Elementary EAL

Elementary EAL (English as an Additional Language) Co-Teacher

WBAIS and Israel

Established under the auspices of the American Embassy in 1958, The Walworth Barbour American International School in Israel (WBAIS) is an MSA-accredited, fully independent, co-educational day and boarding Early Years-Grade 12 international school, which offers a robust program leading to a US high school diploma. WBAIS encompasses two campuses, AIS in Even Yehuda and JAIS in Jerusalem. 

AIS is located on a 19-acre campus in Even Yehuda, a residential community approximately 20 kilometers north of Tel Aviv. The campus includes four separate divisions: Early Years, Elementary School, Middle School, and High School. The school has state-of-the-art facilities, including a performing arts building with a 400-seat auditorium, full gym, cafeteria, library and media center, athletic fields, tennis and basketball courts, and an Olympic-sized pool.

With a present enrollment of 500 students representing over 30+ nationalities, AIS Israel is a diverse and vibrant community. Approximately 30% of AIS students are American, 40% from countries all over the world, and 30% are Israeli. 

Introduction

The EAL Co-teacher works directly with several elementary grade teams in a variety of collaborative ways, including co-teaching in the mainstream classroom in order to promote English language development as well as student learning and personal growth in all subject areas. 

Main Responsibilities

• The EAL teacher will have a strong understanding of best practices, particularly in literacy and math instruction, and be familiar with using WIDA assessments. 
• The EAL teacher will also collaborate with elementary learning support teachers, the whole EAL department, and other specialists to plan integrated units and activities, discuss student learning, analyze and moderate student work, and promote the educational needs of students. 
  

Essential Duties 

PLANNING

• Familiarity with the school's philosophy and mission statement is essential. 
• Integrates current best practices, research, and education laws/practices into education to provide the most effective educational program
• Demonstrates knowledge and understanding of intellectual, social, and emotional characteristics of the age group; students' varied approaches to learning; student skills and knowledge; student interests and cultural heritage; economic and cultural influences; student's family, school, and community context. 
• Expertise in building an active, collaborative, inquiry-driven classroom that encourages problem-solving and critical thinking skills, and develops a sense of classroom community and trust with previous teaching experience and strong knowledge in the area of Balanced Literacy; Reader's and Writer's Workshop.
• He/she establishes an effective rapport with students and develops positive relationships with parents and other staff members. 
• He/she works collaboratively to co-plan and communicate in advance, lessons coordinated with the homeroom teachers that are designed to meet the needs of English Language Learners, following the co-teaching agreements.
• He/she incorporates the curriculum and standards of AIS into the daily schedule and works collaboratively with peers to develop an effective grade-level team. 

LEARNING ENVIRONMENT

• Creates and maintains an environment of respect and rapport.
• Effectively serves all children on general caseload and assists with the integration of assigned students into regular classroom settings using the concepts of normalization and least restrictive environment.
• Coordinates services and assures productive, effective, and efficient use of assigned para-educators and co-teachers. 
• Determines appropriate affective and social behavior and supports the social-emotional learning of the class.
• Provides a safe learning environment for all students. Takes all necessary and reasonable precautions to protect students, equipment, materials, and facilities. 

INSTRUCTION

• Effectively provides academic instruction and other direct services to assigned students individually, and in small/large groups
• Implements appropriate classroom activities/educational materials to effectively engage students in learning and to maximize student comprehension of the lesson;
• Accurately assessing the effectiveness of classroom services (including learning activities, instructional groupings, lesson plans, educational materials, curricula, assessments, teaching strategies, and the like) to make sure instructional goals of assigned students are being met; and persistently seeks thoughtful alternative approaches/resources to improve student learning.

OTHER PROFESSIONAL RESPONSIBILITIES

• Communicates/collaborates effectively with parents to keep families informed of the instructional programs and individual student progress, and effectively engages families to help meet the educational needs of the student. Means of communication may include conferences, phone conversations, emails, and quarterly/mid-year reports. 
• Works effectively, cooperatively, and respectfully with supervisors, colleagues, and subordinates. Implements strategies such as collaborative teaming, conflict resolution, and mediation strategies to facilitate team decisions around student programs.
• Actively participates in school events, workshops, in-service meetings, building-level staff meetings, and other school committees/projects.
• Responsible for ongoing professional growth activities as outlined in one's own individual Professional Growth Plan, consistent with AIS goals and school action/strategic plans, and as directed by the School Principal/Department Head.
• Keeps abreast of current best practices and research.
• Shows professionalism and considers "What's best for students" in serving and advocating for students and in decision-making.
• Follows and assists in upholding and enforcing school rules, administrative regulations and procedures, and school policies. 

Qualifications

To perform this job successfully, an individual must be able to perform each essential duty satisfactorily, in addition to the following:

• Education and Experience. Elementary education teaching degree plus 2 years of relevant experience in an EAL classroom (or a combination of education and experience from which comparable knowledge and skills are acquired). International Experience is preferred.
• Certifications and Licenses. Valid university certification in elementary education. (NOT TEFL/TESOL certification)
• Language Skills. Ability to read, analyze, and interpret common educational and technical journals, periodicals, and procedures, and special education regulations. Ability to respond to common inquiries or complaints from parents or members of the community. Ability to write reports. Ability to effectively present information and respond to questions from administrators, parents, colleagues, board members, and members of the community.
• Mathematical/Reasoning Skills. Ability to interpret and use test results by applying math concepts such as standard error of measurement, bands of confidence, standard scores, and percentiles. Ability to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists. Ability to interpret a variety of instructions furnished in written, oral, diagram, or schedule form.
• Computer Skills and Experience. Good basic computer skills and experience with word processing programs are required. Other competencies in using smart boards, iPads, MacBooks, SeeSaw, and the G-Suite for Education.
• Knowledge and experience with a variety of adaptive equipment and software.
• Communication & Interpersonal Skills. Ability to effectively, efficiently, and regularly communicate and work cooperatively with a variety of individuals, including students, colleagues, subordinates, supervisors, parents, and outside professionals. Ability to effectively resolve conflicts and handle stress.

General Expectations

• Implement the school's mission statement;
• Effectively model and encourage multicultural awareness, tolerance and understanding following the WBAIS Profile of a Learner;
• Work effectively with a varied student population (EAL students, students with learning challenges, late-entering students, and gifted and talented students);
• Demonstrate knowledge of and capacity to develop and work with a standards-based curriculum;
• Utilize accurate and up-to-date knowledge of curriculum and subject matter, applying current educational research and training;
• Design effective lessons with teaching strategies that meet student needs and abilities;
• Demonstrate effective classroom management skills and strategies that encourage student self-discipline;
• Effectively monitor student work with timely and meaningful feedback, modifying goals and strategies as needed;
• Employ technology (computers, video, telecommunication, etc.) as appropriate to enhance instruction;
• Promote a positive relationship with others, sharing ideas, materials, experiences and expertise;
• Participate in peer coaching and other instructional improvement programs;
• Demonstrate a commitment to professional development both during the school year and during off school months as needed;
• Support school-wide projects such as student activities, staff development, and community efforts and events.

Child Protection

AIS is committed to safeguarding and promoting the welfare of children and young people and expects all employees to share this commitment. Aligned with the recommendations of the International Task Force on Child Protection, we hold ourselves to a high standard of effective recruiting practices with specific attention to child protection. 

Position Details

Reports to:  Elementary Principal - Must comply with all health and safety regulations as set out by the Ministries of Education and Health and our school administration.

Job Capacity:  100% 

Start Date:  Estimated start would be September 2025

Contact Information

WBAIS Website:

Phone:

Fax:

Address: 65 Hashomron St., Even Yehuda,