About this opportunity
Woodland CCSD 50 lists this Bilingual Teacher - Tagalog opportunity in gurnee, Illinois. Review the employer’s description below for duties, qualifications and application requirements.
Job description
Bilingual Tagalog Teacher
Provide a TBE structured, individualized, educational classroom environment to meet the needs of Emergent Bilingual students by consistently practicing differentiated instruction; and ability to implement authentic assessments such as portfolios to evaluate student achievement.
Qualifications:
License: Required - Illinois Professional Educator License with Filipino Bilingual approval or endorsement
Education: Required - Bachelor's Degree
Experience: Required - Prior teaching experience or student teaching experience
Preferred - Prior teaching experience or student teaching experience in a public school setting
Essential Performance Responsibilities:
Has command of the subject matter and effectively implements the Woodland District 50 curriculum including Response to Intervention (RtI) and Common Core Standards. Daily lesson plans are organized and educational materials are prepared to implement district curriculum and Common Score State Standards. Uses a variety of instructional techniques and differentiates instruction to meet the individual district needs and interest of students. Contributes and models positive school climate through the support of the district's Strategic Plan and Positive Behavior Interventions and Support (PBIS) program. Orders materials and supplies as per district procedures, with appropriate authorization and within budgetary constraints. Collaborates with staff and paraprofessionals to meet the needs of students with special needs. Meets and instructs assigned classes in locations and at the times assigned. Maintains control of storage and use of school-owned property; keeps supplies in good working condition, is responsible for all materials as well as manages repair of equipment. Adheres to the guidelines outlined in the Woodland School District 50 Staff Handbook. Adheres to all school and district policies and procedures, including maintaining confidentiality. Collaborates as needed with appropriate school personnel regarding students who may need specialized interventions. Adapts teaching methods and instructional materials to meet students' varying needs and interests. Utilizes the Response to Intervention (RtI) to assist in reviewing data, determining academic needs, setting appropriate academic goals and implementing interventions for students. Establishes and maintains standards of pupil conduct in alignment with the Parent/Student Handbook and PBIS in order to provide for a safe, orderly, productive environment. Maintains accurate, complete, and up-to-date records of student attendance, projects, and grades. Uses a variety of avenues to communicate regularly with parents and school personnel regarding students' levels and rates of progress. Gathers and maintains accurate up-to-date records of student grades and assessment data to assist in the placement of students. Administers state and local standardized ability and achievement tests and interprets results to determine student strengths and areas of need. Attends and participates in team, department, faculty meetings, and professional development. Keeps up to date with developments in subject area, teaching resources and methods and makes relevant changes to instructional plans and activities to meet the needs of all students. Remains current on best practices in bilingual education for Tagalog speaking students. Performs other such duties and assumes other responsibilities as may be assigned by the School Principal, Assistant Principal or the Director of Language Acquisition.
Knowledge, Skills and Abilities:
Planning and Preparation Organize instruction and learning activities grounded in a strong understanding of curriculum, content standards, and individual student needs; Develop and adapt lessons, units and learning materials that are responsive to students' strengths, interests, and cultural identities; Take significant ownership of designing and implementing instructional plans, either through original creation or adaptation of existing resources; Engage in data-informed planning to ensure equitable access to learning of all students.
Learning Environments Establish and maintain a safe, respectful, and inclusive environment that fosters students well-being and academic success; Recognize and respond to the individual identities, including race and culture, of each student to create a sense of belonging; Promote social-emotional learning, encourage academic risk-taking, and support positive behavioral and learning mindsets; Building strong, trusting relationships with students that serve as the foundation for a positive and effective learning environment.
Learning Experiences Design and deliver engaging, standards-aligned learning experiences that promote deep understanding, critical thinking, and purposeful learning; Ensure instruction is relevant, meaningful, and connected to students' lives, aspirations, and diverse identities; Differentiate instruction to meet varied learning needs, and provide appropriate supports and challenges for all students; Collaborate with students in co-creating a community of learners where everyone is affirmed, empowered, and held to high expectations.
Principled Teaching Commit to continuous personal and professional growth through reflection, collaboration, and data-driven improvement; Contribute positively to the school and district community, modeling ethical, equitable, and student-centered practices; Build strong partnerships with families and the broader community to support holistic student development; Advocate for the success of each student, particularly those whose identities and potential have not yet been fully affirmed or realized in schools; Demonstrate resilience, integrity, and a deep sense of purpose in service of students' long-term success.
Technical: Must be able to use the district email system, Google platforms, Microsoft Office, and the district's attendance system.
Interpersonal: Ability to develop and maintain positive relationships with staff, parents, students, businesses and community. Must have strong organization, communication and interpersonal skills; and a strong sense of teamwork. Must be able to cope with deadline pressures; make difficult decisions that impact the organization in a positive sense; work harmoniously with the community, students, parents, staff, and administration, etc.; communicate effectively with students, parents and staff; exhibit sound judgment in dealing with people; and follow directives given by Administration. Must also be a creative problem solver; and empathetic, humanistic and open-minded.
District Core Competencies: Supports the establishment of mutual respect and equal human dignity across the entire school community. Welcomes and promotes inclusion, equity, and diversity. Demonstrates an unwavering commitment to the success of all students. Understands that one's identity may be different from students, parents, and staff. Appreciates those differences for the success of all students. Works collaboratively and respectfully with students, parents, staff and community members across diverse identities and backgrounds. Anticipates, identifies, and adapts to change in support of continuous improvement. Communicates in an approachable, respectful and professional manner. Participates in professional development and training to enhance effectiveness. Takes initiative, manages multiple priorities, and organizes work efficiently.
Physical Demands: Manual Dexterity: Work requires definite skilled and accurate physical operations requiring some closely coordination performance. Physical Effort: Work requires handling average weight materials or equipment, but not for sustained periods. Working Conditions: Some exposure to definitely disagreeable elements may exist, i.e., temperature changes, use of steps/stairs, walking long distances throughout the building, etc. Must be available to work nights and weekends as needed, especially for an emergency. Must also be available to attend events outside of the district as needed.
Terms of Employment: Full-time, times specific to the the assigned school, 180 days as defined in the Collective Bargaining Agreement
Salary Range: BA / Step 1: $47,123 - MA+45 Step 8: $63,094 (Based on experience and education as defined in the Collective Bargaining Agreement)
Evaluation: Conducted Annually
Worksite address
gurnee, IL, 60031, US
Who can apply
Review the original listing for work authorization, qualifications and employer requirements.