English for Speakers of other Languages Instructor

College of Alameda

English for Speakers of other Languages Instructor

Salary Range: $57,635- $77,843/yr initial salary placement is commensurate with experience and educational background.

Deadline: July 2, 2021

Visit our Career Site for more information and to apply: http://50.73.55.13/counter.php?id=201444

Duties & Responsibilities

Teaching schedule may include evening or weekend hours as part of contract assignment.

Instructors are expected to use and keep abreast of advanced teaching methods, including the use of current and future technologies to support student learning and career objectives.

• Works with faculty in other departments (i.e., CTE) to support language needs of non-native speakers of English in certificate programs.

• Provide class instruction in accordance with established course outlines.

• Inform students via syllabi concerning course requirements, evaluation procedures, and attendance requirements.

• Maintain necessary attendance, scholastic and personnel records, and submits them according to published deadlines.

• Prepare and grade class assignments and examinations and promptly returns them to students.

• Post and maintain required office hours in accordance with the prevailing policy.

• Participate in faculty discussions on curriculum, teaching-learning techniques and teaching materials.

• Participate on departmental, divisional, and campus committees. Develop and revise courses in the discipline.

The Instructor is also responsible for providing a full professional service week that may include, but is not limited to:

• Teaching, teaching preparation, maintenance of office hours and student advising, and maintenance of student rosters, class records and grade completion in accordance with District policy and procedures;

• Performing departmental duties such as program and curriculum development, evaluation and revision, and selecting appropriate instructional materials, and working with administrators and other faculty to develop a comprehensive pre- collegiate program;

• Participation in professional activities such as departmental and campus committee work, faculty peer evaluations, staff meetings and participation in the governance structure of the College and District;

• Pursuing professional growth activities to remain current in discipline and teaching methodology;

• Performing professional outreach activities (e.g., working with administrators and other faculty, as part of course development and depending on need, by participating in an industry advisory committee for a program, working with inter-segmental education partners—such as high school, adult school and other colleges—and industry partners to design and implement effective basic skills curricula and career pathways in the discipline, etc.); and

• Performing other related duties as assigned by the College.

Minimum Qualifications

1. Possession of a Master’s Degree from an accredited college or university in TESL, TESOL, applied linguistics with a TESL emphasis, linguistics with a TESL emphasis, English with a TESL emphasis, or education with a TESL emphasis;

OR

2. Possession of a Bachelor’s Degree from an accredited college or university in TESL, TESOL, English with a TESL certificate, linguistics with a TESL certificate, applied linguistics with a TESL certificate, or any foreign language with a TESL certificate;

AND

possession of a Master’s Degree from an accredited college or university in linguistics, applied linguistics, English, composition, bilingual/bicultural studies, reading, speech, or any foreign language;

OR

3. May submit a fully satisfied lifetime California Community College Instructor Credential authorizing service to teach courses in TESOL.

(California credentials were no longer issued after July 1, 1990).

OR

4. The equivalent qualifications.

(Candidates who claim equivalency must provide conclusive evidence, as clear and reliable on the college transcripts as required on the District Equivalency Application Form. Refer to the Equivalency Procedures below. This is not a process to waive the minimum qualifications.)

5. Applicant must have demonstrated cultural competency, sensitivity to and understanding of the diverse academic, socioeconomic, cultural, disability, and ethnic backgrounds of community college staff, faculty, and students.

Desirable Qualifications

• Experience teaching ESOL at the college level, preferably equivalent to at least two (2) years.

• Experience teaching in all ESOL skill areas at all levels from Non-Credit, beginning to transfer levels.

• Experience teaching contextualized ESOL courses for Career Technical Education programs.

• Knowledge of current second language acquisition theories and ESOL methodologies and materials.

• Recent experience in the area of instructional technology including smart classroom technology, course management and document sharing systems, and other online instructional tools.

• Ability to apply innovation and technology in both face-to-face and distance instructional settings.

• Experience in studying or learning a foreign language in a non-English speaking environment.

• Experience teaching ESOL to diverse racial, ethnic, gender, disabled and cultural populations.

• Understanding of and commitment to the role and purpose of the community college, including the mission, vision and values of Laney College.

• Demonstration of commitment to professional growth and service through various types of activities, e.g., workshop presentations, materials development, curriculum development, collaborative teaching endeavors, classroom-based research, publications, organizational involvement, committee work, program/project coordination, teacher training and writing of grant proposals.

• Participate in the development and/or selection of course materials, equipment, and technology that will enhance the offerings of the department.

• Experience developing and updating curriculum.

Experience teaching distance education courses, using Moodle or other distance education learning management systems

• Knowledge of effective distance education practices

• Experience in the use of various instructional technologies to teach both face-to-face, online, and hybrid.

• Experience with developing student learning outcomes and assessment techniques, and assessing student learning outcomes

Other Requirements

The following questions seek information about your knowledge of the position. Be certain that your answers are complete and as detailed as possible.

Please attach a separate typewritten response in the Training/Certification Document tab in a 12-point font on 8 1/2 ” X 11” paper for each of the following questions. Your responses to Questions #2 and #3 should not exceed one (1) typewritten page.

1. List your experience teaching reading, writing, grammar, and listening/speaking to non-native speakers of English in a post-secondary environment in the past ten years in a community college, college/university, adult education, intensive English program or through overseas experience.

TYPE OF INSTITUTION NAME OF INSTITUTION SKILLS AREA TAUGHT CREDIT/ NONCREDIT LEVEL ESTIMATED # OF SEM/QTRS (indicate which)

Sample:

Community College Laney College Reading Credit High Int. 2 semesters

Community College

College/University

Adult Education

Overseas Experience

2. Describe your training and experience teaching academic ESL reading and composition.

3. Describe your experience teaching ESL to diverse multi-lingual/multi-cultural populations.

We are an EOE