Part-Time Instructor of English Second Language; ESL - School of Language Arts and Educat

Job Title

Part‑Time Instructor of English as a Second Language (ESL) – School of Language Arts and Education – Modesto Junior College

Modesto Junior College

Hourly Range: $78.15 to $124.94
Doctorate Range: $92.09 to $128.22
Part‑time Faculty office hours paid at a flat rate of $30 per hour.
Not eligible for benefits other than Workers’ Compensation coverage.

The successful candidate will join an English as a Second Language program that continues to create curriculum responsive to student needs, increasing student completion through the implementation of strategies geared to increase student equity.

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 the equivalent.

Determined by California State Chancellor’s Office. Equivalency procedure available.

Knowledge of and ability to appraise the diverse academic, socioeconomic, cultural and ethnic backgrounds of community college students. Sensitivity to the needs, problems and challenges associated with the diversity of the community college student population.

• Mobility: ability to sit or stand for long periods, move about an office, and reach above and below desk level.
• Dexterity: fine manipulation sufficient to operate a keyboard, handle individual papers, write and take notes.
• Lifting: occasional lifting of papers, files, equipment and material weighing up to 25 pounds.
• Visual Requirements: close vision sufficient to read files, documents, and computer screens and do close‑up work; ability to adjust focus frequently.
• Hearing/Talking: ability to hear normal speech, speak and hear on the telephone, and speak in person.
• Emotional/Psychological Factors: ability to make decisions and concentrate; frequent contact with others including some public contact; frequent deadlines and time‑limited assignments.

Reasonable accommodation may be made to enable individuals with disabilities to perform the essential functions of the position.

• Ability to develop curriculum or services that stress innovation and improve student equity.
• Enthusiasm for the learning process.
• Commitment to supportive relationships with students and colleagues.
• Participation in professional growth and remain current in subject area and major state initiatives.
• Ability to operate effectively in an environment of change and ambiguity.
• Vision and energy to plan and organize programs to enhance student success.
• Willingness to participate effectively in shared governance and to work collaboratively.
• Personal qualifications such as effective interpersonal communication skills, participation in community affairs, ability to conduct effective public presentations.

• Education and/or experience in teaching English Language courses at the community college level.
• Current understanding of assessment processes for improving student success at the course, program, and degree level.
• Teach English language competencies for beginning through intermediate English Language courses; preparation of materials; grading student work; maintaining an effective classroom environment and workspace. Some teaching assignments may take place in area communities.
• Competent in new pedagogies, such as English Language, and other pedagogies directed at improving student success and student equity.
• Recent experience working with African American/Black, Hispanic, Native American, and other minoritized students in the classroom, and an understanding of how historical patterns of exclusion of these groups within higher education shape patterns of participation and outcomes.
• Willingness to examine and remediate one’s instructional, relational, and classroom…