Teacher of Secondary English Language Learning (ELL)

Description & Requirements

Role Description

JOB TITLE

Teacher of Secondary English Language Learning (ELL)

DEPARTMENT

Secondary School

LOCATION

Shanghai

SUPERVISOR

Head of Secondary English Language Learning (ELL)

OBJECTIVES

The Teacher of Secondary English Language Learning (ELL) delivers high-quality teaching that enables multilingual learners to develop their academic English and access the wider curriculum. The post holder will teach ELL classes and may also teach KS4 IGCSE English and IB English B, according to their experience and the needs of the school. The post holder may also be required to teach KS Humanities courses.

The post holder will work collaboratively with colleagues to support pupils’ academic progress, language development, well-being and successful participation in school life.

KEY RESPONSIBILITIES

Teaching, Learning and Curriculum Delivery

• Plan and teach engaging, well-structured lessons for assigned ELL classes, meeting the needs of pupils with different levels of English proficiency.
• Deliver the relevant ELL curriculum, including English language development, academic literacy, vocabulary, reading, writing, speaking, listening and study skills.
• Use appropriate scaffolding, differentiation and assessment for learning to help pupils make progress and access increasingly challenging learning.
• Develop pupils’ confidence, independence and ability to use academic English across different subjects and contexts.
• Where allocated, teach KS4 IGCSE English and/or IB English B classes in accordance with the relevant syllabus, assessment requirements and school curriculum.
• Be prepared, where required and appropriate to the post holder’s experience, to teach KS Humanities courses, using suitable strategies to support pupils’ understanding of subject-specific language and content.
• Maintain high expectations for pupil achievement, behaviour, effort and engagement.

Assessment, Progress and Reporting

• Assess pupils’ English proficiency and subject learning using appropriate formative and summative assessment.
• Use assessment information to plan teaching, provide timely feedback and support individual pupil progress.
• Maintain accurate records of pupil attainment, progress, targets and relevant support.
• Contribute to ELL pupil profiles, provision records and reporting processes as required.
• Communicate pupils’ progress and areas for development clearly and professionally to pupils, parents and relevant colleagues.
• Follow school policies and procedures for assessment, reporting, data management and confidentiality.

Supporting Language Development Across the Curriculum

• Work collaboratively with subject teachers to help pupils understand the language demands of their learning.
• Share practical strategies for scaffolding learning, including vocabulary instruction, sentence structures, academic reading and writing, and subject-specific language.
• Help pupils develop the language skills needed to participate confidently in mainstream lessons and wider school activities.
• Contribute to the development of consistent, language-rich classroom practice across the school.

Inclusion, Well-being and Pastoral Support

• Build positive, respectful relationships with pupils and promote a safe, inclusive and supportive learning environment.
• Identify and raise concerns about pupils’ academic progress, engagement or well-being with the appropriate colleagues.
• Work with Learning Support, pastoral teams and subject teachers to support pupils with overlapping needs, including ELL and SEND, and to ensure that assessment information is interpreted appropriately.
• Support pupils joining the school, including mid-year admissions and transitions, and contribute to ELL assessment or interviews where required.
• Uphold the school’s safeguarding, child protection, equality and inclusion policies.

Professional Responsibilities

• Participate in departmental meetings, staff training, performance review and other professional development activities.
• Reflect on teaching practice and use feedback, pupil outcomes and professional learning to improve the quality of teaching.
• Contribute to the development and review of schemes of work, teaching resources and assessment materials.
• Share effective practice with colleagues and contribute to collaborative planning.
• Carry out other reasonable duties related to the post as directed by the relevant line manager.

PROFESSIONAL EXPECTATIONS

The post holder is expected to:

• Demonstrate strong classroom practice and a commitment to high standards of teaching and learning.
• Use assessment and pupil feedback thoughtfully to adapt teaching and support progress.
• Work constructively with colleagues, pupils and parents.
• Be flexible and willing to teach across relevant courses and key stages in line with the needs of the school and their professional expertise.
• Maintain professional conduct, confidentiality and high ethical standards.
• Support the implementation of school and Wellington College China policies and guidance.

BASIC QUALIFICATION

Education: 

• Bachelor’s degree and a recognised teaching qualification.

Further Education and Professional Learning:

• A postgraduate qualification in TESOL, Applied Linguistics, ELL or a related field, or equivalent professional learning, would be beneficial.
• Relevant professional learning in IGCSE English, IB English B or Humanities would be an advantage.

Working experience: 

• Demonstrable experience teaching ELL, EAL or English language learners, preferably in a secondary setting.
• Experience teaching IGCSE English and/or IB English B would be an advantage.
• Experience teaching Humanities, or a willingness and ability to teach relevant KS Humanities courses, would be an advantage.

EXPERTISE

• Strong knowledge of ELL pedagogy and second language acquisition.
• Ability to plan and deliver lessons that support multilingual learners’ language development and access to subject learning.
• Knowledge of effective strategies for developing academic literacy, vocabulary, reading, writing and oracy.
• Ability to use assessment information to identify learning needs, provide feedback and support pupil progress.
• Where relevant to the teaching allocation, knowledge of IGCSE English and/or IB English B curricula and assessment requirements.
• Ability to support pupils in understanding subject-specific language and concepts in Humanities.
• Strong communication and collaboration skills, with the ability to work effectively with pupils, parents and colleagues.

OTHER INFORMATION

• The post holder needs to teach KS3 humanities when there's a need.

• The teaching allocation may include ELL, KS4 IGCSE English, IB English B and/or KS Humanities, depending on the needs of the school and the post holder’s experience.
• The post holder is required to comply with all school policies, including safeguarding, health and safety, data protection and confidentiality requirements.

As an employer of choice, Wellington College Education (China) is committed to making professional learning and personal development central to its ethos and approach. WCEC fully recognises its responsibilities for safeguarding children. Our safeguarding policy applies to all staff, governors and volunteers working in the Group.