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We are proactively hiring for the 2024-25 school year!

Are you looking for a teaching career that is more flexible than the traditional school setting? Do you want part of a supportive and mission-based community focused on enhancing generational impact? At the Lafayette Goodwill Excel Center(s), school days are 8:30 AM to 4:30 PM. Mondays through Thursdays are instructional and Fridays are flexible/preparatory days each week. The general salary range is $46-$54K.

The English Language Teacher of Record, The Excel Center (EL ToR) plans and provides appropriate learning experiences for multi-language learning students in accordance with a students Individual Learning Plans (ILPs). The EL ToR creates a flexible program and learning environment that provides specialized instruction for students around building English language proficiency when assisted with supplemental aids, accommodations, and other needed supports. The EL ToR role may vary across local contexts, IDOE has defined minimum expected responsibilities for the EL ToR to assist local education agencies as they ensure compliance with federal requirements. The position works with the instructional team in meeting the educational goals and adhering to the Indiana State Standards as well as continuously improving curriculum and instruction.

*Example Duties and Activities*

• Assures the required timely communication with parents with regard to their students English Learner (EL) status via the Annual Parent Notification Letter and additional parent communication on EL program-related information such as WIDA ACCESS results, notification of students who are exiting EL services, etc.
• Offers EL assistance within the classroom to create opportunities for joint productive activities between ELs and their native-English-speaking peers.
• The EL ToR assists in providing training to the Table of Specification and surpasses training on instructional expectations of all teachers of ELs, which includes Individual Learning Plans (ILPs) and WIDA Standards implementation.
• Facilitates and implements the formal monitoring process for students who have exited EL services for two years after their reclassification.
• Provides EL expertise to case conferences for ELs with disabilities, MTSS meetings, referrals for Special Education evaluation, referrals for high-ability programming, and other school-based processes pertaining to EL students.
• Provides direct supervision by meeting regularly (minimally weekly) with certified teachers adequately trained in language acquisition to ascertain instructional needs and to plan English language development for the student.
• Assesses and evaluates EL progress using the local agencies progress monitoring process.
• Oversees the development and implementation of the Individual Learning Plan (ILP).
• Partners with classroom teachers in creating ILP and ensures the classroom teachers have access to and are implementing the accommodations and modifications within the ILP with fidelity.
• Ensures consistent and frequent collaboration with classroom teachers to ensure instruction and assessment are appropriate for the student at their current level of English proficiency.
• Administers WIDA placement tests and the annual ACCESS assessments.
• Demonstrates a strong understanding of student learning and effective teaching strategies for linguistically diverse and provides professional development for staff on topics such as EL instructional best practices, data analysis, differentiation of assessments, etc.
• Identifies and tracks relevant student/school data/staff performance to set improvement and/or achievement goals and to drive future evaluation and feedback.
• Develops personal professional/performance goals and action plans to reach goals. Reflects on prior goals and makes adjustments to professional practice and goals.
• Works directly with the school director to develop and mplement school-wide goals around graduation outcomes, enrollment needs, student achievement, retention, etc.
• Sets and maintains a high-performance culture for staff and students.
• Participates in student recruitment, enrollment, and outreach efforts.

*Required Competencies*

• *Degree and Credential Requirements -* Bachelors degree in subject specialty and a current Indiana English as a New Language (ENL) Professional Educator license.
• *Instructional Strategies -* Employs various approaches, learning styles, and channels to instruct and engage students, such as communicating content in terms they can comprehend, organizing talking points for clarity, and repeating arguments when necessary. Uses a wide range of teaching devices and methodologies appropriate to the class content, the learners' level, goals, and priorities which increase student achievement results.
• *Communication Skills -* Articulates thoughts and expresses ideas effectively using oral, written, visual and non-verbal communication skills, as well as listening skills to comprehend others' needs. Delivers information in person, in writing, and in a digital world.
• *Information Monitoring/Reporting -* Collects and reviews information to manage or improve the achievement of learning goals.
• *Teamwork -* Works well with others and makes valued contributions in a team setting in order to achieve the required goals and outcomes. Contributes to creating a positive learning environment that promotes productivity, mentoring, teamwork, and partnership.
• *Adaptability -* Maintains effectiveness when experiencing shifts in priorities; adjusts effectively while maintaining a positive learning environment.

*Preferred Requirements*

*Industry Standards -* Displays a working knowledge of the Indiana Academic Standards, Indiana Graduation Pathways, Next Level Programs of Study, Common Core State Standards, and 21st Century Skills and knowledge of disciplinary literacy.

*Teaching Expertise -* Plans and delivers instruction and evaluation of student learning, ideally for high school-age students in a nontraditional and/or in an adult education setting.

*Diversity Awareness -* Works with diverse populations including people who have experienced barriers to their education.

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