ELL Classroom Teacher
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Specific Job Details:Starting late Fall 2024
Reports to: Assistant Superintendent and Building Leader
School Description:
We expect staff and students to embrace challenges and strive to attain excellence while exemplifying Tiger PRIDE: Perseverance, Respect, Integrity, Dependability, and Empathy.
Find Biddeford School Department's Three Pillars of Commitment to Students attached.
Brief Job Duties:
The ideal candidate will have experience in the following areas:
- Provides learning opportunities for English language acquisition across district curriculum.
- Develops lesson plans and instructional materials to provide customized, small, and large group instruction.
- Establishes and maintains standards of student behavior needed to create a classroom atmosphere conducive to learning.
- Regularly assesses each student’s academic and social growth, maintains appropriate and timely records, and prepares progress reports.
- Communicates with parents through conferences and other means such as newsletters, email, phone calls, student information system postings (as applicable), web pages, blogs, and other electronic means to discuss student’s progress as it relates to curriculum.
- Secures interpreters and translations of important documents as an additional means for communicating with families.
- Identifies student needs and cooperates with other professional staff members to help students assess and benefit from the district curriculum.
- Creates an effective learning environment through a variety of learning tools.
Full Job Description
Certification/License:
1.Eligible for appropriate Maine Department of Education ELL Certification. (660)
Education:
Bachelors from an accredited college or university in education or related discipline applicable to teaching assignment. Masters Degree in related area preferred.
Experience:
Successful prior teaching experience for the grade levels and students preferred
- Live and Work in the Biddeford, Maine CommunityLocated along the Atlantic coastline with miles of beaches
- Views of the Saco River to its west
- Less than 20 minutes south of the Greater Portland Area
- Less than two hours north of Boston.
- Home to a growing population of diverse residents
- Picturesque downtown
- Maine's youngest city with a median age of 29 in the historic downtown
- Thriving economy
- Many recreational opportunities, including fishing, hiking, biking, public parks, and kayaking
Equal Opportunity
The School Department is an Equal Opportunity Employer. The district shall actively work to have the teacher and administrator workforce reflect the student body's diversity.
The School Department's selection will be based on those with the highest capabilities, the most vital commitment to quality education, and the greatest probability of effectively implementing the learning program.
Therefore, selections will be made without consideration on the basis of race, color, sex, sexual orientation, gender identity, pregnancy, religion, ancestry or national origin, age, marital status, parental status, disability or genetic information, pregnancy, membership in an employee organization, military service, political affiliation, and any other state or federal prohibitions.
For the purpose of this policy, "sexual orientation" means a person's actual or perceived heterosexuality, bisexuality, homosexuality, or gender identity or expression.
Criminal Background Check
All employees of Maine schools must be fingerprinted for a criminal history background check. Please create a Department of Education log-in and make an appointment for a fingerprinting appointment at https://www.maine.gov/doe/cert/fingerprinting
Please see other Job Openings at :
Biddeford Schools
Dayton School
Southern Maine Administrative Collaborative
PILLAR 1 PILLAR 2 PILLAR 3
We are a leader in student-
centered learning in the
region. We will not retreat to
one-size-fits-all academics.
We will continue to educate
ourselves and our communi-
ty about serving the whole
child, being mindful of trauma
and the ravages of substance
abuse. We will not ignore--nor
excuse--the impact of what
happens outside of school.
We will support all learners.
We will not norm our expec-
tations to the population we
serve. Those who struggle or
excel will be met, each in her
own way.
COMMITMENT TO STUDENTS
Faculty and staff recognize the individuality of
our students and will continue to provide learn-
ing opportunities that are engaging, rigorous,
and based on personal need.
The school-as-factory model will be abandoned.
Learning will not be governed by bells, class
periods, and top-down instruction. Instruction-
al leadership in Biddeford will move toward the
facilitation of learning at all levels.
Teachers will continue to utilize the power of
formative assessments to modify instruction to
best meet the needs of our students.
All faculty and staff, ranging from instructional
personnel to bus drivers to athletics coaches to
food service workers, will better understand
how chronic stress and adverse childhood expe-
riences inform student behavior.
District leadership will allocate resources for
additional staff to support teachers and students
who work to better understand and mitigate the
impact of trauma day in, day out.
Instructional personnel will work together
to refine and expand a curriculum of social-
emotional learning.
All faculty and staff will redouble efforts to
engage the families of “new Mainers,” and sup-
port the programs and staff required to educate
those for whom English is a second language.
We will begin a three-year cycle of aligning
and reinforcing our efforts around inter-
vention. Students who struggle will be met
earlier, with greater intentionality, and will
realize better outcomes. Students who excel will
engage in rigorous learning opportunities.
Everyone is a teacher of literacy. Professional
support for parents, faculty and staff will be
paired with refinements to curricula, schedule,
outreach, and summer programs to support
increased student literacy.
As Biddeford becomes younger, more
diverse, and continues an economic
and cultural renaissance, our schools
must also change. We are a caring
faculty and staff who want our stu-
dents to be healthy, balanced, and
equipped to compete in post-second-
ary pursuits. We will improve academ-
ic and social-emotional outcomes with
a laserlike focus on three foundational
pillars in the next five years.
