English Second Language; ESL Instructor Tenure-Track Madera Community College

English as a Second Language (ESL) Instructor (Full‑Time, Tenure‑Track) Madera Community College

This is a full‑time, tenure‑track position. The district may fill more than one position from this pool.

At Madera Community College, we value the ability to serve students from a broad range of cultural heritages, socioeconomic backgrounds, genders, abilities, and orientations. We prioritize applicants who demonstrate understanding of the benefits a diverse student population brings to a community college. The successful candidate will be an equity‑minded leader committed to student success through collaboration with faculty, classified staff, administration, students, and community partners.

An equity‑minded individual is a person who:

• underscores the importance of holding ourselves accountable as educators for closing equity gaps and engaging in equitable practices;
• reframes inequities as a problem of practice and views the elimination of inequities as an individual and collective responsibility;
• encourages positive race‑consciousness and embraces human difference;
• supports institutional practices that develop and sustain culturally responsive teaching and learning environments;
• strategically builds support for and participation in equity‑related initiatives across both our internal and external communities.

Madera Community College seeks leaders who value placing the student at the center of everything we do, mentorship, and working in a collegial, collaborative environment. Leaders should be open and willing to participate in culturally relevant professional development to prepare for the population of students who attend Madera Community College.

Providing instruction in English as a Second Language (ESL) on the Madera Community College campus and/or at off‑site community campus locations, the instructor will be responsible for:

• Teaching a full schedule of developmental and transfer level ESL courses as assigned;
• Serving on and attending department, college, and district committees as needed;
• Working with educational organizations and community groups to collaborate on holding courses in off‑site locations;
• Providing coordination and orientation for faculty assigned to teach courses at off‑site locations including schools and community sites;
• Participating in orientation and outreach events to assist with enrolling new ESL students;
• Participating in program review, student learning outcome development, and assessment to improve student learning;
• Teaching assignments in a variety of instructional settings and times, including evening and/or weekends, online or off‑campus and large group instruction classes as needed;
• Fulfilling all duties and responsibilities of faculty as required by Administrative Regulation 7122;
• Other duties as assigned.

All candidates must have evidence of responsiveness to and understanding of the diverse academic, socioeconomic, cultural, disability, gender identity, sexual orientation, and ethnic backgrounds of community college students.

• Master’s 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
• Bachelor’s 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 master’s in linguistics, applied linguistics, English, composition, bilingual/bicultural studies, reading, speech or any foreign language;
  or
• A valid California Community College Credential;
  or
• The equivalent education and/or experience (requires equivalency).

Note: If the degrees posted on your transcript(s) do not match exactly as stated above, you must petition for equivalency.

• Experience and skill incorporating elements of diversity, equity, and inclusion into all areas of responsibility;
• Recent experience working with African American, Asian/Pacific Islander, Latinx, Native American, and other racially minoritized students in the classroom and an understanding of how historical patterns of exclusion shape…