International Student Advisor - International Newcomers Center

Gwinnett County Public Schools, Gwinnett County, Georgia

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Date Posted June 30, 2020
Industry K-12: Public Schools
Specialty Not Specified
Certification Needed
Job Status Not Specified
Salary Not Specified

Description:

License and Certification Qualifications: Valid teaching certificate with certification or endorsement in English to Speakers of Other Languages (ESOL) required.

Education Qualifications: Bachelor's degree in related field required. Master's degree in related field preferred.

Experience Qualifications: Three years of experience teaching English Learners in a K-12 setting required. High school teaching experience preferred.

Skills Qualifications: Ability to organize and execute multiple tasks concurrently; knowledge of federal and state ESOL program requirements, student assessment, curriculum design, and student data system; excellent oral and written communications skills; ability to utilize technology to complete tasks; ability to work with limited supervision; proficiency in reading, writing, speaking, and listening in one or more non-English student languages represented in schools; ability to analyze existing processes and identify areas for improvement; and ability to act as a representative of Gwinnett County Public Schools. Bilingual skills in one of the most prevalent languages other than English spoken in in Gwinnett County Public Schools required.

Primary Responsibilities: Provide high-quality intake services and professional evaluation of academic background and preparation of new international students with a primary or home language other than standard American English who are entering the district in grades six through twelve and support local schools and community-based organizations in the proper placement of students to ensure that English Learners acquire proficiency in English.

1. Screen students for proficiency in English using the state approved World-Class Instruction Design and Assessment (WIDA) screening instrument.

2. Provide supplemental intake services for new international students with a primary or home language other than standard American English who are entering grades six through twelve who are not identified as English Learners.

3. Engage parents of English Learners in supporting the academic achievement of their children by providing supplemental intake services for English Learners entering grades six through twelve.
a. Interview families to establish educational history and language background.
b. Administer supplemental math assessments to assess skills and calculate an approximate grade level equivalent.
c. Evaluate students’ native language literacy based on native language writing sample and interview with family.

4. Support the engagement of families of English Learners by providing families with supplemental advisement and counseling concerning appropriate course placement and the approximate timeline required to meet requirements.

5. Support local middle and high schools with relevant information regarding students’ educational background, language background and academic preparation to help school personnel make appropriate decisions regarding course placement and ESOL services, ensuring that English Learners become proficient in English and achieve grade-level targets in academic content subjects.

6. Collaborate to identify effective research based practices for supporting the academic achievement of middle and high school English Learners students.

7. Maintain a high degree of familiarity with effective assessment and instructional strategies aligned with the Academic Knowledge and Skills (AKS), the WIDA English Language Development Standards, and GCPS Quality-Plus Teaching Strategies.

8. Support and engage families of English Learners by evaluating foreign transcripts for students, transcribing course grades and credits appropriately, sharing that information with parents and school contacts, and assisting parents in connecting with the appropriate personnel at the local school to discuss course placement and support options for their children.

9. Perform Title III allowable duties as assigned and record appropriately in Time and Effort Log.


Physical Demands:
While performing the duties of this job, the employee is frequently required to sit for extended periods of time. The employee is also required to talk, hear, stand, and walk. The employee may be required to use hands to finger, handle, feel, and/or reach. The employee is occasionally required to stoop, kneel, or crouch. The employee must occasionally lift and/or move up to 25 pounds. Specific vision abilities required by this job include close vision, distance vision, color vision, depth perception, and ability to adjust focus. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.


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