REPORTS TO:
Principal
SUPERVISES:
May coordinate and direct the activities of teacher assistants.
PURPOSE:
To plan, organize and present instruction and instructional environments that help
students learn subject matter and skills that will contribute to their educational and social
development. Dual Language Immersion (DLI) requires fostering bilingualism, biliteracy,
high academic achievement, and intercultural competence through instruction delivered
in the designated target language in accordance with the district''s Dual Language
Immersion model.
DUTIES AND RESPONSIBILITIES
A. MAJOR FUNCTION: Management of Instructional Time
The teacher has materials, supplies, and equipment for each lesson ready at the start of
the lesson or instructional activity; gets the class started quickly; gets students on task
quickly at the beginning of each lesson; maintains a high level of student time-on-task.
DLI teachers consistently implement the district''s language allocation plan, maximize
instructional time in the target language, and ensure classroom routines support authentic
language acquisition while maintaining rigorous grade-level instruction.
B. MAJOR FUNCTION: Management of Student Behavior
The teacher has established a set of rules and procedures that govern the handling of
routine administrative matters; has established a set of rules and procedures that govern
student verbal participation and talk during different types of activities-whole-class
instruction, small group instruction, etc.; has established a set of rules and procedures that
govern student movement in the classroom during different types of instructional and
non-instructional activities; frequently monitors the behavior of all students during
whole-class, small group, and seat work activities and during transitions between
instructional activities; stops inappropriate behavior promptly and consistently, yet
maintains the dignity of the student.
DLI teachers establish classroom routines that encourage productive risk-taking in
language learning, promote respectful communication across cultures, and create an
environment where students confidently use the target language for academic and social
interactions.
C. MAJOR FUNCTION: Instructional Presentation
The teacher begins lesson or instructional activity with a review of previous materials;
introduces the lesson or instructional activity and specific learning objectives when
appropriate; speaks fluently and precisely; presents the lesson or instructional activity
using concepts and language understandable to the students; provides relevant examples
and demonstrations to illustrate concepts and skills; assigns tasks that students handle
with a high rate of success; asks appropriate levels of questions that students handle with
a high rate of success; conducts lesson or instructional activity at a brisk pace, slowing
presentations when necessary for student understanding but avoiding slowdowns; makes
transitions between lessons and between instructional activities within lessons efficiently
and smoothly; makes sure that the assignment is clear; summarizes the main point(s) of
the lesson at the end of the lesson or instructional activity.
DLI teachers deliver instruction primarily in the designated target language, intentionally
develop students'' academic language proficiency, integrate culturally relevant and
globally-minded instructional practices, and utilize language objectives alongside content
objectives. Teachers maintain a target-language-rich classroom environment through
anchor charts, vocabulary walls, visual supports, and authentic learning experiences that
promote bilingualism and biliteracy.
D. MAJOR FUNCTION: Instructional Monitoring of Student Performance
The teacher maintains clear, firm and reasonable work standards and due dates; circulates
during class work to check all students'' performance; routinely uses oral, written, and
other work products to check student progress; poses questions clearly and one at a time.
DLI teachers monitor both content mastery and language development, using formative
and summative assessments to inform instruction and differentiate support for students at
varying levels of language proficiency while maintaining high academic expectations.
E. MAJOR FUNCTION: Instructional Feedback
The teacher provides feedback on the correctness or incorrectness of in-class work to
encourage student growth; regularly provides prompt feedback on assigned out-of-class
work; affirms a correct oral response appropriately, and moves on; provides sustaining
feedback after an incorrect response or no response by probing, repeating the question,
giving a clue, or allowing more time.
DLI teachers provide feedback that strengthens both academic understanding and target
language development, encouraging students to refine their communication skills through
meaningful oral and written interactions.
F. MAJOR FUNCTION: Facilitating Instruction
The teacher has an instructional plan which is compatible with the school and
system-wide curricular goals; uses diagnostic information obtained from tests and other
assessment procedures to develop and revise objectives and/or tasks; maintains accurate
records to document student performance; has instructional plan that matches/aligns
objectives, learning strategies, assessment and student needs at the appropriate level of
difficulty; uses available human and material resources to support the instructional
program.
DLI teachers collaborate regularly with their language partner teacher to ensure instructional
alignment, consistency in curriculum pacing, coordinated student supports,
and successful implementation of the Dual Language Immersion model. Teachers
participate in DLI professional learning and continuously refine instructional practices
that support language acquisition and cultural competence.
G. MAJOR FUNCTION: Interacting Within the Educational Environment
The teacher treats all students in a fair and equitable manner; interacts effectively with
students, co-workers, parents, and community.
DLI teachers actively promote intercultural understanding and global citizenship by
valuing students'' linguistic and cultural backgrounds, collaborating with multilingual
families, and fostering strong partnerships that support bilingual education. Teachers
work collaboratively with colleagues to ensure the DLI program is fully integrated into
the school community.
H. MAJOR FUNCTION: Performing Non-Instructional Duties
The teacher carries out non-instructional duties as assigned and/or as need is perceived;
adheres to established laws, policies, rules, and regulations; follows a plan for
professional development and demonstrates evidence of growth.
DLI teachers participate in required Dual Language Immersion professional
development, program implementation activities, curriculum planning, and district
initiatives that support continuous improvement of bilingual instruction and student
outcomes.
ADDITIONAL JOB FUNCTIONS
Performs other related work as required.
MINIMUM TRAINING AND EXPERIENCE
Degree in education or in a related area that will qualify for licensure as a teacher by the
North Carolina Department of Public Instruction.
For Dual Language Immersion positions, candidates must demonstrate advanced
proficiency in the designated target language (oral and written) sufficient to deliver
rigorous academic instruction. Bilingual certification, language proficiency assessments,
or additional credentials may be required in accordance with district and state
requirements.
KNOWLEDGE, SKILLS AND ABILITIES
? Ability to constantly monitor the safety and well-being of students, particularly
when student is participating in an inclusive activity.
? Ability to motivate students.
? Ability to maintain a clean and orderly environment.
? Ability to perform general clerical duties.
? Ability to maintain order and discipline in a classroom.
? Ability to operate common office machines.
? Ability to maintain basic files and records.
? Ability to understand and follow oral and written instructions.
? Ability to establish and maintain effective working relationships as necessitates
by work assignments.
? Ability to communicate effectively in the designated target language and English.
? Knowledge of second language acquisition, bilingual instructional strategies,
culturally responsive teaching practices, and Dual Language Immersion
pedagogy.
? Ability to collaborate effectively with DLI partner teachers to ensure instructional
coherence, shared accountability for student achievement, and implementation of
program expectations.
? Ability to integrate global perspectives and multicultural experiences into daily
instruction while promoting bilingualism, biliteracy, high academic achievement,
and sociocultural competence