JOB DESCRIPTION English as an Additional Language Teacher
JOB TITLE: English as an Additional Language Teacher
REPORTS TO: Head of EAL
COLLABORATES WITH: Members of the EAL Department team; Subject teachers; SEN teachers; Homeroom advisors.
PURPOSE OF JOB: • Teach individuals and/or group classes, both for students for whom English is an Additional Language (EAL) and students coming from English-medium backgrounds who still struggle with academic English (English for Academic Purposes, or EAP) • Use IB instructional programme guidelines and unit plans, EAL Department policies and guidelines, and other materials—particularly material from other subjects the students are in— to plan and develop unit plans and teaching outlines that meet students where they are and bring them to where they can be. • Create learning experiences that make the most of Woodstock’s Himalayan environment and diverse learning community • Monitor student progress and provide student feedback through effective and timely assessment techniques • Support other subject area teachers in lesson planning and teaching differentiation so that all teachers can be successful teachers of English • Provide “push-in, co-teaching, and/or sheltered” support for English language learners (ELLs) as required • Provide guidance for students engaged in Woodstock’s mother tongue self-study language instruction • Regularly test and monitor student progress, ensuring that lesson plans have clear learning objectives and articulated success criteria • Teach English-language fundamentals to students which will enable them to move along the register continuum from more-spoken to more-written, more informal to more formal, and more everyday to more technical and abstract language • Help students progress through the CFR scales (from A1 to B2, when students exit the EAL programme) and the corresponding lexical foundations • Become familiar with MYP standards and curricula to better support students' success in other classes • Teach students techniques to access the curriculum in other classes and to learn to independently learn language for themselves. • Prepare students for the Cambridge language exams (KET, PET and FCE) • Support other teachers in curriculum development to make learning more accessible to ELLs • Ensure that teachers are aware of translanguaging techniques so that students are able to use their mother tongue in order to build their English skills in a way that aligns with their identity and language development.
DUTIES AND RESPONSIBILITIES: • Use inspired teaching practices to inculcate in students a love for learning • Embrace the department’s focus on student-centered learning, eliciting creative and critical responses to a range of course texts • Encourage all students to embody the IB Learner Profile and Woodstock’s Desired Learning Outcomes, actively reviewing their progress against clear targets and success criteria. • Maintain and update existing curriculum maps and related documents such as unit plans and rubrics • Interview prospective students as required • Work collaboratively with members of the EAL department, positively contributing to departmental tasks, such as policy development, common assessments, instructional practices • Set appropriate tasks and challenges according to the published timetable, and ensure that work is regularly evaluated, with constructive feedback • Maintain accurate records of student progress in line with departmental and school policy • Supervise study halls and complete class substitution duties. • Deal with inappropriate behavior quickly and effectively and in accordance with the school’s guidelines in the Academic Handbook and Guiding Principles Teachers at Woodstock are expected to: • Accept and support Woodstock’s inclusive Religious Life Policy • Draw upon Woodstock’s Guiding Principles when making decisions and communicating with others • Participate actively and positively in the life and work of the Woodstock community • Participate as a reflective life-long learner in annual professional growth and appraisal, taking full advantage of staff retreat and in-service trainings • Teach or co-teach about 20 periods in a thirty-period week • Supervise study halls and student social activities during the day and after school. • Organize and run one extra-curricular PASSAGE activity • Chaperone during Activity Week and Outdoor Learning Weekend (this position is exempt from Advisor duty and the duty of chaperoning student travel at ends/beginnings of semesters) • Supervise and advise the MYP Personal Project and the Maymester Interdisciplinary Project • Contribute to enrichment activities, known as PASSAGE, that are an essential part of learning in an international boarding school (run or support one extra-curricular PASSAGE activity per week) Skills and Qualifications Required: • A Bachelors or a Masters degree from an accredited institution in an appropriate discipline and/or in Education • Knowledge of IBO and Cambridge English exams and the Common Framework of Reference (formerly the Common European Framework of Reference) • Fluency and accuracy in written and spoken English • Valid certification(s) such as TESOL, CELTA or DELTA. • At least 2-5 years full time teaching experience in the relevant subject area • Technological literacy that allows for a judicious, impactful, and creative use of technology in the classroom • Proven ability to work effectively in a team, preferably in a multi – cultural environment involving both national and international staff • Classroom management strategies and pedagogical practice that reflect Woodstock’s values and Woodstock’s approach to teaching language • Preferred: experience with MYP and DP Curriculum
APPLICATION DEADLINE: June 2024
HIRING PROCESS: • Interested applicants should read apply through https://my.hirehive.io/woodstock-school • Shortlisted candidates will be interviewed by the hiring committee via Skype/Zoom
JOINING DATE: July 2024.
Number of Contract Days
185 Days
Taxes
In the range of 20%-30% as per Indian Income Tax Law, deducted from monthly gross salary.
Savings Potential
In the range of USD 6,000-10,000. It is not difficult to maintain a good standard of living within India for a family of four on one salary. A single teacher with one dependant can easily save an amount of USD 5,000 annually.
Accommodation
Free furnished housing on the School Campus. Woodstock's campus is a 285-acre protected natural forest in the Himalayas. The estimated value of this benefit is expected to be USD 10,000.
Flights/Transport
Provided: Every Year (USD 1,000 to USD 4,000) This represents an Annual Cash travel allowance, which gets paid based on Nationality and Family Size limited to 4 members (Employee, Spouse, and two dependent children below 21 years of age). This benefit is not applicable on the year of exit. At the time of Joining & Exit (USD 3,500 to USD 7,000) Flights are paid for at the time of Joining and Exit (applicable after the completion of the first contract) for the employee, spouse, and two dependent children below 21.
Utilities
Internet, telephone, and water are provided by the School at no charge. The estimated value of this benefit is expected to be USD 1,000.
Furniture
Provided by School. The estimated value of this benefit is expected to be USD 5,000.
Moving Allowance
Ranges from INR 30,000 to INR 80,000 depending on family size. In USD the amount would range between USD 400 & USD 1,100 (paid in cash).
Dependent Opportunities
Free tuition at Woodstock for up to two dependent children per full-time teacher.
Medical
International insurance coverage for expat staff members and host country coverage for all staff is paid by the school. Additionally, the school also provides Personal Accident Insurance and Long Term Disability coverage.
Other
Subsidized meals are provided at the school cafeteria. On-campus housing. Professional development including advanced degree opportunities in India and overseas.
Retirement
Employees place 13.8% of salary into retirement plan. The school provides a full match. The India Provident Fund functions similarly to the USA 401K.
Full access
To career opportunities across the globe
$50 USD per year
Paid membership
Ability to create a unique educator profile that holds your references and important documents, such as teaching qualifications, all in one location.
Access to our entire database of 400+ international schools representing 100+ countries.
5,000+ teaching vacancies every recruitment season.
Unlimited number of job applications.
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Access to virtual and in-person recruitment events with school leaders and recruiters.
When we had a teacher decide to take another job in mid-July, we were left with few options. Historically, it was a tough position to fill. Within 24 hours of posting the position on Schrole, we were able to offer a contract to a more-qualified educator.
Matthew R Merritt Secondary School Principal KPIS International School
The term “EAL” is used to describe a diverse and heterogeneous group of learners who speak English as an Additional Language. In England, such learners are defined as those who have been 'exposed to a language at home that is known or believed to be other than English' (Department for Education, 2019).
During SY 2019–20, approximately 76% of all ELs spoke Spanish. Spanish was on all states' “top five” lists and was the most commonly spoken language of ELs in 45 states and the District of Columbia. There were five states where Spanish was not the most common language for ELs.
Terms that have fallen out of favour: ESL, LEP, MFL (I hope...) What we now call EAL/ELA/ELL was, for a long time, called ESL (English as a second language). This term dropped from use simply because it is rarely accurate in education.
How Many Words Do You Need to Know to Be Fluent in English? The relationship between vocabulary size and fluency is complex, and the number of words required to achieve fluency varies. Some estimates suggest that around 3,000 words are necessary to achieve basic fluency, while others suggest 10,000 or more.
What is EAL in education? Teaching English as an Additional Language involves supporting learners to access a mainstream curriculum taught in English. For those learners, English is not their first language – they are acquiring proficiency in the language while also learning subjects through English (Sharples, 2021).
While the languages spoken by English Language Learner (ELL) students in the United States are very diverse, Spanish is the most common first or home language, spoken by 71 percent of ELL students.
ELs are a tremendously diverse group representing numerous languages, cultures, ethnicities, and nationalities, with Hispanic or Latino students being the majority and Spanish being the most commonly spoken language.
Are ELL and ESL the Same? These concepts are both related to students learning English, but here's how they're different: an ELL is a person (a student learning English) and ESL is a thing (an instructional program).
An ELL ( English Language Learner) is a non-native English speaker who is learning English as a Second Language. For example, if a native French speaker wants to learn English, that person will be deemed an ELL. In fact, today, we no longer call a person studying English an “ESL” student but an “ ELL.”
Most recently, in September 2022, the entry notes: “'English learners' is now preferred to 'English-language learners' when referring to students in programs where they learn the English language.”
ESL learners typically have more exposure and practice with English than EFL learners, and they may have more difficulty in developing their reading and writing skills. EFL learners usually learn English for instrumental reasons, such as academic, professional, or personal purposes.
Language and learning loss: EAL students who do not develop strong English language skills during their school years may experience language and learning loss, which can hinder their overall academic progress and social integration.
EAL means English as an Additional Language. It refers to the teaching provided in schools to students who are not yet confident users of English. These are learners who are learning English, but who have their own home language (or in many cases, languages).
There are a variety of ways teachers can help EAL learners progress in their reading comprehension. Techniques include breaking down text, picking out keywords, putting the text into context, organising a role-play and using images.
Any language learned after the native language. Commonly referred to as second language, a term that makes it seem less important than the “first language.”
Henry Sweet, an English phonetician and language scholar, stated: “Language is the expression of ideas by means of speech-sounds combined into words. Words are combined into sentences, this combination answering to that of ideas into thoughts.” The American linguists Bernard Bloch and George L.
Information on a pupil's first language is collected in the school census. A pupil is recorded as having English as an additional language if she/he is exposed to a language at home that is known or believed to be other than English.
EAL specialist teachers work with children and young people who require additional support to develop their language skills, perhaps due to an unidentified learning need.
Introduction: My name is Neely Ledner, I am a bright, determined, beautiful, adventurous, adventurous, spotless, calm person who loves writing and wants to share my knowledge and understanding with you.
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