Foreign Language Instructors, Upward Bound Summer Program

Special Instructions

Please see the special instructions provided above for more details.

• Positions are contingent upon level of federal funding and student enrollment.
• Salary: $2,500 – $3,500 (Salary may be adjusted based on student enrollment).
• Candidates must upload a resume and cover letter.
• In the cover letter, please indicate the course(s) the candidate is applying to teach:
  Arabic, German, Japanese, Korean, Mandarin Chinese, or Modern Greek.
• Provide the names and contact information for three current professional references. At least one reference should be from an educational administrator who has supervised the applicant. Please include the title of the person providing the reference.
• Taxes will be withheld and payment will be made on August 25th.
• No fringe benefits will be provided.
• Attention foreign citizens working in the U.S. under a visa:
  This assignment is short‑term and Rhode Island College will not sponsor a work‑authorization visa.

Before employment can be finalized, the prospective employee must be cleared through the National Criminal Background Check, and the employee must submit specific forms required by the RI College Human Resources Office according to terms outlined.

Posting Number: NT00103

Benefits Eligible?:
No

Section:
Student Success

Number of Positions Available: 1

Anticipated Start Date (Orientation #1):
June 11;
Orientation #2:
June 18;
First day of teaching:
June 30

Posting Date: 03/31/2025

End of Temporary or Limited Position: 08/06/2025

Priority given to applicants who apply by: 04/25/2025

Open Until Filled:
Yes

The Rhode Island College Upward Bound Program is a federally funded program for rising 10th, 11th, and 12th‑grade college‑bound high school students. The goal of Upward Bound is to increase the high school graduation, college‑going, and college graduation rates of program participants.

The Upward Bound Summer Program is hiring part‑time, temporary Science Instructors. Qualified candidates must be able to teach Introduction to high‑school level science courses in one or more of the following languages:
Arabic, German, Japanese, Korean, Mandarin Chinese, or Modern Greek.

• Develop an engaging and relevant course curriculum that aligns with national standards, such as the American Council on Teaching of Foreign Language. The curriculum should include student learning objectives that reflect these standards.
• Prepare a challenging course syllabus according to program guidelines.
• Use instructional approaches that respect the diversity of learners and employ innovative methods to engage students in mastering the course objectives.
• Assess each student’s competency level with respect to the course material and identify strategies and support services to help them improve.
• Submit bi‑weekly progress reports and a final evaluation report on each student, meeting established deadlines.
• Create a supportive learning environment that encourages appropriate behavior according to the standards set forth in the Upward Bound Code of Conduct. Foster positive social interaction, active engagement in learning, and self‑motivation.
• Meet weekly with the assigned class Tutor Counselor to discuss student progress, review tutoring logs, and provide guidance and support.
• Confer regularly with the Upward Bound advisors and meet with each at least once during the summer.
• Discuss organizational and campus issues with the Director in a timely manner.
• Collaborate with other instructors to enhance teaching and student success.

• Strong commitment to teaching students from diverse, low‑income, first‑generation backgrounds.
• Excellent classroom management, interpersonal, organizational, and time‑management skills.
• Teaching philosophy: with the right environment and curriculum, all students can succeed.

Education: Bachelor’s degree in a relevant field.

Experience:

• Near‑native fluency in the foreign language of the course as well as strong communication skills in English.
• At least two years’ formal experience teaching groups of low‑income, first‑generation…