Elementary EAL/ESL Teacher

Position Title: EAL Teacher Division: Elementary Supervisor: Division Principal Position Summary: In order to meet Concordia's expected student learning results (ESLRs) and grade-level expectations, the teacher supports English Language acquisition in Speaking, Listening, Reading, and Writing within Concordia’s three-tier model: In-class support, small EAL classes, and ongoing monitoring of progress through a variety of classroom and formal assessments. General Expectations As a school grounded in the Christian faith, Concordia prioritizes candidates who are practicing Christians who are interested in the complex questions of faith and spirituality and who desire to interact with others around these questions. Full-time teachers lead an after-school activity once per week throughout the year. On regular school days, all teachers are on campus between 7:30 AM and 3:30 PM, not inclusive of activities and meetings. Concordia Hanoi is committed to the safety of our community and students, and we are proud to be a school where child protection is our top priority. Requirements: Education Required: Bachelor’s Degree in Education Desired: Advanced degree and/or certification/endorsement in ESL, EAL, TESOL, TEFL, or the equivalent Experience Required: Minimum 3 years of successful teaching in a school setting Desired: Experience in an international school Familiarity with the American educational system Experience with an ethnically diverse population Classroom experience with the age of the students assigned Administration and interpretation of language proficiency testing (i.e. WIDA) Experience with mainstream and EAL teacher collaboration and co-teaching Priority Given for Proficiency with instructional strategies, scaffolding, and differentiation for multilingual learners Candidates grounded in knowledge of content and pedagogy Skillful communicators familiar with a diverse community, proficient writing skills High degree of skill in using technology Strong organizational and time management skills Desired Skills/Programs: WiDA Framework (Standards and Assessment) Reader’s and Writer’s Workshop UFLi or other systematic phonics instruction Standards-based learning Understanding by Design Curriculum Unit Writing PowerSchool Rubicon Atlas SIOP Model Universal Design for Learning (UDL) Implementation of co-teaching models Key Areas of Responsibility Planning and Preparation Instructional and Curriculum Planning Use knowledge of content, students, pedagogy and resources to design coherent instruction Plan, revise, record and follow units that provide developmentally appropriate learning experiences Select instructional goals Gather data through assessments and analyze student work to provide a clear, rigorous, and relevant curriculum Serve as an advocate for multilingual learners with teachers, counselors, and administrators Co-plan for a collaborative, co-teaching model of in-class support The Classroom Class Management Create an environment of respect and rapport Establish a culture of learning Manage classroom procedures and maintain clear rules and procedures; establish routines for daily tasks and needs Manage student behavior and provide consistent and appropriate discipline Orchestrate smooth transitions and continuity of momentum Organize space and materials to provide effective instruction and a safe learning environment Collaborate with homeroom teachers using a variety of co-teaching models to support student achievement of EAL learning goals Pastoral Care Respond to students’ emotional and social needs Model interpersonal skills, respectful relationships and problem‐solving, in order to provide a safe learning environment Instruction Instruction Deliver developmentally appropriate learning experiences for students; Use a variety of questioning and discussion techniques to engage students in learning Provide differentiated support and instruction to ensure that students develop language skills needed to access content Provide timely and constructive feedback to students Implement best practice in instructional strategies for multilingual learners Assessment Assess student learning. Plan and administer a variety of appropriate diagnostic, formative and summative assessments Collaborate with mainstream teachers to analyze and use the data provided by the assessments to guide instruction Maintain records of data and services Professional Responsibilities Teams and Committees Concordia teachers embrace the opportunity to work within a Professional Community and learn from their peers. Attend and actively participate in divisional departmental/grade level meetings Collaborate with colleagues to examine assessment data and student work Parent Communication Provide timely, clear, and appropriate feedback on student performance and progress so that parents can effectively support and/or celebrate their child’s learning and development. Goals Set yearly goals; support team, divisional and school goals Collect and review data related to goals and Concordia competencies in order to improve planning and preparation, classroom management, instruction, or meeting professional responsibilities. Professional Development Participate in professional growth experiences such as courses, workshops, or conferences in order to improve planning and preparation, classroom management, instruction, and grow professionally.

Bachelor's degree or higher in an educational field and a minimum of 2 years of teaching experience.

Worldwide health insurance, housing allowance, airfare ticket(s), relocation allowance, computer allowance, student dependent school tuition at the school, and professional development allowance.