Teacher, Itinerant Resource

**Job Summary**
The focus of the ESL/ELD Instructional Resource Teacher, K-12, will be to work as a member of a cross-functional and interdisciplinary team at the We Welcome the World Centres (WWtWC) to support the ongoing implementation of the Ministry of Education’s _Programs, Policies and Procedures for English Language Learners_ and the _Steps to English Proficiency_ (STEP) framework. This role is intended to ensure the success of all students entering Peel through the We Welcome the World Centres through reception, initial orientation, assessment and placement recommendations and to provide support to all schools, elementary and secondary.

The successful applicant will demonstrate an ongoing commitment to student success, a sound understanding of language acquisition, and a comprehensive understanding of _Steps to English Proficiency_ (STEP) and its role in supporting assessment for learning. As well, the successful applicant will possess a sound understanding of effective culturally responsive practices, differentiated instruction, and the critical importance of how assessment _for, of _and_ as_ learning is used to improve student learning.

**Key Responsibilities**
- Modelling the principles of equity and _Character Attributes in Action_ as reflected in the board's initiative in _Climate for Learning and Working_, _The Journey Ahead Action Plan_, the Ministry's _Equity and Inclusive Education Strategy, _and _Learning for All_
- Providing support in the implementation of _Supporting English Language Learners in Kindergarten, Supporting English language learners: A practical guide for Ontario educators Grades 1 to 8, Supporting English Language Learners with Limited Prior Schooling: A practical guide for Ontario educators - Grades 3 to 12, English as a Second Language and English Literacy Development Grades 9 - 12, _and_ the Steps to English Proficiency_ _(STEP)_ framework
- Assessing English language learners in the areas of literacy, first language and English using a variety of assessment tools and resources including the STEP Initial Assessment Continua
- Understanding and responding to evidence of student thinking of mathematical concepts in the selection of developmentally appropriate assessment tasks and tools to inform placement recommendations
- Supporting school teams to understand learner profiles of newly arriving students through quality reports that include suggestions to differentiate instruction
- Communicating placement recommendations and suggested supports to students, families and school personnel through face to face communication and/or WWtWC reports in the Student Information System (SIS)
- Facilitating system understanding of all newcomers in transition from reception centres to classrooms
- Working collaboratively with CISESS staff and WWtWC team members such as site supervisors, settlement workers, interpreters, administrators, teacher colleagues and resource staff
- Developing, implementing and reviewing initial literacy and numeracy assessments in collaboration with teacher assessor colleagues
- Liaising with Special Education resource staff to support newcomer students arriving with possible special education needs that may or may not be identified with a screening tool
- Working collaboratively with the Instructional Coordinator of ESL/ELD programs and other ESL/ELD instructional resource teachers
- Supporting system understanding of effective program adaptations for ELLs within the Ontario Curriculum, using the principles of assessment _for, of_ and _as_ learning as outlined in Growing Success policy
- Consulting with school teams in regard to ELD programming and monitoring the progress of ELLs with limited, interrupted or disadvantaged prior schooling
- Liaising with ESL/ELD teachers, classroom teachers, administrative teams, resource staff, instructional coaches, guidance counsellors, consultants, parents, external agencies and professionals
- Supporting schools to enhance communication with parents about ESL/ELD programs and to develop approaches that build culturally responsive, equitable partnerships
- Designing and facilitating professional learning opportunities for educators in various school-based and system roles that are aligned with Peel District School Board priorities, reflect evidence-based improvement strategies and are responsive to the unique needs across field offices, within families of schools, and at the school level
- Working collaboratively with the Coordinator for WWtWC and reporting to the Coordinating Principals in Curriculum & Instruction Support Services

**Qualifications**
- A teaching certificate valid in the Province of Ontario and membership in good standing with the Ontario College of Teachers
- Qualifications in English as a Second Language as outlined in Ontario Regulation 176/10, Specialist qualification preferred
- A minimum of seven years teaching experience across several divisions (primary, junior, intermediate and/or senior)
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