ZipRecruiter

Log In

1

Newcomers Teaching Position Jobs (NOW HIRING)

Hartford Central School District

Teacher

Hartford, NY

$45K - $61K/yr

Whether you are an experienced teacher or a motivated newcomer to the field, we welcome your ... until this vital position is filled. Transform your teaching career with us and help shape the ...

Guilford County Schools

TCHR-MUSIC

Greensboro, NC · On-site

$4K/mo

Position Type: Licensed - Music Education/Music Teacher Date Posted: 6/3/2026 Location: SYLVIA MENDEZ NEWCOMERS SCHOOL Date Available: 08/17/2026 Fair Labor Standards Act Classification: Exempt ...

Guilford County Schools

TCHR-MUSIC

Greensboro, NC

$4K/mo

Position Type: Licensed - Music Education/Music Teacher Date Posted: 6/3/2026 Location: SYLVIA MENDEZ NEWCOMERS SCHOOL Date Available: 08/17/2026 Fair Labor Standards Act Classification: Exempt ...

Theirc

Youth Intern (Summer 2026)

Silver Spring, MD

$15.50 - $20.75/hr

The IRC Newcomer Youth Summer Academy is a five-week intensive learning experience for newcomer ... Develop and implement teaching content and curricula based on academic standards. * Interact daily ...

next page

Showing results 1-20

All JobsNewcomers Teaching Position Jobs

Newcomers Teaching Position information

See salary details

$11

$25

$43

How much do newcomers teaching position jobs pay per hour?

As of Jun 8, 2026, the average hourly pay for newcomers teaching position in the United States is $25.08, according to ZipRecruiter salary data. Most workers in this role earn between $17.31 and $28.61 per hour, depending on experience, location, and employer.

What is the difference between Newcomers Teaching Position vs ESL Teacher?

AspectNewcomers Teaching PositionESL Teacher
Required CredentialsTeaching certification, TESOL/TEFL certification often preferredSimilar certifications, often TESOL/TEFL required
Work EnvironmentSchools, community centers, language programs for newcomersLanguage schools, public/private schools, adult education centers
Employer & Industry UsageEducational institutions focusing on immigrant/newcomer integrationLanguage education providers, schools, private tutoring
Search & Comparison IntentPeople seeking roles teaching recent immigrants or refugeesIndividuals looking to teach English to non-native speakers

The main difference is that a Newcomers Teaching Position specifically targets teaching recent immigrants or refugees, often in community or specialized settings, while an ESL Teacher generally refers to teaching English as a Second Language to a broader audience, including international students and adults. Both roles require similar certifications and work environments, but their focus and target populations differ.

What are some common challenges faced by teachers in a Newcomers teaching position, and how can they be addressed?

Teachers in Newcomers teaching positions often encounter challenges such as language barriers, diverse cultural backgrounds, and varying educational levels among students. To address these, it’s important to use differentiated instruction, incorporate visual aids, and create an inclusive, supportive classroom environment. Collaborating with ESL specialists, school counselors, and families also helps ensure students receive the resources they need for successful integration and learning. Building trust and fostering a sense of community are key elements in helping newcomers adjust both academically and socially.

What is a Newcomers Teaching Position?

A Newcomers Teaching Position is a specialized role for educators who work with newly arrived students, often immigrants or refugees, whose first language is not English. These teachers help students adapt to a new school system, culture, and language, typically providing intensive English language instruction and support for academic and social integration. The goal is to help newcomers develop the skills and confidence they need to succeed in mainstream classrooms and their new community. Newcomers teachers often collaborate with other staff, provide culturally responsive instruction, and may support families as well.

What key skills and qualifications are needed to excel in a Newcomers Teaching Position, and why are they important?

To thrive as a Newcomers Teacher, you need expertise in teaching English as a Second Language (ESL), cultural competency, and a relevant teaching certification. Familiarity with language assessment tools, digital learning platforms, and curriculum development software is typically required. Patience, cross-cultural communication, and adaptability are crucial soft skills for supporting students from diverse backgrounds. These skills ensure effective language acquisition, student engagement, and a supportive learning environment for newcomers adjusting to a new educational system.
Infographic showing various Newcomers Teaching Position job openings in the United States as of May 2026, with employment types broken down into 3% As Needed, 24% Full Time, 60% Part Time, 2% Temporary, 10% Contract, and 1% Nights. Highlights an 79% Physical, and 21% Remote job distribution, with an average salary of $52,166 per year, or $25.1 per hour.
RESOURCE TEACHER: NEWCOMER SUMMER PROGRAM

RESOURCE TEACHER: NEWCOMER SUMMER PROGRAM

Albuquerque Public Schools

Albuquerque, NM • On-site

Temporary

Posted 21 days ago

Albuquerque Public Schools rating

7.0

Company rating: 7.0 out of 10

Based on 39 frontline employees who took The Breakroom Quiz

225th of 545 rated elementary and secondary schools

Job description

SUMMARY: There is a broad range of teachers throughout the district serving as a "Resource" to a specific program or in a specific specialized field. These positions develop, implement, oversee, and evaluate/assess educational professional development for teachers, administrators, support personnel and community members and provide expertise in the specific area; provide assistance by creating and teaching flexible programs in an environment favorable to learning and professional growth; provide staff development leadership for principals' and teachers' professional growth in collaboration with the Cluster Leader Principal, Service Team and district professional development systems; and provide direct instruction. Existing areas are: Title I; Title II; Title VII; Indian Education; ESL; Bilingual Education; Professional Support; Homeless and Migrant Projects; Bilingual Technology Education; Technology; Computer Education; Albuquerque Community Learning Centers Project; Magnet School Assistance Program; Emergency Immigrant Language Services; Navajo Language and Culture; Navajo Bilingual/ESL; Cluster Service Team/Staff Developer; APS/UNM Partnership-Specials Education; Community Based Instruction; Teacher Training/Project Coordination; Family Education; and Strategic Professional Development.
ESSENTIAL FUNCTIONS:
ESSENTIAL FUNCTIONS: Incumbent must achieve the following outcomes with or without reasonable accommodation:
  • Creates a learning environment supporting the needs of the program for student development
  • May provide direct instruction to teachers in best practices in program/specialty area.
  • Provides demonstration lessons for teachers and/or students and or parents of students in program/specialty area.
  • Provides assistance to school staffs in assessment and evaluation in program/specialty area.
  • Assesses and evaluates professional development activities and promotes professional development activities to improve instruction
  • May coordinate resources to meet professional development needs
  • May provide overall leadership for program
  • Develops, selects, and requests appropriate instructional materials and maintains inventory records for use in program/specialty area.
  • Serves as liaison between the program and other District departments.
  • May assist in the development and implementation of proposals including gathering data.
  • Prepares and maintains accurate records and reports for Federal, State and local regulatory agencies.
  • Serves as a resource to inform, educate and assist in the understanding and knowledge in program/specialty area.
  • Researches and incorporates teaching strategies and instructional methods relevant to program/specialty area.
  • Develops, selects, assembles and demonstrates prescriptive materials used by personnel.
  • Provides recommendations for methods and materials to related educational disciplines.
  • Prepares necessary paperwork for professional development to purchase supplies, equipment and materials needed.
  • Communicates regularly with assigned schools to monitor the implementation progress and gathers, organizes and maintains records of information from evaluations and progress assessments.
  • Assists with program planning, needs assessment, evaluation and program improvement.
  • Cooperates in the development and implementation of the District program of instruction
  • Acts as a liaison between administrators and resource teachers working in professional development.
  • May collaborate with school districts outside of APS to further the goals of the program.
  • Collaborates with school and community organization to implement a "community of learners" model.
  • Performs needs assessments to determine the educational needs of the designated group.
  • Develops teaching aids, organizes and instructs/facilitates workshops, training sessions, lessons, assignments, units and projects.
  • Utilizes instructional methods and materials that are most appropriate for meeting stated objectives.
  • Guides the learning process toward the achievement of curriculum goals.
  • Evaluates the learning progress of students on a regular basis.
  • Establishes and maintains open lines of communication with students and parents concerning students' academic, social and behavioral progress.
  • Establishes clear objectives for all workshops, training, sessions, lessons, assignments, units and projects, and communicates these objectives to individuals/staff/class.
  • Employs instructional methods and materials that are most appropriate for meeting stated objectives.
  • Evaluates the learning progress of individuals/staff/class on a regular basis and prescribe effective programs or initiates referrals to appropriate agency personnel when appropriate.
  • Works to establish and maintain open lines of communication with District employees, students and the Newcomer community regarding programs/services rendered.
  • Creates an environment that is conducive to learning and appropriate to the maturity and interests of individuals/staff/class.
  • Takes necessary/reasonable precautions to protect individuals/staff/class, equipment, materials and facilities.
  • Supports faculty and school-related committees and organizations, and sponsorship of student activities.
  • Recommends and provides professional development practices that support high quality teaching and learning.
  • Utilizes student and staff data to plan, assess and evaluate the effectiveness of staff development in the cluster and schools.
  • Plans and implements staff development via direct, in-class instructional support for teachers, cluster in-service days, district capacity building, and other school based professional learning opportunities.
  • Establishes and maintains standards of appropriate student behavior and discipline to achieve a functional learning atmosphere in the classroom and assists in its maintenance campus wide.
  • Prescribes effective learning programs and initiates referrals to appropriate personnel when concerns arise.
  • May provide directions and materials for substitute teachers; plan for and supervise classroom aides, guests and volunteers.
  • Cooperates with staff and support personnel in assessing and helping students with health, attitude, learning and behavioral problems.
  • May monitor expenditures for program expenses, transportation and field trips.
  • May maintain data on students participating in programs.
  • May provide technical assistance and consultation to students for curriculum integration, classroom organization and hardware set-up, use and maintenance/repairs.
  • May assist in the selection and purchase of hardware, software and supportive technology equipment.
  • May research and preview hardware, software supportive technology equipment and related education materials.
  • May develop and maintain library of hardware, software, supportive technology equipment and educational materials for staff.
  • May maintain financial records for program activities and help to ensure compliance with APS/grant financial guidelines.
  • Serves as a resource to assist personnel in improving student achievement and employee productivity.

DUTIES: In addition to the essential functions of this job, the incumbent must perform the following duties:
  • Complies with state-approved Code of Ethics of the Education Profession and upholds and enforces rules, administrative directives and regulations, school board policies, and local, state and federal regulations.
  • Articulates and facilitates the implementation of the mission and values of the Albuquerque Public Schools.
  • Safeguards confidentiality of privileged information.
  • Prepares and maintains accurate and complete records and reports as required by law, state directives, District policy and administrative regulations.
  • Shares the responsibility for the supervision and care of District inventory, proper and safe use of facilities, equipment and supplies, and reports safety hazards promptly.
  • Maintains professional relationships and works cooperatively with employees, the community and other professionals.
  • Maintains professional competence through individual and staff training, in-service educational activities and self-selected professional growth activities.
  • Attends and/or conducts staff meetings and participates on committees within area of responsibility.
  • Performs other tasks related to area of responsibilities as requested or assigned by an immediate supervisor.

PREFERRED KNOWLEDGE, SKILLS, ABILITIES AND EXPERIENCE:
REQUIREMENTS:
MINIMUM REQUIRED EDUCATION, LICENSES, CERTIFICATIONS, EXPERIENCE AND SKILLS:
  • Bachelor's degree.
  • Valid New Mexico Teacher's license.
  • Five years of experience as a teacher.
  • Endorsements in specific areas may be required depending upon the specific position.

CONTACT INFORMATION:
Contact the summer site co-administrators/hiring authority at site for hiring information.
Please DO NOT contact the Summer School Office regarding employment.
  • Antonio Baca, brandon.baca@aps.edu, 505-803-7781

APPLY TO:
Please apply online at www.aps.edu/jobs, Newcomer Summer Program
***Submit Newcomer Summer Program Application***
***This position is not listed on the Administrative/Classified/Certified Applications***
Incomplete applications will not be processed.
ADDITIONAL INFO:
Newcomer Summer Program Schedule:
  • Training/Planning Dates: June 2 - June 5, 2026
  • Summer Program Dates (instruction): June 8 - July 17, 2026 (Closed for Juneteenth, June 19, and closed June 29-July 3)
  • Daily schedule: Monday - Friday from 8:00 am - 2:30 pm with a 30-minute lunch break

SALARY: Hourly rate of pay
DAYS:
HOURS:
ADA Compliance

What Albuquerque Public Schools employees say

Pay

Benefits

Hours and flexibility

Workplace

Get the full story on Breakroom

Apply