Position Type:
Teachers/Tchr Dual Language Immersion
Date Posted:
2/16/2026
Location:
All Schools
Date Available:
07/27/2026
Job Code: Tchr Dual Language Immersion - 060152
Standard Hours: 40
Department: Grades K-5 - 101199
Empl Class: NA
Minimum Salary: $61,146.00/Annually
Maximum Salary: $114,000.00/Annually
Scheduled Days: 190
Target Openings: 10
License and Certification Qualifications: Meets Georgia certification requirements in early childhood. Gifted certification and/or concentration preferred.
Education Qualifications: Bachelor's degree in applicable field of education from a Professional Standards Commission (PSC) approved college or university required.
Experience Qualifications: Previous teaching experience preferred.
Skills Qualifications: Ability to demonstrate advanced level language proficiency in the immersion partner language. This may be assessed as part of the interview process facilitated by an advanced-level user of the immersion partner language or by a formal language proficiency test, such as the Oral Proficiency Interview (OPI) and Written Proficiency Test (WPT) as administered through the American Council on the Teaching of Foreign Languages (ACTFL); knowledge of target language cultural practices and perspectives; knowledge of Gwinnett County Public Schools (GCPS) Academic Knowledge and Skills (AKS) curriculum with in-depth knowledge of content in field of certification; knowledge of techniques for integrating curriculum, GCPS policies, and effective instructional practices; ability to understand the teaching/learning process; ability to infuse technology into instruction to increase student learning; ability to work effectively with administrators, colleagues, central office, and school based staff, students, parents, and community; excellent oral and written communication skills in both target language and English; and effective human relations skills.
Primary Responsibilities: Plan for appropriate learning experiences for students in the Dual Language Immersion Program based on the district Academic Knowledge and Skills (AKS) curriculum and provide an atmosphere and environment conducive to the intellectual, physical, social, and emotional development of students.
1. Demonstratecommand of school subjects being taught in the target language.
2. Develop and prioritize short and long-terminstructional objectives based on district AKS curriculum.
a. Identify specific prerequisite skills and/orknowledge necessary for Dual Language Immersion students to learn the AKS.
b. Plan instruction as needed to promote studentmastery of prerequisite skills and knowledge.
c. Analyze student work and assessments to determineinstructional needs.
d. Prepare written lesson plans in the targetlanguage to support instructional objectives of the AKS for students inthe Dual Language Immersion Program.
e. Plan appropriate assessment of student learningin the Dual Language Immersion Program.
3. Evaluate, select, and modify resources andactivities in the Dual Language Immersion Program.
a. Review resources including district corematerials.
b. Select core materials and other resourcesthat match the AKS.
c. Select resources that match the learner(s)needs.
d. Select resources that reflect scientifically-basedresearch on effective instruction.
4. Provide initial focus for the lesson.
a. Communicate specific learning objectivesto students in the target language.
b. Link lesson content to students? prior knowledge,background experience, and/or real-world application of content.
c. Capture student attention through activeinvolvement.
5. Organize content for presentation of thelesson in the target language.
a. Present information in a logical sequencein the target language.
b. Organize the presentation of content intoblocks or steps based on the students? needs and the complexity of thematerial.
c. Follow research-based organizational planfor content organization, such as anticipatory set, acquisition lesson,guided practice, independent practice, and summarizing.
6. Utilize scientifically researched effectiveinstructional strategies and methods of providing information for studentsto acquire the learning.
a. Assess students? learning of the AKS andprovide specific feedback to students and parents.
b. Provide collaborative learning opportunitiesto enhance student achievement.
c. Provide multiple opportunities for distributedguided practice followed by independent practice.
d. Teach essential content-related vocabularyin the target language.
e. Utilize a variety of nonverbal/visual representationsof content and skills.
f. Teach students to summarize theirlearning in the target language.
g. Teachskills for improving reading andwriting proficiency/literacy across content areas.
h. Access and/or build students? backgroundknowledge and experience.
i. Utilize and teach questioning and cuing/promptingtechniques.
j. Utilize technology effectively to plan, teach,and assess.
k. Utilize inquiry-based problem-solving learningstrategies with students in math, science, and target language literacycontent areas.
l. Teach and require students to set personalgoals for improving their academic achievement.
m. Teach students to compare and contrast knowledge,concepts, and content.
7. Provide formative assessment that measuresstudent progress toward AKS objectives.
a. Monitor students? progress in learning througha variety of techniques.
b. Adjust instructional plans based on formativeassessment results.
c. Provide criteria that allow students to measuretheir own progress toward an objective.
8. Provide summative assessment that measuresstudent achievement of objectives.
a. Assess students' learning of the AKS.
b. Provide assessments that are appropriatefor the learner(s).
c. Maintain assessment records for each student.
d. Communicate assessment results to student.
e. Utilize assessment results to plan for subsequentinstruction.
9. Organize learning environment to maximizestudent time on task.
a. Organize and arrange classroom to facilitatelearning.
b. Ensure smooth transitions from one activityto another.
c. Maintain an orderly system for housekeepingduties including attendance, passes, announcements, distributing and collectingmaterials, and homework assignments.
10. Maintain behavior that is conducive to learning.
a. Define and communicate behavior expectationsto students.
b. Monitor behavior and provide appropriatefeedback to students.
c. Manage inappropriate behavior effectively.
d. Focus on student behavior rather than personality.
e. Treat sensitive situations with discretion.
f. Encourage participation from all students.
g. Establish mutual respect between teacherand students.
h. Convey warmth, friendliness, and enthusiasm.
11. Participate in professional growth and professionallearning activities.
a. Apply new knowledge and skills acquiredin planning and delivery of student instruction.
b. Demonstrate evidence of progress towardindividual goals plan.
12. Maintain professional responsibilities and actas a role model.
a. Utilize standard written expression andacceptable oral expression both in target language and English.
b. Demonstrate punctuality to class, to assignedduties, and to other school activities.
c. Submit records, reports, and forms accuratelyand promptly.
d. Provide clear plans for substitute teachers.
e. Maintain regular attendance.
f. Demonstrate a willingness to shareideas, methods, and materials.
g. Cooperate with staff and support the developmentof activities and goals of the school.
h. Encourage positive school and home communications.
13. Perform other duties as assigned.
Physical Demands:
While performing the duties of this job, the employee is frequently required to sit for extended periods of time. The employee is also required to talk, hear, stand, and walk. The employee may be required to use hands to finger, handle, feel, and/or reach. The employee is occasionally required to stoop, kneel, or crouch. The employee must occasionally lift and/or move up to 25 pounds. Specific vision abilities required by this job include close vision, distance vision, color vision, depth perception, and ability to adjust focus. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
