English Leaners EL Teacher (Grades 1st/2nd) - WRES

English Leaners EL Teacher (Grades 1st/2nd) – WRES Job Details Job ID: 5804027 Application Deadline: Posted until filled Re-Posted: Jul 03, 2026 4:00 AM (UTC) Starting Date: Aug 1, 2026 Job Description Job Title: English Learners (EL) Teacher (K-12) Reports To: Director of Special Education / Building Principal Contract Length: 184 Days Department: Department of Diverse Learners & Whole Child Supports Reynoldsburg City Schools is an equal opportunity employer. We celebrate diversity and are committed to creating an inclusive environment for all employees. At Reynoldsburg, our educators embody the principles outlined in Our Portrait of an Educator, inspiring students to innovate, collaborate, and excel. For more information, visit Primary Job Function: The Reynoldsburg City Schools’ EL Teacher is responsible for serving as an instructional leader and advocate for students whose primary language is not English. This role emphasizes language acquisition, culturally responsive instruction, and the bridging of linguistic gaps to ensure students achieve academic success and social-emotional growth. The EL Teacher facilitates access to core content while fostering an inclusive environment that celebrates the diverse backgrounds of our student body. Minimum Qualifications Bachelor’s degree in Education from an accredited college or university. Valid Ohio Teaching License with a TESOL (Teaching English to Speakers of Other Languages) or Bilingual Education endorsement/licensure. Compliance with Ohio Department of Education (ODEW) certification requirements for the specific grade levels served (K-12). Preferred Qualifications Master’s degree in TESOL, Applied Linguistics, or a related field. Fluency in a second language (e.g., Spanish, Somali, Arabic, or French). Experience with Project-Based Learning (PBL), SIOP (Sheltered Instruction Observation Protocol), and trauma-informed practices. Demonstrated ability to use data from OELPA and OELPS to drive individualized student growth. Essential Duties and Responsibilities OTES Standards & Instructional Responsibilities Focus for Learning: Identifies high expectations for every student and creates measurable goals aligned with the Ohio English Language Proficiency Standards (OELPS). Knowledge of Students: Demonstrates a deep understanding of students’ prior learning, cultural backgrounds, and linguistic proficiency levels to differentiate instruction. Lesson Delivery: Employs a variety of instructional strategies (e.g., scaffolding, visual aids, hands‑on activities) to make content comprehensible. Classroom Environment: Maintains a student‑centered environment that is culturally responsive and safe for language risk‑taking. Assessment of Student Learning: Uses diagnostic, formative, and summative assessments to monitor language acquisition and academic progress. Professional Responsibility: Actively participates in Teacher‑Based Teams (TBTs) and Professional Learning Communities (PLCs) to analyze data and improve practice. English Learner (EL) Specific Responsibilities Linguistic Support: Deliver sheltered instruction using research‑based models (SIOP), adapting grade‑level curriculum for students at Emerging, Progressing, and Transitioning proficiency levels. Compliance & Data: Administer the Ohio English Language Proficiency Assessment (OELPA) and Screener (OELPS). Maintain accurate records and English Learner Plans (ELPs) for all students on the caseload. Co‑Teaching & Collaboration: Partner with general education teachers to ensure linguistic accessibility in core content areas and provide support as dictated by student needs. Family Engagement: Serve as a liaison between the school and EL families, ensuring meaningful communication regarding academic progress and school activities. Student Support & Intervention Tiered Support: Lead targeted Tier 2 and Tier 3 intervention periods to address specific language and literacy gaps. Technology Integration: Utilize digital platforms (e.g., Imagine Learning, Lexia, or district‑specific tools) to enhance language engagement. Advocacy: Participate in IEP and 504 meetings to ensure the needs of English Learners with disabilities (Dual‑Identified) are met appropriately. Knowledge, Skills and Abilities Knowledge of Second language acquisition theories and the Ohio English Language Proficiency Standards (OELPS). Ohio School Law regarding EL identification, services, and exit criteria. Multi‑Tiered Systems of Support (MTSS) and PBIS frameworks. Skilled in Differentiating instruction for diverse proficiency levels within a single classroom. Interpreting OELPA data to guide instructional grouping and goal setting. Culturally responsive teaching techniques and restorative practices. Ability to Build trusting, empathetic relationships with students and families from diverse global backgrounds. Work collaboratively with multidisciplinary teams to support the “whole child.” Communicate complex linguistic data to non‑specialist staff members. Physical Demands & Working Conditions The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodation may be made to enable individuals with disabilities to perform the essential functions in keeping with law. Physical Demands – While performing the duties of this job, the employee is regularly required to communicate with others. The employee is required to sit or stand and move around for extended periods of time. While performing the duties of this job the employee must be able to push, pull, lift and carry over 25 pounds on occasion. Working Conditions – This is a fast‑paced environment with significant mental and emotional demands. The employee in this position may experience occasional exposure to blood, bodily fluids and tissue. The employee may also be required to interact with students exhibiting challenging or unruly behavior. Professional collaboration and preparation may extend beyond core instructional hours to meet the needs of the Professional Learning Community. Driving Requirement – This position may require driving to various school sites or events. This position may require driving between school buildings within the district. Position Type

1.0 FTE