SUMMARY:  

The MLL Teacher will play a pivotal role in supporting multilingual learners (MLLs) in achieving academic success while acquiring English language proficiency. This role provides English Language Development instruction to students and is also collaborative, working closely with general education teachers to enhance instruction, advocate for student needs, and develop school-wide practices that support MLLs. The MLL Teacher is responsible for administering the WIDA Suite of Assessments to all MLLs on their caseload and completing all necessary paperwork for each MLL, including ILPs.  The MLL Teacher will also provide professional development and coaching to staff, helping to create an inclusive, linguistically responsive environment.

ESSENTIAL DUTIES AND RESPONSIBILITIES:   Other duties may be assigned.

• • Direct Instruction:
    Deliver differentiated instruction tailored to the needs of MLLs, integrating language development with academic content across subject areas. Provide targeted interventions to support language acquisition and content mastery.  Design and implement lessons focused on listening, speaking, reading, and writing skills to enhance English proficiency. Employ scaffolded strategies to help students access grade-level content while developing their language abilities.

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    Feedback and Goal Setting:
    Provide timely and actionable feedback to students on their language and content performance. Work with students to set academic and language development goals, helping them take ownership of their learning.

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    Family Engagement:
    Regularly communicate with families to discuss student progress, provide strategies for language development at home, and engage families in the educational process. Participate in conferences and meetings to support students’ growth.

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    Language Support Across the Curriculum:
    Collaborate with content area teachers to assist them in appropriately modifying and adapting assignments, ensuring MLLs can access core content while continuing their language development. Offer strategies and resources for content teachers to use with multilingual learners.

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    Coaching & Professional Development: Provide ongoing training and coaching to staff on best practices for instructing MLLs, including scaffolding techniques, formative assessments, and culturally relevant pedagogy.

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    Advocacy: Act as an advocate for MLL students, ensuring they have equitable access to the curriculum, support services, and extracurricular activities. Liaise between families, teachers, and administration to promote student success.

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    Assessment & Compliance: Conduct and monitor English proficiency assessments (WIDA) for all Multilingual Learners, track student progress, and ensure compliance with state and federal regulations related to multilingual learners. Complete necessary documentation, meet state reporting deadlines, and maintain accurate student records.  Work alongside schools to identify Multilingual Learners for MTSS and assist with instructional interventions resulting from IREAD and Amira results.

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    Cultural Responsiveness: Incorporate culturally relevant teaching methods and materials that reflect the diverse backgrounds of students. Foster an environment of inclusivity where all students feel valued and supported.

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    College and Career Readiness: Assist students in grades 6-12 with academic planning and post-secondary readiness. This includes supporting students with scheduling appropriate courses, monitoring academic credits, and evaluating foreign transcripts to ensure proper placement and credit transfer. The teacher will provide guidance on completing the FAFSA (Free Application for Federal Student Aid) and assist in navigating other college and career readiness pathways. This role is essential in helping multilingual learners understand graduation requirements, explore career options, and transition to life beyond high school.

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    Teaching within the International Newcomer Academies (INA): Deliver English Language Development (ELD) courses tailored to the needs of multilingual learners at the district’s International Newcomer Academy (INA). An INA is a specialized program designed to support newly arrived students who have limited English proficiency and need targeted instruction to adjust to a new educational system and culture. These academies focus on accelerating English language acquisition for newcomers while introducing grade-level content, and they provide a supportive environment where newcomers can build essential academic and social skills. The MLL teacher will create engaging lessons that promote language development in listening, speaking, reading, and writing, while also helping students integrate into the school community.

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    Scheduling: Work collaboratively with MLL leadership to create and implement a service schedule that best meets the needs of MLL students and supports grade-level content delivery in the general education classroom.

JOB SPECIFIC SKILLS AND ABILITIES:

• • Strong understanding of second language acquisition and strategies for integrating language and content instruction.
  • Ability to plan and execute differentiated lessons based on MLLs’ language proficiency levels and academic needs.
  • Effective classroom management that fosters a supportive and inclusive learning environment for students of diverse linguistic backgrounds.
  • Team Collaboration: Ability to build and maintain positive working relationships with colleagues, including general education teachers, counselors, and administrators, to support MLLs and their overall academic success.
  • Professional Development Delivery: Ability to design and deliver professional development (PD) sessions for staff, focusing on strategies for supporting multilingual learners and integrating language development within core content areas.
  • Strong interpersonal communication skills, ensuring smooth collaboration and professional dialogue with team members, families, and community partners.
  • Ability to adapt teaching methods and instructional practices based on the latest research and feedback from professional development and peer collaboration.

SUPERVISORY RESPONSIBILITIES:

Supervises students, student aides, paraprofessionals, and parent volunteers.

QUALIFICATION REQUIREMENTS:  To perform this job successfully, an individual must be able to perform each essential duty satisfactorily.  The requirements listed below are representative of the knowledge, skill, and/or ability required.  Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

EDUCATION AND/OR EXPERIENCE:

Bachelor's degree in Education or a related field; Master’s degree preferred.

CERTIFICATES, LICENSES, REGISTRATIONS:

• Valid state teaching certification with an endorsement in ESL or MLL, or willingness to add
• Demonstrated experience working with multilingual learners in an educational setting.
• Strong understanding of second language acquisition and culturally responsive teaching.
• Excellent communication and collaboration skills.

LANGUAGE SKILLS:

• Ability to read, analyze, and interpret professional journals, technical procedures, textbooks, and government regulations.
• Ability to write reports and general correspondence.
• Ability, both orally and in writing, to present information effectively and respond appropriately to questions and concerns from individuals and groups of educators, administrators, parents, students, and the general public.
• Ability always to communicate using correct grammar.

MATHEMATICAL SKILLS:

• Ability to work with mathematical concepts such as probability and statistical inference, and fundamentals of plane and solid geometry.
• Ability to apply concepts such as fractions, percentages, ratios, and proportions to practical situations.

REASONING ABILITY:

• Ability to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists.
• Ability to define problems, collect and analyze data, establish facts, and draw valid conclusions.
• Ability to interpret a variety of instructions furnished in written, oral, diagram, or schedule form and to understand abstract and concrete variables.
• Ability to use available information and develop realistic long-term and short-term plans for curricular goals.

PHYSICAL DEMANDS:  The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job.  Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

• While performing the duties of this job, the employee is regularly required to speak, stand, talk, walk, see, hear,(corrected or uncorrected) and, sometimes, to sit.
• Occasionally required to climb, stoop, kneel, crouch, or crawl.
• Must occasionally lift and/or move up to 50 pounds.
• Specific vision abilities required by this job include close vision, distance vision, peripheral vision, and the ability to read small print.
• Must frequently bend, reach above the head, as well as forward, and use fine motor skills.

WORK ENVIRONMENT:  The work environment characteristics described here are  representative of those an employee encounters while performing the essential functions of this job.  Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

• The noise level will vary depending on the daily activity.
• Yet, at times, is very quiet in the classroom, but often, as in the cafeteria and/or school assemblies, is moderate to very loud.
• The employee must often meet deadlines and must report to class and/or duty assignments on time.
• The work environment includes inside and outside areas.
• The work environment includes exposure to sunlight; the risk of being bitten by animals or insects; exposure to environmental allergens (grass, weeds, pollen, and trees) and occasional exposure to solvents, degreasers, pesticides, and/or herbicides.
• The employee may be exposed to CRT’s.

Americans with Disabilities Act (ADA)-

The information contained in this job description is for compliance with the Americans with Disabilities Act (ADA).  The job description is not an exhaustive list of the duties performed for this position and it does not serve to proscribe or restrict the tasks that may be assigned or changed by management.

NONDISCRIMINATION AND EQUAL EMPLOYMENT OPPORTUNITY

It is the policy of the Evansville Vanderburgh School Corporation not to discriminate on the basis of race, color, religion, gender, sexual orientation, veteran status, genetic information, national origin, age, limited English proficiency, or disability in its programs or employment policies as required by the Indiana Civil Rights Law (I.C.22-9- 1), Title IV, and Title VII (Civil Rights Act of 1964), the Equal Pay Act of 1973, Title IX (Educational Amendments), the Genetic Information Non-Discrimination Act and Section 504 (Rehabilitation Act of 1973).