Mary’s Center
Adult ESOL/2-Gen Teacher
Mary’s Center, Washington, District of Columbia, us, 20022
Adult ESOL/2-Gen Teacher (PT & FT available)Job Category:
Education Instructors
Requisition Number:
ADULT001225
Posted:
May 1, 2024
Location:
Fort Totten Clinic, 100 Gallatin St. NW, Washington, DC 20011, USA
DescriptionBriya is committed to promoting diversity, equity, and inclusion within our organization and the communities we serve. We embrace diversity of experiences, ideas, and individuals, and seek to bring diverse candidates to the table. We value having staff who come from the communities most impacted by our work and especially encourage immigrants and ESOL learners to apply.
Important Note:
Briya is mandating the COVID-19 vaccine + booster for all staff.
Position Summary:
Adult ESOL/2-Gen Teachers are part of the adult education team at Briya Public Charter School — a leading two-generation education program serving immigrant parents and their young children in Washington, D.C. Briya is a Tier One Public Charter School, consistently achieving the highest educational outcomes through its innovative, family-centric programming.
The core adult education program is comprised of three highly integrated areas of study: English for Speakers of Other Languages (ESOL), digital literacy, and child development. The curriculum prepares students with the knowledge, skills, and attitudes necessary to thrive as parents, employees, and community members.
Adult ESOL/2-Gen Teachers may teach two classes OR teach one class and have other job responsibilities to support department-wide work.
The Adult ESOL/2-Gen Teacher position may include, but is not limited to, the following tasks and responsibilities:
Teaching
Teach adult ESOL classes in a two-generation setting either 100% in person or virtually 3 days per week, and in-person 2 days per week, integrating ESOL, digital literacy, and child development.
Teach Child Development classes, utilizing plans provided by the child development instructional design team. Ensure attendance protocols are adhered to.
Deliver quality in-person and virtual instruction that fosters a safe academic learning climate through actions such as:
Providing whole class, small group, pair, and individual instruction.
Circulating to ensure student engagement.
Creating opportunities for students to practice real-world language use.
Differentiating instruction for struggling and high achieving students.
Reinforcing students' learning through creative activities.
Facilitating an engaging learning environment (including movement).
Promote active student engagement in the learning process by incorporating contemporary teaching strategies and technologies.
Track and evaluate student progress in ESOL using the CASAS.
Use various assessments and evaluation data to monitor student learning, instructional effectiveness, and instructional decisions.
Meet the needs of students not making reasonable progress toward achieving school and personal goals; this may include one-on-one support, pull-out classes in other languages, and referrals to Student Services.
Planning
Develop daily adult ESOL lesson plans that adhere to the ESOL and Digital Literacy Standards & Curriculum materials and meet the learning needs of students in the class.
Plans will follow best practices in instructional design by including objectives, student-centered activities with differentiated instruction, and assessment, all of which are appropriate to the skill level, needs, and interests of students.
Integrate relevant child development topics into the ESOL class at appropriate instructional levels that underscore parents’ role as their child’s first teacher.
Integrate the Comprehensive Adult Student Assessment System (CASAS) Competencies, CASAS Content Standards, Common Core State Standards, and College and Career Readiness Standards into goal setting and instruction.
Maintain complete daily lesson plans and materials in an organized manner for reference and use by colleagues.
Classroom Technology
Regularly and consistently use classroom technology to enhance student education and further personal and professional goals through blended and online learning.
Ensure students can fully access learning objectives in a digital environment.
Work closely with Briya IT Technicians to maintain student computers and other on-site technology (hardware and software).
Meet and/or communicate with same-level teachers on a regular basis to ensure general alignment of units being taught across sites and reflect on student progress.
Data and Other Administrative Duties
Daily: track attendance and communicate with students who are absent.
Communicate with Briya colleagues in administration and early childhood about any students with attendance concerns. Work with Briya team to meet class enrollment and in-seat attendance targets.
Monthly: monitor student CASAS data to inform instruction and support individual progress.
Keep CASAS proctoring certification up to date to administer CASAS testing of all students in your class.
Instruct students on Briya reading journals, assess students’ ability to successfully complete Briya reading journal, and maintain records of individual student Briya reading journal completion.
Meet individually with families three times a year for Student-Teacher Conferences to discuss families’ goals and progress. Complete Family Follow-up Forms with all adult learners in the class.
Supply information and data needed for reporting and work with monitoring teams who visit the school, as appropriate.
Student support and other duties
Provide information and referrals for families regarding social services, health, legal, and educational resources, and opportunities available in the area. Refer students to Student Services Coordinator as needed.
Participate in all staff meetings, trainings, and retreats as able.
Professional Development
Annually, with your supervising teacher, identify and implement instructional goals.
Share knowledge with and learn from adult education colleagues during PD events, class observations, and reviews of materials (e.g. lesson plans, SMART Notebook files, handouts, Google Classroom).
Competencies:
A successful Adult ESOL/2-Gen Teacher will demonstrate, or actively work towards demonstrating, the ten characteristics of an effective Briya adult education teacher:
Learner-Centered/Empowering:
Facilitate a learner-centered classroom that empowers students.
Effective Communicator:
Communicate effectively with colleagues, students, and the wider community.
Respectful/Trust Builder/Culturally Sustaining Approach:
Be respectful and culturally affirming.
Engaging/Dynamic/Creative:
Engage students through dynamic and creative lessons while teaching English as a Second Language/Adult Education classes in a family literacy setting integrating ESOL, computers, child development, and Family Time instruction across components.
Patient:
Practice active patience in and out of the classroom.
Collaborative/Community Builder:
Build community in the classroom and collaborate with colleagues to ensure that class components are integrated (ESOL, digital literacy, and child development).
Compassionate/Warm/Supportive:
Be compassionate and warmly supportive of students and colleagues.
Knowledgeable/Lifelong Learner:
Be knowledgeable of current best practices and implement them in the classroom.
Disciplined/Self-Motivated:
Demonstrate discipline and self-motivation at work.
Flexible/Adaptable/Resilient:
Be flexible, adaptable, and resilient.
Qualifications:
The Adult ESOL/2-Gen ESOL Teacher must have the following knowledge, skills and/or abilities:
Bachelor’s degree in education or related field and 3 years of teaching or related experience working directly with adult immigrants is required.
Significant cross-cultural experience and the desire to work with a diverse group of adult immigrant parents. Experience working with this population is preferred.
Preferred TESOL certificate and/or Master’s degree in ESOL, education or related field.
Excellent communication skills in English. Spanish skills at the intermediate level or higher strongly preferred.
Excellent interpersonal, problem-solving, analytical, and organizational skills.
Proficiency in Microsoft Office (Word, Excel, PowerPoint, Outlook, Teams), Windows, and Google Suite.
Proficiency with facilitating Zoom meetings, including sharing screens and utilizing breakout rooms.
Comfort with, or ability to learn, SMART Board Technologies, Google Classroom, Google Apps for Education, and online learning applications such as Kahoot, Quizlet, EdPuzzle, and Digital Stories.
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Education Instructors
Requisition Number:
ADULT001225
Posted:
May 1, 2024
Location:
Fort Totten Clinic, 100 Gallatin St. NW, Washington, DC 20011, USA
DescriptionBriya is committed to promoting diversity, equity, and inclusion within our organization and the communities we serve. We embrace diversity of experiences, ideas, and individuals, and seek to bring diverse candidates to the table. We value having staff who come from the communities most impacted by our work and especially encourage immigrants and ESOL learners to apply.
Important Note:
Briya is mandating the COVID-19 vaccine + booster for all staff.
Position Summary:
Adult ESOL/2-Gen Teachers are part of the adult education team at Briya Public Charter School — a leading two-generation education program serving immigrant parents and their young children in Washington, D.C. Briya is a Tier One Public Charter School, consistently achieving the highest educational outcomes through its innovative, family-centric programming.
The core adult education program is comprised of three highly integrated areas of study: English for Speakers of Other Languages (ESOL), digital literacy, and child development. The curriculum prepares students with the knowledge, skills, and attitudes necessary to thrive as parents, employees, and community members.
Adult ESOL/2-Gen Teachers may teach two classes OR teach one class and have other job responsibilities to support department-wide work.
The Adult ESOL/2-Gen Teacher position may include, but is not limited to, the following tasks and responsibilities:
Teaching
Teach adult ESOL classes in a two-generation setting either 100% in person or virtually 3 days per week, and in-person 2 days per week, integrating ESOL, digital literacy, and child development.
Teach Child Development classes, utilizing plans provided by the child development instructional design team. Ensure attendance protocols are adhered to.
Deliver quality in-person and virtual instruction that fosters a safe academic learning climate through actions such as:
Providing whole class, small group, pair, and individual instruction.
Circulating to ensure student engagement.
Creating opportunities for students to practice real-world language use.
Differentiating instruction for struggling and high achieving students.
Reinforcing students' learning through creative activities.
Facilitating an engaging learning environment (including movement).
Promote active student engagement in the learning process by incorporating contemporary teaching strategies and technologies.
Track and evaluate student progress in ESOL using the CASAS.
Use various assessments and evaluation data to monitor student learning, instructional effectiveness, and instructional decisions.
Meet the needs of students not making reasonable progress toward achieving school and personal goals; this may include one-on-one support, pull-out classes in other languages, and referrals to Student Services.
Planning
Develop daily adult ESOL lesson plans that adhere to the ESOL and Digital Literacy Standards & Curriculum materials and meet the learning needs of students in the class.
Plans will follow best practices in instructional design by including objectives, student-centered activities with differentiated instruction, and assessment, all of which are appropriate to the skill level, needs, and interests of students.
Integrate relevant child development topics into the ESOL class at appropriate instructional levels that underscore parents’ role as their child’s first teacher.
Integrate the Comprehensive Adult Student Assessment System (CASAS) Competencies, CASAS Content Standards, Common Core State Standards, and College and Career Readiness Standards into goal setting and instruction.
Maintain complete daily lesson plans and materials in an organized manner for reference and use by colleagues.
Classroom Technology
Regularly and consistently use classroom technology to enhance student education and further personal and professional goals through blended and online learning.
Ensure students can fully access learning objectives in a digital environment.
Work closely with Briya IT Technicians to maintain student computers and other on-site technology (hardware and software).
Meet and/or communicate with same-level teachers on a regular basis to ensure general alignment of units being taught across sites and reflect on student progress.
Data and Other Administrative Duties
Daily: track attendance and communicate with students who are absent.
Communicate with Briya colleagues in administration and early childhood about any students with attendance concerns. Work with Briya team to meet class enrollment and in-seat attendance targets.
Monthly: monitor student CASAS data to inform instruction and support individual progress.
Keep CASAS proctoring certification up to date to administer CASAS testing of all students in your class.
Instruct students on Briya reading journals, assess students’ ability to successfully complete Briya reading journal, and maintain records of individual student Briya reading journal completion.
Meet individually with families three times a year for Student-Teacher Conferences to discuss families’ goals and progress. Complete Family Follow-up Forms with all adult learners in the class.
Supply information and data needed for reporting and work with monitoring teams who visit the school, as appropriate.
Student support and other duties
Provide information and referrals for families regarding social services, health, legal, and educational resources, and opportunities available in the area. Refer students to Student Services Coordinator as needed.
Participate in all staff meetings, trainings, and retreats as able.
Professional Development
Annually, with your supervising teacher, identify and implement instructional goals.
Share knowledge with and learn from adult education colleagues during PD events, class observations, and reviews of materials (e.g. lesson plans, SMART Notebook files, handouts, Google Classroom).
Competencies:
A successful Adult ESOL/2-Gen Teacher will demonstrate, or actively work towards demonstrating, the ten characteristics of an effective Briya adult education teacher:
Learner-Centered/Empowering:
Facilitate a learner-centered classroom that empowers students.
Effective Communicator:
Communicate effectively with colleagues, students, and the wider community.
Respectful/Trust Builder/Culturally Sustaining Approach:
Be respectful and culturally affirming.
Engaging/Dynamic/Creative:
Engage students through dynamic and creative lessons while teaching English as a Second Language/Adult Education classes in a family literacy setting integrating ESOL, computers, child development, and Family Time instruction across components.
Patient:
Practice active patience in and out of the classroom.
Collaborative/Community Builder:
Build community in the classroom and collaborate with colleagues to ensure that class components are integrated (ESOL, digital literacy, and child development).
Compassionate/Warm/Supportive:
Be compassionate and warmly supportive of students and colleagues.
Knowledgeable/Lifelong Learner:
Be knowledgeable of current best practices and implement them in the classroom.
Disciplined/Self-Motivated:
Demonstrate discipline and self-motivation at work.
Flexible/Adaptable/Resilient:
Be flexible, adaptable, and resilient.
Qualifications:
The Adult ESOL/2-Gen ESOL Teacher must have the following knowledge, skills and/or abilities:
Bachelor’s degree in education or related field and 3 years of teaching or related experience working directly with adult immigrants is required.
Significant cross-cultural experience and the desire to work with a diverse group of adult immigrant parents. Experience working with this population is preferred.
Preferred TESOL certificate and/or Master’s degree in ESOL, education or related field.
Excellent communication skills in English. Spanish skills at the intermediate level or higher strongly preferred.
Excellent interpersonal, problem-solving, analytical, and organizational skills.
Proficiency in Microsoft Office (Word, Excel, PowerPoint, Outlook, Teams), Windows, and Google Suite.
Proficiency with facilitating Zoom meetings, including sharing screens and utilizing breakout rooms.
Comfort with, or ability to learn, SMART Board Technologies, Google Classroom, Google Apps for Education, and online learning applications such as Kahoot, Quizlet, EdPuzzle, and Digital Stories.
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