GRADE K-5 DLI TEACHER

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