ESL Teacher K-12

Job Description

Job Description

Job Description : English as a Second Language Teacher

Department: School Principal/Federal Programs Director

Last Revised: 2026

 

Job Summary

The English as a Second Language (ESL) Teacher is responsible for providing high-quality, standards-aligned language instruction and support to English Learners (ELs) to ensure equitable access to grade-level academic content and opportunities for academic success. The ESL Tacher works collaboratively with classroom teachers, administrators, families, and other school personnel to support students' development of English proficiency in listening, speaking, reading, and writing while promoting achievement of Tennessee Academic Standards.

 

The ESL Teacher provides direct language-development instruction, supports classroom instruction, develops and monitors Individual Learning Plans (ILPs), analyzes student data, and assists schools in implementing effective instructional practices for English Learners.

 

Main Duties and Responsibilities

The intent of this job description is to provide a representative summary of the major duties and responsibilities performed by employees in this job. Employees may be requested to perform job-related tasks other than those specifically presented in this description.

1. Provide high-quality English language development instruction to English Learners in listening, speaking, reading, and writing.
2. Plan and deliver instruction that supports students' English language development while providing access to grade-level Tennessee Academic Standards and district-adopted high-quality instructional materials.
3. Differentiate instruction based on students' English language proficiency levels, academic needs, backgrounds, and individual learning goals.
4. Participate in the identification, screening, placement, and appropriate service delivery for students who may qualify for English Learner services in accordance with federal, state, and district requirements.
5. Develop, implement, review, and update Individual Learning Plans (ILPs) for English Learners in collaboration with classroom/content-area teachers, administrators, families, students, and other appropriate personnel.
6. Establish measurable language development and academic goals for English Learners and regularly monitor progress toward those goals.
7. Administer and/or assist with state-required English language proficiency assessments and other district and state assessments as assigned.
8. Analyze English language proficiency, universal screening, benchmark, classroom, and state assessment data to identify student needs, plan instruction, and evaluate student progress.
9. Maintain accurate and timely documentation regarding EL identification, services, assessment results, ILPs, progress monitoring, parent communication, and other required records.
10. Collaborate regularly with general education and content-area teachers to plan appropriate instructional supports, scaffolds, accommodations, and strategies that provide English Learners meaningful access to Tier I instruction.
11. Support classroom teachers in understanding students' English language proficiency levels and implementing effective evidence-based practices for English Learners.
12. Participate in Professional Learning Communities (PLCs), student data meetings, RTI2 meetings, faculty meetings, professional development, and other collaborative district and school activities as appropriate.
13. Monitor the academic performance and progress of English Learners, including students who have exited ESL services, in accordance with applicable state and federal requirements.
14. Communicate regularly with parents and families regarding student progress, instructional programs, assessment results, and opportunities to support learning.
15. Work with school and district personnel to help ensure meaningful communication with parents and families who have limited English proficiency, including access to appropriate translation and interpretation services.
16. Create a welcoming, respectful, culturally responsive, and academically challenging learning environment that recognizes and values students' linguistic and cultural backgrounds.
17. Advocate for English Learners and promote equitable access to academic programs, instructional resources, interventions, extracurricular opportunities, and other school services.
18. Collaborate with special education teachers, interventionists, counselors, school psychologists, and other professionals when determining appropriate supports for English Learners with additional academic, behavior, or social-emotional needs.
19. Assist administrators and teachers in distinguishing language acquisition needs from potential disabilities or other learning needs when reviewing student performance.
20. Maintain confidentiality of student information and comply with FERPA and all applicable federal, state, district, and school requirements.
21. Participate in professional learning related to English language development, effective instructional practices for multilingual learners, curriculum and instruction, assessment, and other district priorities.
22. Perform other related duties as assigned by the principal, supervisor, or Director of Schools.

 

Minimum Education and Experience

• Bachelor's degree from an accredited college or university.
• Completion of an approved educator preparation program or other pathway meeting Tennessee educator licensure requirements.
• Experience working with English Learners and/or linguistically diverse students preferred.
• Experience collaborating with classroom and content-area teachers to support differentiated, standards-aligned instruction preferred.

Such alternatives to the above qualifications as the Board may find appropriate and acceptable.

 

Required Licenses or Certifications

• Valid Tennessee educator license with the appropriate English as a Second Language (ESL) endorsement for K-12.

Such alternatives to the above qualifications as the Board may find appropriate and acceptable.

 

Key Competencies

Specific capacities and abilities may be required of an individual in order to learn or perform adequately a task or job duty.

Knowledge of

• English language acquisition and language-development principles.
• Effective instructional practices for English Learners.
• Tennessee Academic Standards and grade-level instructional expectations.
• State requirements and procedures related to identification, assessment, service, monitoring, and exiting of English Learners.
• Individual Learning Plans and their role in establishing and monitoring language-development and academic goals.
• Appropriate instructional scaffolds, accommodations, and differentiation for English Learners.
• Standards-aligned Tier I instruction and high-quality instructional materials.
• Formative, benchmark, state, and English language proficiency assessments.
• Culturally responsive instructional practices.
• Federal and state requirements governing educational services for English Learners.
• Appropriate use of student data to inform instruction and intervention.

 

Skill and Abilities:

• Deliver effective language-development instruction across listening, speaking, reading, and writing.
• Differentiate instruction according to students' English proficiency levels and academic needs.
• Collaborate effectively with classroom teachers, administrators, families, and support personnel.
• Analyze multiple sources of student data and use results to make instructional decisions.
• Develop, implement, and monitor meaningful Individual Learning Plans.
• Communicate effectively with students and families from diverse linguistic and cultural backgrounds.
• Maintain accurate records and meet required timelines.
• Use instructional technology and digital resources effectively.
• Establish positive relationships with students and create an inclusive learning environment.
• Demonstrate professionalism, flexibility, organization, confidentiality, and sound professional judgment.

 

Physical Demands and Working Conditions

The physical demands and working conditions described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the listed functions.

• The essential functions of this position must be performed on-site at the assigned work location. This role is not designated as a remote or hybrid position.

• Physical presence at work is an essential function of this position.

• This job may require lifting of objects that exceed 25 lbs. Other physical demands that may be required are as follows:

• Pushing and/or pulling
• Climbing
• Stooping and/or kneeling
• Reaching
• Talking
• Hearing
• Seeing

• Adaptability to performing a variety of duties, often changing from one task to another of a different nature without loss of efficiency or composure; accepting responsibility for the direction, control, or planning of an activity; dealing with students; generalizing, evaluations, or decisions based on sensory or judgmental criteria.
• Ability to understand instructions and underlying principles; reason and make judgments; understand meanings of words and the ideas associated with them; perform arithmetic operations quickly and accurately; move the hands easily and manipulate small objects with the fingers; make visual comparisons and discriminations and see slight differences in shapes and shadings of figures; perceive or recognize similarities or differences in colors or shades or other values of the same color.
• Low to medium degree of discomfort due to exposure to temperature, fumes, dirt, dust, noise, and cleaning chemicals.
• This role works in a dynamic and engaging classroom environment designed to foster student learning, growth, and development. The classroom will be organized to support a range of instructional activities, with appropriate resources and materials available for hands-on learning.
• This position manages a diverse group of students, guiding them through the academic curriculum while maintaining a positive and structured classroom atmosphere. The role involves adapting instructional methods to accommodate various learning styles and abilities, ensuring that each student has the opportunity to succeed. The teacher will maintain effective classroom management practices to create a respectful and collaborative environment that promotes student engagement and achievement.
• The position also requires effective communication with parents and colleagues to support the holistic development of students and ensure alignment with school goals. Collaboration with other staff members and participation in school-wide initiatives will be essential to ensure a cohesive educational experience for all students.
• Regular assessment of student progress and the implementation of individualized support plans will be key components of the teacher's responsibilities. The teacher will be responsible for creating a safe, inclusive, and nurturing learning space that encourages exploration and academic curiosity.

 

Terms Of Employment

Salary and work year to be established by the Board.

 

Disclaimer

The above statements are intended to describe the general nature and level of work being performed by people assigned to this position. They are not intended to be a complete list of responsibilities, duties, and skills required of personnel so assigned.