Bilingual Teacher

Job Title Teacher – Bilingual Education Overview To create a flexible program and an environment favorable to learning and personal growth. To motivate each student to develop skills, knowledge, and attitudes in accordance with his/her ability; to develop his/her special talents; to develop sound opinions based on facts; and to develop proficiency in inquiry skills and concepts. Duties and Responsibilities Teacher’s plans reflect solid knowledge of the content and are clearly aligned to NM adopted standards. Teacher demonstrates familiarity with resources to enhance own knowledge in each core area. The lesson is designed to implement instructional targets aligned to NM adopted standards: explicit connections between previous learning and new concepts, substantive learning tasks, progressive structure, and differentiation through scaffolding content and academic language for diverse learners. Instructional targets are aligned to NM adopted standards and stated as measurable and observable goals for student learning. Instructional processes and activities address students’ varying abilities and align to instructional targets. Teacher fully utilizes existing resources—including support materials, textbooks, supplementary materials—to enhance content knowledge and meet student needs. Teacher demonstrates solid knowledge of students’ backgrounds, cultures, skills, academic language development, interests, and special needs. Teacher’s plan for assessing student learning is aligned with instructional outcomes, success criteria, and assessment tools. Teacher uses clear criteria to produce evidence, make instructional adjustments, and provide feedback to move learning forward. Formative assessments are explicitly planned for each incremental learning step. Classroom interactions, between teacher and students and among students, are polite and respectful, demonstrating knowledge of cultural and developmental differences. Disagreements are handled respectfully. The classroom is safe: learning is accessible to all students, the physical arrangement supports learning activities, evidence of student learning is posted, and available physical resources—including technology—are used effectively. The classroom culture is characterized by high expectations for all students. The teacher establishes norms and participant structures—such as student grouping, presentations, and peer editing—where students learn from one another and demonstrate pride and commitment to content. Little instructional time is lost thanks to effective classroom routines, transition procedures, and the use of supplies. Standards of conduct create an atmosphere conducive to learning, focusing on self‑discipline, respect, and cooperation. Standards are clear to students; teachers hold students responsible for maintaining them, respond appropriately to misbehavior, and consistently enforce expectations. Teacher uses clear communication, employing a range of vocabulary to ensure learning expectations are comprehensible to all students. Teacher allows for student clarification and feedback. Questioning techniques elicit deep responses and provide sufficient time for students to answer through active engagement. Activities, assignments, materials, and grouping are fully appropriate to instructional outcomes: lessons explicitly connect to prior understanding, engage all students, are coherent and paced, have specific learning goals aligned to standards, and allow for reflection. Assessments are consistently used: clear goals and performance criteria are communicated, assessment strategies align to goals and criteria, evidence is elicited during instruction, and student involvement occurs through self and peer assessment. Teacher promotes successful learning of all students by adjusting plans, accommodating questions, needs, and interests, and employing a variety of strategies. Teacher engages families in a culturally appropriate manner and communicates frequently. Teacher participates actively in the professional community and in school/district events and projects, maintaining positive relationships with colleagues. Teacher provides accurate, objective descriptions of own and other instructional practices with specific evidence, offering suggestions for improvement. Teacher displays high professionalism in dealings with students and colleagues, complies fully with regulations, maintains a safe environment when monitoring activities, and adheres to work schedules. Teacher accepts opportunities for professional development, implements PD strategies, welcomes, and implements feedback from supervisors and colleagues. Teacher maintains efficient and accurate instructional and non‑instructional records used to make student‑related decisions. Teacher complies with the Code of Ethics, administrative directives, board policies, and relevant statutes and regulations. Teacher completes annual mandatory Vector Training. Teacher communicates courteous and professional behavior toward students, the public, immediate supervisor, school and district administrators, staff, and peers. Teacher safeguards confidentiality of information pursuant to FERPA and other applicable statutes. Evenings and weekend work may be required. Perform such other tasks as may be assigned. Minimum Qualifications Bachelor’s degree in Education or a related field from a regionally accredited college or university. Current New Mexico Public Education Department K‑8 Elementary or Pre‑K‑12 Specialty Area License with Endorsement in Bilingual Education. Valid driver’s license. Ability to pass a criminal background check. Equal Opportunity Employer The Cobre Consolidated School District does not discriminate in its educational programs or employment practices on the basis of race, color, age, sex, religion, national origin, marital status, citizenship, military status, disability, genetic information, gender stereotyping, perceived sexuality, or on any other basis prohibited by law. Position will remain open until filled. #J-18808-Ljbffr