EAL Support Teacher

Description

Purpose of Role – EAL Support

The EAL support is responsible for promoting, supporting, and leading the development of multilingualism and English language acquisition in the school. The role encompasses strategic leadership, collaboration, and hands-on support for students, staff, and families, ensuring high-quality learning experiences for EAL learners and fostering a linguistically inclusive environment.

Responsible to:

Head of EAL

ISP Principles

1. Begin with our children and students. Our children and students are at the heart of what we do. Their success is our success. Wellbeing and safety are essential for learners and learning. Therefore, we are consistent in identifying potential Safeguarding and Health & Safety issues and acting on all concerns appropriately.
2. Treat everyone with care and respect. We look after one another, embrace similarities and differences, and promote the well-being of self and others.
3. Operate effectively. We focus relentlessly on the things that are most important and will make the most difference. We apply school policies and procedures and embody the shared ideas of our community.
4. Are financially responsible. We make financial choices carefully based on the needs of the children, students, and our schools.
5. Learn continuously. Getting better is what drives us. We positively engage with personal and professional development and school improvement.

EAL Teacher Key Responsibilities Language Assessment:

Assess students' proficiency in English and identify their language needs.

• Regularly monitor progress and adjust teaching strategies accordingly.

Planning and Delivering Lessons:

• Plan lessons that focus on the four language skills: listening, speaking, reading, and writing.
• Use differentiated teaching methods to accommodate different levels of English proficiency.
• Tailor lessons to support subject-specific language, helping students access the wider curriculum.

Supporting Academic Achievement:

• Work closely with mainstream teachers to ensure students can engage with and understand subject content.
• Help students with key vocabulary, grammatical structures, and academic language.

Creating a Supportive Learning Environment:

• Provide a safe, encouraging space for students to practice English without fear of making mistakes.
• Foster the development of confidence and self-esteem in students.

• Plan learning activities according to the language progression structure set out in the EAL policy.
• Model and teach English language with correct pronunciation, grammatical structures, and a range of vocabulary.
• Offer opportunities for all learners to develop their reception and production skills.
• Employ strategies for learning that meet and differentiate for all learners in your class.
• Use the Learning Village to support pre-learning activities ensuring they are relevant and up to date.
• Communicate learning with parents using the class dojo.
• Adhere to the school’s Code of Practice for identification and assessment of Special Educational Needs, liaising with professionals regarding support plans.
• Be responsible for ensuring the Safeguarding and Welfare of all pupils in the class.
• Keep up to date with Statutory Guidelines regarding Keeping Children Safe in Education (KCSIE). Report any worries regarding safeguarding to the School Safeguarding Lead.
• Provide learning opportunities which enable each child to improve.
• Use LES’ Language of Learning.
• Monitor attendance, punctuality, progress, and the overall welfare of pupils in the class.
• Uphold standards of uniform, appearance, behaviour, and manners, in accordance with school policy.
• Set a good example to all pupils, with regard to personal presentation and conduct.
• Collaborate with colleagues teaching the same subject to ensure consistent and collaborative curriculum coverage and delivery.
• Put all planning on the Server Folder for the beginning of each week.
• Set appropriate yet challenging expectations for pupils’ learning, behaviour, and presentation of work.
• Maintain an ordered, stimulating, and positive classroom environment that meets the expectations of the school’s policy for Learning and Teaching.
• Set appropriate, meaningful home learning tasks that support pre-learning and enhancement activities.
• Mark pupils’ class-work and home learning within a reasonable and agreed period and in accordance with school policy.
• Participate in the School’s Appraisal programme and assist in supporting all members of their teaching team.
• Communicate with the EAL coordinator or Class teacher regarding pupils in their class who might be causing concern.
• Communicate with the parents of pupils in the class, including checking emails for messages from parents and responding to the same.
• Prepare and compile school reports in accordance with school policy.
• Attend appropriate parents’ meetings to keep parents informed of their child’s progress and curriculum matters.
• Ensure pupils’ knowledge of school procedures, including fire drill.
• Share supervision duties on a rota basis with other members of staff.
• Substitute for absent members of staff, if required.
• Attend weekly Staff Meetings and other meetings as required.

Skills, Qualifications and Experience:

• Qualified Teacher Status or PGCE
• University Degree preferably in EAL or MFL
• Successful teaching experience in EAL
• One or more of the following qualifications: TEFL/ESOL/CELTA
• Ability to inspire and upskill colleagues to enhance the learning of EAL
• Knowledge of effective teaching and learning strategies for the subject
• Ability to work under pressure and prioritise effectively
• Ability to think strategically and make decisions based on evidence
• Enthusiasm and a passion for learning
• A commitment to getting the best outcomes for all staff, pupils, and parents and promoting the ethos and values of the school
• An approachable manner and excellent interpersonal skills

ISP Leadership Competencies

You consistently demonstrate and role-model the ISP Leadership Competencies in all that you do.

1. Collaboration. Takes an active part in leading their school or region; is cooperative and a genuine team player, developing positive, supportive relationships with colleagues.
2. Learning & Getting Better. Continually demonstrates personal commitment and passion for learning and getting better.
3. Innovation Leadership. Is good at creating an environment where ideas for learning initiatives are generated.
4. Outcome driven. Can be counted on to find solutions. Is consistently looking to exceed goals.
5. Resilience. Can deal with setbacks and challenges calmly and effectively.
6. Community Focus. Is committed to meeting and exceeding the needs and expectations of our students and their families.
7. Integrity & Ethical Management. Works ethically and with integrity; helps others feel valued.

ISP Commitment to Safeguarding Principles

ISP is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment. All post holders are subject to appropriate vetting procedures and satisfactory Criminal Background Checks covering the previous 10 years’ employment history.

ISP Commitment to Diversity, Inclusion and Belonging

ISP is committed to strengthening our inclusive culture by identifying, hiring, developing, and retaining high-performing teammates regardless of gender, ethnicity, sexual orientation, and other demographic characteristics. Candidates who share our vision and principles and are interested in contributing to the success of ISP through this role are strongly encouraged to apply.

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