Part-Time Instructor of Non-Credit English Second Language; ESL - School of Language Arts and Education - Modesto

Part-Time Instructor of Non-Credit English as a Second Language (ESL)

Modesto Junior College (MJC) is seeking a part-time faculty member in the English as a Second Language department. The ideal candidate will share MJC's commitment to educating its racially and socio-economically diverse student population. MJC currently serves about 24,000 students annually, the majority of whom are from racially minoritized populations.

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.

Minimum qualifications include a bachelor's degree in teaching English as a second language, or teaching English to speakers of other languages, or a bachelor's degree in education, English, linguistics, applied linguistics, any foreign language, composition, bilingual/bicultural studies, reading, or speech; and a certificate in teaching English as a second language, which may be completed concurrently during the first year of employment as a noncredit instructor.

Desirable characteristics include the 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, and participation in professional growth and remaining current in the subject area and major state initiatives.

Examples of duties include teaching lower division college courses in Non-credit English Language, advancing equitable student learning through dedicated, exemplary instruction, informing students of course requirements, evaluation procedures, and attendance requirements, preparing and grading class assignments and examinations, maintaining attendance, scholastic, and other records, developing, implementing, and assessing student-learning outcomes for courses and programs, engaging in data inquiry and self-assessment to develop strategies for student success, persistence, and equity, participating in professional development activities to fulfill mandatory requirements, maintaining current knowledge in the subject matter area and effective teaching/learning strategies to meet the needs of all learning styles, and maintaining appropriate standards of professional conduct and ethics.