The Working Conditions of ESOL Professionals Pre-K-12

NYS TESOL believes that, in order for LEP (ESOL) students to have an equal opportunity to obtain the high quality education to which they are entitled, they must have access to ESOL programs staffed by especially trained professionals working under appropriate conditions.

In public schools, teachers in programs for LEP students should be ESOL-certified, tenure-track staff. In other educational settings, the staff dealing with LEP students should be especially trained in ESOL methodology. Full-time positions should not be divided up into several part-time positions. ESOL students benefit when they are taught by full-time, tenure track professionals who have more reason to be involved in all activities at the school. The participation of ESOL teachers in all aspects of the school program allows them to use their special skills and training to benefit the entire school as well as the REP students. Like other professional educators, ESC)L teachers should attend all staff meetings where they can serve as a valuable resource to the staff, and where they can gain the information they need to accurately explain school policies to the LEP students.

ESOL teachers' programs should include adequate time to give the individual attention needed by LEP students because they come from varied cultural, linguistic, and educational backgrounds. ESOL teachers' schedules should include time to meet with classroom or subject-area teachers to share information about methodologies, content, materials, and curricula. ESOL teachers' schedules, like those of the other professional staff at the school or institution, should include adequate time for preparation, and for lunch. ESOL teachers should not be expected to use lunch or preparation time for travel between sites or for supervision of aides, assistants or para-professionals. If they are assigned to more than one site, their schedules should allow them adequate time at each site to meet the students' needs and fulfill their other responsibilities. ESOL teachers should not be asked to cancel their ESOL programs, and thus short-change the LEP students, in order to substitute for absent classroom or subject-area teachers.

ESOL teachers also need time in their schedules to carry out the responsibilities unique to their professional area. In addition to teaching English and content-area material to the LEP students, these responsibilities may include any or all of the following:

• screening students for place- ment and determining when stu- dents have met the exit criteria
• acting as liaison between the school or educational institution and families of LEP students
• acting as liaison between LEP students and the rest of the staff, among staff members dealing with LEP students, and between LEP students and mainstream students;
• helping to schedule students;
• providing training to staff about cultural differences language learning, linguistic differences
• Coordinating multi-cultural activities for the staff and student body;
• staying informed about State Education Department (SED) Regulations and Guidelines;
• keeping records required by the SED;
• developing, writing and imple menting proposals and grants;
• working with parents, and the first language community, in helping students maintain and develop first language skills.

ESOL teachers should have the support of administrators who understand the goals and methodologies of TESOL, and who are committed to providing access for LEP students to all educational programs and services available in the school.

ESOL teachers should have sufficient books and materials designed for LEP students (using ESOL methodology). They should have adequate classroom space in an appropriate physical plant in order to carry out their responsibilities in a positive atmosphere. Their class rooms should be large enough to allow for active, hands-on lessons, as used in widely recognized ESOL methodologies, and should contain suitable equipment and supplies.

ESOL teachers, like other professional staff, should have appropriate opportunities to enhance their professional development and better fulfill their responsibilities to their students and their profession. This includes their attending conferences and workshops and taking courses relevant to their specialty.