English as an Additional Language Teacher (EAL) - 100% Term #2023-075

INTERNAL APPLICANTS - CLICK HERE TO APPLY

Tri-County Regional Centre for Education

The Tri-County Regional Centre for Education (TCRCE) encompasses the three (3) Counties of Shelburne, Yarmouth, and Digby serving approximately 6100 students in twenty-two (22) schools, composed of 13 Elementary Schools, 6 High Schools, 1 Middle School, and 2 Elementary/High Schools.

Regional Centres for Education have Employment Equity Policies and/or processes and we actively encourage applications from under-represented groups, particularly people of African Nova Scotian, African Canadian and African ancestry and Mi’kmaw/Indigenous ancestry. Please ensure that you complete the self-identification portion on the position application.

DEADLINE FOR APPLICATIONS (mm,dd,yyyy): 05/16/2023 at 11:59pm.

Effective Dates (mm,dd,yyyy): 08/01/2023 to 07/31/2024

Position Type: Term

REFERENCES ARE MANDATORY - APPLICATIONS WITHOUT REFERENCES LISTED WILL NOT BE CONSIDERED.

TO APPLY: Complete the online profile/resume - you can attach a resume to your profile, security checks, and reference letters if applicable . (Please note: Failure to include your references will cause delay in processing your application.)

Position: English as an Additional Language Teacher

Reports to: Coordinator of Student Services

Location: All TCRCE schools - Location TBA

Qualifications

• A valid Nova Scotia Teachers Certificate;
• Completion of TESL/TESOL/TEFL training;
• Masters degree in TESL or equivalent or be working toward certification would be an asset;
• Minimum three (3)years recent successful classroom teaching experience at the P-12 level;
• Minimum of one year experience supporting EAL students;
• Experience assessing English proficiency levels;
• Experience working with outside agencies to support Newcomer families;
• Proven ability to communicate and work alongside diverse cultural and racial backgrounds;
• Demonstrated ability to value the voice and contribution of others while remaining open to corrective criticism;
• Completion of WHMIS and First Aid, or willingness to obtain upon hire;

Scope of Responsibilities

The EAL Teacher is responsible for providing specialized English as an Additional Language instruction to students whose English proficiency ranges from beginner to advanced levels in listening, speaking, reading, and writing. Using strategies that combine language, content, critical thinking, and cultural understanding, the EAL teacher will introduce EAL learners to basic concepts in various subject areas, assess the needs of EAL students and work with administrators and classroom/subject teachers to plan appropriate programming and service delivery alternatives for EAL students.

Characteristics:

• Knowledge of content-related pedagogy;
• Excellent oral and written English proficiency and linguistic competency;
• The ability to address the learning styles of all students using strategies that combine language, content, critical thinking, and cultural understanding;
• The ability to plan instructional goals and designated outcomes for all students and to clearly communicate those to learners;
• The ability to implement strategies, activities, and techniques for promoting quality student performance in both academic and social behavior based on students’ prior knowledge and experience;
• The ability to adapt curriculum to meet the varying rates, patterns and needs of all students, including students who extend learning beyond designated outcomes;
• The ability to effectively contribute to and manage an individual program plan for students with special needs;
• The ability to assess learning outcomes achieved by students using various methods to monitor the effectiveness of teaching strategies. (e.g., testing, observation, self evaluation, portfolios, alternative assessment, reflection);
• The ability to plan and implement appropriate classroom management strategies and techniques to ensure productive, interesting, respectful, and safe classrooms;
• The ability to actively involve students in the development and implementation of the classroom and school discipline codes using strategies for acculturation support;
• The ability to create and maintain a climate of respect and fairness for all students;
• The ability to implement instruction that recognizes diverse populations;
• The ability to communicate effectively with students, staff, parents, community, sponsorship groups and/or outside agencies to better meet the needs of students;
• The ability to be flexible with scheduling and planning to support new arrivals throughout the school year;
• The ability to work in classrooms alongside teacher colleagues and contribute collaboratively as a team member;
• The ability to engage in staff, team and individual continuing education and professional development;
• Demonstrate ability to apply knowledge, experience, and commitment in the areas of race relations, cross cultural understanding, human rights, and diversity;

Specific Job Components

(a) Support EAL students whose English proficiency ranges from beginner to advanced.

(b) Support school(s) with the intake process of newcomer students to identify if EAL support is required.

(c) Assess the needs of EAL students, using appropriate means and conduct ongoing formal and informal assessment of students’ English proficiency to determine the level of continued support needed.

(d) Create and monitor a schedule that is responsive to EAL student needs, keeping in mind new students and their language abilities.

(e) Maintain records of case management data and progress of EAL students and being responsive to caseload needs

(f) Use English as an Additional Language strategies to improve listening, speaking, reading, and writing.

(g) Introduce EAL learners to basic concepts and language that accompanies understanding in various subject areas (content based EAL) and assist with tests/assignments as needed

(h) Work collaboratively and alongside classroom teachers and learning support teachers/specialists to support:

• implementation of appropriate instructional and assessment strategies;
• academic language learning in the content areas, and
• students meeting outcomes.

(i) Work collaboratively with administrators and classroom/subject teachers to plan appropriate programming within the MTSS model; promoting culturally responsive pedagogy and linguistically appropriate practice.

(j) Participate in Teaching Support Team and Student Planning Team meetings.

(k) Where applicable, establish and maintain a collaborative and working relationship with external agencies that provide support to newcomer students and their families.

(l) Provide a variety of professional development opportunities.

(m) Other duties as assigned or required by site/circuit.

Only Shortlisted applicants will be contacted.

SECURITY CHECKS:

The Tri-County Regional Centre for Education requires that all newly hired employees provide a satisfactory Child Abuse Register Check and Criminal Record / Vulnerable Sector Checks. If you have current security checks less than 3 months old you can attach these checks to your profile / resume.