Urdu Speaking Jobs (NOW HIRING)

Bilingual Urdu Teacher - Early Childhood
John Schroder Early Chilhdhood Center, Lombard, IL
QUALIFICATIONS:        

1.         Has a minimum of a bachelor's degree, PEL, LBS1, ESL endorsement and Bilingual Education Teacher - Urdu endorsement.
2.         Meets all certification requirements including teaching area endorsement in the state of Illinois.
3.        Experience working in bilingual or limited English proficiency program and/or with multicultural children. 
4.        Meets all the requirements for highly qualified. * 
* A course with either of these titles is, by definition, a course in English (see 23 Ill. Adm. Code 228)

 
A teacher who has primary responsibility for teaching content in core academic subjects, other than ESL (English as a Second Language) or ENL (English as a New Language), will be considered "highly qualified" if he or she:
 

1. Holds an endorsement or approval for bilingual education or a transitional bilingual certificate and:
2. Holds an early childhood or special PreK -3rd certificate with an endorsement for self-contained general elementary education and has passed the Elementary/Middle Grades test, or
3. Holds an early childhood or a special PreK-3rdcertificate valid for the subject taught and has passed the content-area test applicable to that subject, or
4. Through Grade 3 only, holds an early childhood certificate that is valid for the primary grades and has passed the Early Childhood test, or
5. Holds an early childhood or special PreK-3rd certificate with an endorsement for self-contained general elementary education, through Grade 3 only, an early childhood certificate valid for the primary grades and qualifies with 100 points under the Illinois HOUSSE, if applicable; or
6. Holds a transitional bilingual certificate and:
7. Has passed the content-area test applicable to the subject taught, and
8. Is continuously enrolled in an approved teacher preparation program applicable to the grade levels served, and
9. Is participating in an induction/mentoring program that conforms to the definition found in the regulations implementing the federal No Child Left Behind Act of 2001 at 34 CFR 200.56(a)(2)(ii)(A) (2005), and
10. Has not exhausted the three-year period permitted under NCLB for attaining full certification.  

ESSENTIAL FUNCTIONS:          

1. Listening and speaking skills
2. Visually observing student behaviors
3. Demonstrating subject matter.
4. Collaboration skills. 

REPORTS TO: Building principal and/or assigned supervisor.
SUPERVISES: Students.
JOB GOAL:  To have students communicate effectively in interpersonal situations; to promote literacy skills by teaching the ability to read, comprehend, interpret, evaluate and use written material in English.
PERFORMANCE RESPONSIBILITIES:

1. Planning & Preparation
   1. Demonstrates content knowledge and makes connections between the content and all relevant disciplines.
   2. Understands child and adolescent development and displays an understanding of how students learn.
   3. Establishes and clearly articulates instructional outcomes based upon district curriculum guidelines, state standards, and/or content standards.
   4. Utilizes personnel resources as appropriate to enhance content and pedagogical knowledge.
   5. Provides relevant instructional goals that represent significant cognitive challenge with differentiation and meaningful learning.
   6. Uses assessment results to plan and modify instruction.  
2. Classroom Environment
   1. Creates an environment of respect and rapport.
   2. Establishes a culture for learning.
   3. Establishes and manages classroom procedures to maximize learning time.
   4. Effectively manages student behavior through the establishment of rules and clear expectations that are fair and conducive to learning.
   5. Assures the classroom is safe and learning is equally accessible to all students.
3. Instruction
   1. Communicates expectations for learning to students clearly and accurately.
   2. Uses questioning and discussion techniques to successfully engage all students in the learning process.
   3. Engages students in the learning process through intellectual involvement with the content or active construction of understanding.
   4. Uses formative and summative assessments to inform instructional process.
   5. Demonstrates flexibility and responsiveness to ensure that all students learn.
4. Professional Responsibilities
   1. Reflects on teaching for improvement opportunities.
   2. Maintains accurate records.
   3. Communicates with students and families about student progress, respects cultural norms, and engages families in the instructional program.
   4. Develops and maintains professional relationships with colleagues which demonstrate mutual support and cooperation.
   5. Seeks professional development opportunities and welcomes professional feedback.
   6. Displays high standards of integrity and ethical conduct and fully complies with school and district regulations.

 
CONDITIONS OF EMPLOYMENT:
1.   Employment determined by school calendar.
         2.   Employed as established by the agreement of the board of education and the Lombard Education Association.
EVALUATION:
Performance is evaluated regularly by principals or central office administrators.