26-27 ELL Level 4 - Mornings

Starting Date: Aug 24, 2026 Job Description Position Summary The Somerville Public Schools’ Somerville Center for Adult Learning Experiences (SCALE) is seeking a part‑time Teacher to teach ELL Level 4 morning class. The teacher will facilitate a contextualized, competency‑based approach to teaching and encourage adult learners to be active participants in their own learning. The teacher will collaborate with other program staff to ensure adult learners are equipped with skills needed to succeed in the workplace and in educational setting. The part‑time ELL Level 4 morning teacher is responsible for preparing engaging, active, learner‑centered lessons for adult students at low intermediate to advanced levels of English proficiency. The ELL teacher will work to ensure that students are receiving standards‑based and evidence‑based instruction that is student‑centered and includes appropriate supports and necessary accommodations. Instruction focuses on the four domains of English language: reading, writing, speaking and listening, according to the curricular guidelines of the program. Technology is integrated to enhance instruction and to strengthen students’ digital literacy in preparation for college and/or workplace demands. Teachers follow the SCALE ELL curriculum to provide a rigorous and meaningful educational experience to meet program objectives and student goals. Essential Functions & Responsibilities Create and implement student‑centered lessons which focus on the vocabulary, pronunciation, and authentic conversation skills necessary for on‑the‑job success. Ensure that delivered lessons align with the ELL Department’s Curriculum Guidelines and the MA DESE English Language Proficiency Standards. Translate class objectives, student learning outcomes, and class materials into learning activities that are appropriate for students’ ELL levels and engage students to promote learning. Commit to updating and modifying materials and lessons regularly to maintain relevance and efficacy, and work with other teachers to share and develop resources. Guide students in the acquisition of English and help students to understand the target culture, while affirming learners’ own cultural and linguistic backgrounds. Help students identify and set personal goals, and work with students to ensure that they are making sufficient progress toward achieving those goals. Implement useful diagnostic and progress assessment measures to evaluate student progress and make placement recommendations as required by department policy/procedures. Perform administrative tasks such as taking attendance, administering and grading assessments, communicating regularly with students about their progress in compliance with the Department of Elementary and Secondary Education (DESE) ACLS. Attend and participate in department meetings, appropriate in‑service workshops, and take advantage of professional development opportunities for continued improvement in ELL instruction and teaching strategies. Collaborate with education and career advisors on career/college readiness/workforce preparation instruction. Work collaboratively with and encourage collaboration between team members to ensure performance goals are met. Follow department policy/procedures regarding the delivery of instruction, progress monitoring and placement, substitutes and substitute lesson plans, and operating procedures. Participate in school and community events, such as seminars, field trips, community forums, and end of the year ceremonies, including graduation. Integrate technology into instruction. Adhere to rules of student’s confidentiality. Complete other duties as assigned. Knowledge, Abilities & Skills Familiarity with the field of Adult Basic Education and ELL. Sound understanding of adult learning theory. Solid knowledge base of ELL instruction including the four domains of language. Strong foundation in second language acquisition and linguistics. Knowledge of Massachusetts’ DESE-ACLS program guidelines, performance indicators & benchmarks, English Language Proficiency Standards (ELPS). Professionalism in all areas of practice and all interactions with students and staff. Commitment to the mission of SCALE. Proven history of successful collaboration. Flexible & adaptable. Possess and model high standards for self and student work. Set rigorous goals focused on instruction, assessment, and professional learning. Solutions‑based approach to dealing with identified needs, problems and or conflict. Willingness to take initiative and succeed in a fast‑paced classroom/school environment while remaining calm and focused when faced with unexpected challenges. Commitment to embrace the ideals of diversity and inclusiveness. Physical Requirements Mobility: Frequent walking, standing. Lifting/Strength: Ability to lift, push, pull, or carry objects ranging from 10 to 20 lbs (e.g., books, supplies, equipment). Physical Dexterity: Bending, crouching, kneeling, stooping, and reaching to assist students. Stationary Tasks: Remaining in a stationary position (sitting/standing) for long periods. Reporting Relationships Position Reports to: Director of Continuing Education. Terms of Employment Employment Status: Part Time Grant Funded position Union Affiliation: SEU, Unit D FLSA Classification: Non Exempt Period: August – June Weekly Schedule: 2 mornings per week; Teaching Hours: 9; Preparation Hours: 2; Monthly meetings on the third Thursday of the month, 4:00 – 6:00 p.m.; Salary shall be commensurate with education and experience, in accordance with the Somerville Educator's Union collective bargaining agreement. Pre‑Employment Requirements MA Criminal Offender Record Information (CORI) Clearance. Fingerprints. Equal Employment Opportunity Statement The Somerville Public School does not discriminate in its programs, facilities or employment of educational opportunities on the basis of race, color, age, religion, disability, pregnancy, home status, marital/civil union status, sex/gender, gender identity, sexual orientation, citizenship status, place of birth, national origin, ancestry, cultural identity, genetics or military status, and does not tolerate any form of retaliation, bias‑based intimidation, threat or harassment that demeans individuals' group or interferes with their ability to learn or work. #J-18808-Ljbffr Young World Physical Education