Upper School English Language Learner (ELL) Teacher

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Primary Purpose of the Position

At Graded we value linguistic diversity to ensure belonging for all. We empower and celebrate multilingual individuals to learn and develop language to access the curriculum and reach their potential.

The ELL Teacher provides in-class support/co-teaching and small-group instruction to support multilingual learners. This role focuses on supporting students in developing their social and academic language development and ensuring equitable access to the curriculum. The ELL Teacher collaborates with classroom teachers to implement scaffolds that promote language development, student agency, and academic independence.

Main Duties and Responsibilities Instruction and Student Support

• Work with the Admissions Department and Director of Student Support Services to screen incoming students using the WIDA assessment.
• Deliver ELL services through a variety of models tailored to learners, including:

• Deliver co-teaching with classroom teachers to integrate language and content instruction
• Small group withdrawal providing targeted instruction to support current units of study and targeted language instruction.
• Design and deliver tiered language interventions across the MTSS framework using Tier 1 (Co-teaching/push in), Tier 2 (Targeted/Time-bound small groups), and Tier 3 (Intensive/EAP blocks) supports.

Assessment and Case Management

• Act as a case manager and advocate for ELL students, participating in Student Support Team (SST) and grade-level meetings.
• Assess all ELL students using the WIDA Model Assessment and communicate results to teachers, families, and students.
• Monitor student progress, focusing on transition toward independent academic English proficiency.
• Lead the entry and exit process for eligible ELL students by compiling data and formally presenting student profiles to the Student Support Team (SST) for collective decisions.
• Conduct the 12-month post-exit monitoring protocol, maintaining regular communication with core subject and homeroom teachers and auditing trimester/semester report cards to ensure sustained academic access.
• Jointly case-manage dual-service students in close collaboration with OLS teachers, following specialized instructional and exit protocols that accommodate formally identified learning needs.
• Ensure all student language profiles are securely archived and systematically updated using school management systems and the master Student Support Services caseload.

Collaboration and Professional Learning

• Co-plan with classroom teachers to create language objectives, scaffolded assessments, and differentiated assignments that meet rigorous curriculum standards.