Elementary ML Teacher

Elementary ML Teacher This position will be for the 2026/2027 School Year ABOUT HOPE COMMUNITY ACADEMY HOPE Community Academy is an accredited, public co-educational charter school comprising primary, intermediate, middle school, and high school levels. The entire school community seeks to provide a safe and trusting learning environment where each student is valued and challenged to grow academically, socially, emotionally, and physically.

Mission: To inspire students to achieve high academic success while embracing Hmong language and culture. Vision: To be a public school of excellence, with high quality staff, diverse programs, and successful students. Culture statement reflects who we are: HOPE is a safe space where all feel valued, empowered, and inspired.

Learning at HOPE promotes cultural appreciation, character, and lifelong growth. Our scholars leave ready to lead with purpose and contribute to their community. HOPE's Values: High-Impact; Scholar-Focused; Sense of Belonging; Leadership; and Joyful Excellence: Our work for the next two years is illustrated in our 2026-2028 Strategic plan focused on four priorities

• Radical Growth, Stabilizing Operational Systems, Being Data-Centered, and Building Community Impact. All employees are expected to operate with high impact to continue improving the experiences of HOPE's community. Position Title: Elementary ELL Teacher Salary Range: $45,000.00 - $60,000.00 Reports To: Elementary Instructional Leader Status: Exempt, Full-Time 40+ hours a week Contract Type: 10 month contract (follows school calendar) Paid over 12 months. ABOUT THIS ROLE At HOPE, the Elementary ML Teacher is a dedicated language advocate and collaborative instructional partner whose work is rooted in the belief that every English Language Learner can achieve academic success when provided with intentional, research-based language support embedded directly within the general education classroom. This position operates exclusively within a push-in, co-teaching model � bringing expert language instruction to students in their natural learning environment, alongside their classroom teacher and peers. Under the direction of the Elementary Instructional Leader, the ELL Teacher partners deeply with general education classroom teachers to plan, co-deliver, and refine standards-aligned instruction that meets the language acquisition needs of English learners at all proficiency levels. Rather than removing students from their learning community, this role strengthens belonging and access by integrating language support seamlessly into the flow of everyday classroom instruction. The Elementary ML Teacher brings a deep understanding of language acquisition, culturally responsive pedagogy, and the lived experiences of HOPE's multilingual learners � particularly those from Hmong, Karen, and other immigrant and refugee communities. This role is essential in ensuring that every English learner feels seen, supported, and empowered to thrive academically and socially within HOPE's school community. PRIMARY DUTIES Compliance and Regulations. Co-Teaching and Push-In Instruction. Deliver all ML services exclusively through a push-in, co-teaching model within the general education classroom. No pull-out services are provided in this role. Partner with classroom teachers to share instructional responsibility, ensuring English learners receive language support within the context of grade-level content and alongside their peers. Implement a variety of co-teaching structures including parallel teaching, station teaching, team teaching, and alternative teaching as appropriate to student needs and lesson design. Collaborative Lesson Planning. Engage in regular, structured co-planning sessions with assigned classroom teachers to develop lessons that intentionally integrate language objectives alongside content objectives. Contribute ELL-specific expertise in sheltered instruction strategies, scaffolding techniques, and language acquisition theory to strengthen the instructional design for all learners in the classroom. Language Acquisition and Differentiation. Provide targeted, differentiated language support to English learners at varying levels of English proficiency (WIDA levels 1�6) within the general education classroom setting. Use sheltered instruction, visual supports, sentence frames, vocabulary scaffolds, and other evidence-based strategies to make grade-level content comprehensible and accessible. Adapt materials and instructional approaches in real time to meet the evolving language needs of individual students. Assessment and Progress Monitoring. Administer and interpret required ELL assessments including ACCESS for ELLs and other formative language assessments. Monitor and document the language development progress of all identified ELL students. Use assessment data collaboratively with classroom teachers to refine instructional strategies, adjust language scaffolds, and ensure each student is progressing toward English proficiency and academic achievement benchmarks. Maintain accurate and complete records in compliance with state and federal ELL program requirements. Cultural Responsiveness and Inclusion. Serve as a cultural bridge within the classroom, drawing on students' home languages, cultural backgrounds, and prior knowledge as assets in language and content learning. Support classroom teachers in building culturally responsive learning environments that affirm the identities of Hmong, Karen, and other multilingual learners. Advocate for full inclusion and equitable participation of English learners in all classroom activities and school experiences. Teacher Partnership and Capacity Building. Build the capacity of classroom teachers to effectively support English learners through ongoing informal coaching, resource sharing, and collaborative reflection. Model evidence-based ELL instructional strategies within co-taught lessons. Foster a co-teaching relationship built on mutual respect, shared ownership, and a unified commitment to student success. Family and Community Engagement. Communicate proactively with families of English learners regarding their child's language development, academic progress, and rights under the ELL program. Serve as a resource and advocate for families navigating school systems, particularly those from Hmong, Karen, and other refugee and immigrant communities. Participate in parent-teacher conferences, school events, and family engagement activities. Compliance, Documentation, and Professional Growth. Ensure full compliance with state and federal ELL program requirements including identification, placement, service documentation, and annual reporting. Maintain required ELL student files and program records. Actively participate in professional development, staff meetings, and professional learning communities. Stay current with research and best practices in language acquisition, co-teaching, and multilingual education. Perform other related duties as assigned by the Elementary Instructional Leader or other appropriate administrator.

REQUIREMENTS

A B.A. or B.S. degree in Education, English as a Second Language, Linguistics, or a related field from an accredited institution is required. A Master's degree in ESL, Bilingual Education, or a related field is highly desirable. A valid Minnesota teaching license in English as a Second Language (ESL) or English Language Development (ELD) is required.

Teachers are expected to maintain licensure in good standing throughout employment. Prior experience in a co-teaching or push-in ELL service delivery model is strongly preferred. Demonstrated ability to build collaborative, productive relationships with general education classroom teachers is essential. Strong knowledge of second language acquisition theory, WIDA ELD Standards, and sheltered instruction strategies.

Ability to differentiate language support across proficiency levels 1�6 within a general education classroom setting. Knowledge of Minnesota Academic Standards and experience integrating language objectives with grade-level content standards. Familiarity with co-teaching models, UDL, and scaffolding strategies for Hmong, Karen, and other multilingual learners.

Experience with EDUClimber, FASTBridge, ACCESS for ELLs, or similar student data and assessment platforms is preferred. Proficiency in or knowledge of Hmong, Karen, or another language spoken by HOPE's student population is a significant asset. Strong interpersonal, communication, and collaboration skills with a demonstrated ability to work as an equal partner in a co-teaching environment.

Deep commitment to educational equity, full inclusion, cultural responsiveness, and HOPE's mission and strategic priorities. Excellent verbal and written communication skills, including the ability to communicate clearly with students, families, classroom teachers, and school leaders regarding ELL student needs and program requirements.

Ability to interact effectively with scholars, families, and staff of diverse ethnic, cultural, and socioeconomic backgrounds. Proficiency in using computer and multimedia technology to support and differentiate instruction. WORK ENVIRONMENT Duties are performed primarily within general education classrooms throughout the school building in a push-in co-teaching model.

The school building is a multi-level building with an elevator and is fully accessible. This position involves consistent daily movement between classrooms across grade levels to support assigned co-teaching partnerships. Position requires extensive interaction with elementary-age students and close daily collaboration with classroom teachers.

Duties may occasionally be performed on field trips or in outdoor environments. Possible exposure to loud environments (e.g., hallways during passing periods, cafeteria, gymnasium). Some evening hours may be required for school events, family engagement activities, and cultural programs. Note: Nothing in this job description restricts school's right to assign or reassign duties and responsibilities to this job at any time.

This document does not create an employment contract, implied or otherwise. It does not alter the "at will" employment relationship between the school and the employee. EEO Statement: Hope Community Academy is an equal opportunity employer and prohibits discrimination and harassment of any kind. We are committed to creating a diverse and inclusive workplace where all employees are valued, respected, and have equal opportunities for advancement.

All qualified applicants will receive consideration for employment without regard to race, color, religion, gender, gender identity or expression, sexual orientation, national origin, genetics, disability, age, or veteran status