FYTeacher, ELD, Gaithersburg HS, FTE
Listed on 2026-03-14
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Education / Teaching
Bilingual, Special Education Teacher, Teacher Assistant/ Paraprofessional, Elementary School
Job Description - FY27:
Teacher, ELD, Gaithersburg HS, 0.8 FTE (260018A)
Job Description
FY27:
Teacher, ELD, Gaithersburg HS, 0.8 FTE
Job Specific Information:
The wage range for this position is a salary between 80% of $64,591 and $131,472 based on education & experience. For information about benefits, please follow this link:
MCPS Official Job Description
Summary DescriptionUnder the direction of the school principal, plans for and provides English language development (ELD) instruction for students who have been identified as eligible for ELD services (formerly known as ESOL) through the state mandated English language proficiency test. Collaborates with administrators, counselors, teachers and other school staff about individual Emergent Multilingual Learner (EML) students and their needs; serves as a resource for information regarding students who are EML, cultural and linguistic differences, English language development, and the ELD instructional program;
serves as a resource to explain the ELD instructional program to parents; serves as a resource for students, parents, staff, and community, as needed.
Physical Demands:
As required by the duties and responsibilities of the job. Special Requirements:
None
Considerable knowledge of second language teaching/learning methods and techniques. Ability to work effectively with administrators, counselors and other school staff in organizing and implementing the ELD instructional program. Fluency in another language, in addition to English, preferred. Ability to understand and support students in the process of adjustment to the academic and cultural environment in MCPS. Excellent oral and written communication and human relations skills.
Education,Training, Experience
Bachelor's degree from an accredited college or university. Certificate License:
Holds Maryland teacher certification in ESOL/ELD.
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