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Job Opportunity: Elementary EAL (English as an Additional Language)Teacher

 
Date   Apr 02
 
Listing No.   IE264730
 
Sector   Education
 
Region   Center
 
City/Yishuv   Even Yehuda
 
 
Elementary EAL (English as an Additional Language)Teacher
 
Introduction:

WBAIS teachers are dedicated to student success, concerned about the physical and emotional well-being of their students, passionate about student learning and excited by the prospect of working within a dynamic, diverse community.
Classroom practices emphasize active, collaborative learning; team-building activities; the application of technology to authentic learning experiences; differentiated instruction and student achievement.

WBAIS and Israel:

Established under the auspices of the American Embassy in 1958, The Walworth Barbour American International School in Israel (WBAIS) is a MSA accredited, fully independent, co-educational Pre-K - 12 international school offering an American program leading to a US high school diploma.
With a present enrollment of approximately 600 students representing over 40 nationalities, AIS Israel is a diverse and vibrant community. Approximately 40% of AIS students are American, 40% from countries all over the world, and 20% Israelis.
In 2008 WBAIS moved to its current state-of-the-art 19-acre campus was opened in 2007 and is located in the town of Even Yehuda, a residential community approximately 20 kilometers north of Tel Aviv. The purpose-built campus includes four separate divisions, a performing arts building with 400-seat auditorium, full gym, cafeteria, library and media center, athletic fields, tennis and basketball courts, and an olympic-sized pool.

Job title: Elementary EAL (English as an Additional Language)Teacher

POSITION OBJECTIVE(S):

The EAL teacher works directly with two elementary grade teams in a variety of collaborative ways, including co-teaching in the mainstream classroom in order to promote English language development as well as student learning and personal growth in all subject areas. He/she establishes an effective rapport with students and develops positive relationships with parents and other staff members. He/she incorporates the curriculum and standards of AIS into the daily schedule and works collaboratively with peers to develop an effective grade-level team. The EAL teacher will also collaborate with elementary learning support teachers, the whole EAL department, and other specialists to plan integrated units and activities, discuss student learning, analyze and moderate student work and to promote the educational needs of students. The EAL teacher will have a strong understanding of best practices, particularly in literacy and numeracy instruction and be familiar with using WIDA assessments. Familiarity with the school philosophy and mission statement is essential.

Reports to: ES Principal
Job Capacity: 100%

Start Date: Estimated start would be August 1, 2020


ESSENTIAL DUTIES AND RESPONSIBILITIES include the following: (Other duties may be assigned by the divisional principal)

PLANNING & PREPARATION

• Integrates current best practices, research, and education laws/practices into the education to provide the most effective educational program
• Demonstrates knowledge and understanding of intellectual, social, and emotional characteristics of the age group; students' varied approaches to learning; student skills and knowledge; student interests and cultural heritage; economic and cultural influences; student's family, school and community context.
• Expertise in building an active, collaborative, inquiry-driven classroom which encourages problem solving, critical thinking skills, and which develops a sense of classroom community and trust with previous teaching experience, and strong knowledge in the area of Balanced Literacy; Reader’s and Writer’s Workshop.

LEARNING ENVIRONMENT

• Creates and maintains an environment of respect and rapport.
• Effectively serves all children on general caseload and assists with the integration of assigned students into regular classroom settings using the concepts of normalization and least restrictive environment.
• Coordinates services and assures productive, effective, and efficient use of assigned para-educators and co-teachers.
• Determines appropriate affective and social behavior and supports the social emotional learning of the class.
• Provides a safe learning environment for all students. Takes all necessary and reasonable precautions to protect students, equipment, materials and facilities.

INSTRUCTION

• Effectively provides academic instruction and other direct services to assigned students individually, and in small/large groups as decided by team members.
• Implements appropriate classroom activities/educational materials to effectively engage students in learning and to maximize student comprehension of the lesson;
• Accurately assessing the effectiveness of classroom services (including learning activities, instructional groupings, lesson plans, educational materials, curricula, assessments, teaching strategies, and the like) to make sure instructional goals of assigned students are being met; and persistently seeks thoughtful alternative approaches/resources to improve student learning.

OTHER PROFESSIONAL RESPONSIBILITIES

• Communicates/collaborates effectively with parents to keep families informed of the instructional programs and individual student progress; and effectively engages families to help meet the educational needs of the student. Means of communication may include conferences, phone conversations, emails and quarterly/mid-year reports.
• Works effectively, cooperatively and respectfully with supervisors, colleagues, and subordinates. Implements strategies such as collaborative teaming, conflict resolution, and mediation strategies to facilitate team decisions around student programs.
• Actively participates in school events, workshops, in-service meetings, building level staff meetings, and other school committees/projects.
• Responsible for on-going professional growth activities as outlined in one’s own individual Professional Growth Plan, consistent with AIS goals and school action/strategic plans, and as directed by the School Principal/Department Head.
• Keeps abreast of current best practices and research.
• Shows professionalism and considers "What's best for students" in serving and advocating for students and in decision making.
• Follows and assists in upholding and enforcing school rules, administrative regulations and procedures and school policies.

SUPERVISION RECEIVED:

Grades K-5: Reports to and receives general administrative direction from the Elementary School Principal.

QUALIFICATIONS:

To perform this job successfully, an individual must be able to perform each essential duty satisfactorily, in addition to the following:

• Education and Experience. Elementary teaching degree plus 2 years of relevant experience in an EAL classroom (or a combination of education and experience from which comparable knowledge and skills are acquired). International Experience is preferred.
• Certifications and Licenses. Valid university certification.
• Language Skills. Ability to read, analyze, and interpret common educational and technical journals, periodicals and procedures, and special education regulations. Ability to respond to common inquiries or complaints from parents or members of the community. Ability to write reports. Ability to effectively present information and respond to questions from administrators, parents, colleagues, board members and members of the community.
• Mathematical/Reasoning Skills. Ability to interpret and use test results by applying math concepts such as standard error of measurement, bands of confidence, standard scores, and percentiles. Ability to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists. Ability to interpret a variety of instructions furnished in written, oral, diagram, or schedule form.
• Computer Skills and Experience. Good basic computer skills and experience with word processing programs required. Other competency in using smart boards, iPads, MacBooks, SeeSaw and the G-Suite for Education.
• Knowledge and experience of a variety of adaptive equipment and software.
• Communication & Interpersonal Skills. Ability to effectively, efficiently and regularly communicate and work cooperatively with a variety of individuals, including students, colleagues, subordinates, supervisors, parents, and outside professionals. Ability to effectively resolve conflicts and handle stress.

General faculty expectations:

• Implement the school's mission statement;
• Effectively model and encourage multicultural awareness, tolerance and understanding following the WBAIS Profile of a Learner;
• Work effectively with a varied student population (EAL students, students with learning challenges, late-entering students, and gifted and talented students);
• Demonstrate a knowledge of and capacity to develop and work with a standards based curriculum;
• Utilize accurate and up-to-date knowledge of curriculum and subject matter, applying current educational research and training;
• Design effective lessons with teaching strategies that meet student needs and abilities;
• Demonstrate effective classroom management skills and strategies that encourage student self-discipline;
• Effectively monitor student work with timely and meaningful feedback, modifying goals and strategies as needed;
• Employ technology (computers, video, telecommunication, etc.) as appropriate to enhance instruction;
• Promote a positive relationship with others, sharing ideas, materials, experiences and expertise;
• Participate in peer coaching and other instructional improvement programs;
• Demonstrate a commitment to professional development both during the school year and during off school months as needed;
• Support school-wide projects such as student activities, staff development, and community efforts and events.

Interfaces with:

Interfaces with: Students, faculty, staff, and the WBAIS Community



 
 
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