limitations of the location provided and the needs and capabilities of the individuals or student groups involved. Assess the progress of EB students on a regular basis and provide related reports as required. Work cooperatively with classroom teachers to modify curricula as needed for EB students Maintain accurate, complete, and correct records as required by law, district policy, and administrative regulation. Maintain an ongoing program of professional growth that fulfills district requirements and personal expectations as a professional. Perform other duties as assigned.

SUPERVISORY RESPONSIBILITIES

• WORKING

CONDITIONS

Mental Demands:

Communicating and working with teachers, administrators, students, parents, business/industry, and community at large. Learning process both in research and seminar/workshop participation to maintain professional growth Maintaining and displaying a positive attitude Expecting and reflecting the highest of expectations Physical demands/environmental factors: Intermittent walking, sitting, and standing Occasional warehouse visits to inventory merchandise and occasional lifting, moving of up to 20 lbs Travel within the district and state Prolonged and irregular hours Getting supplies and /or staff development materials delivered to appropriate locations The foregoing statements describe the general purpose and responsibilities assigned to this job and are not an exhaustive list of all responsibilities, duties, and skills that may be required. Email To A Friend Print Version Postings current as of 3/9/2026 7:52:06 AM CST. Powered by Aspex Solutions

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