Part-Time Instructors to teach Adult (Non-credit) English as a Second Language courses
Description
Irvine Valley College is looking for Part-Time Instructors to teach Adult (Non-credit) English as a Second Language courses. These include multi-skill courses, specific skill courses, and English for workforce preparation courses. Teaching assignments may include long-term substitute positions.
Temporary, part-time faculty positions offer the opportunity to assist a diverse group of students in achieving their educational goals. As one of the largest community college districts in southern California, we offer a wide range of opportunities in transfer, general education, career, and technical education programs. These part-time positions are on an as-needed basis and applicants should live within commuting distance to Orange County.
Performance Responsibilities
The primary responsibilities of part-time faculty are to teach classes in accordance with established curriculum and course outlines. The faculty member will prepare and provide students with course outlines, materials, and lectures that support learning objectives set forth in the course syllabus; when requested, help develop, and measure learning outcomes as identified by the department; and assess student performance and maintain grade records.
Report assessment data on student learning outcomes, administrative unit outcomes, and/or student services outcomes.
Utilize the results of student learning outcomes assessment to make improvements in teaching and learning.
Maintain appropriate standards of professional conduct and ethics.
Maintain current knowledge in the subject matter areas.
Follow the regulations, policies, and procedures of the college and district as published.
Complete all program/college/district reporting deadlines on time.
Complete and submit required documents in a timely manner.
Make use of technology and learning materials that are current, support the lesson, and enable students to engage with the material.
Establish and maintain a framework for regular and sustained contact with/among students if teaching distance education courses.
Teach classes during the scheduled time and at the assigned location.
Meet workload obligations.
Maintain accurate records.
May participate in curriculum review and program development.
Assignments may include day, evening, weekend, on-line and/or off-campus classes.
Minimum Qualifications
1. Must meet one (1) of the following qualifications under (a) through (e):
(a) A bachelor's degree in teaching English as a second language (TESL), or teaching English to speakers of other languages (TESOL). OR
(b) 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. OR
(c) A bachelor's degree with any of the majors specified in subparagraph (b) above; AND one year of experience teaching ESL in an accredited institution; 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. OR
(d) Possession of a full-time, clear California Designated Subjects Adult Education Teaching Credential authorizing instruction in ESL. OR
(e) A combination of education and experience that is at least the equivalent of (a) or (b) above. Applicants submitting an application on the basis of equivalency must thoroughly and completely answer all of the equivalency questions, in addition to providing all other required materials.
2. Commitment to equity and diversity. All applicants must have demonstrated sensitivity to and understanding of the diverse academic, socioeconomic, cultural, disability, gender, gender identity, sexual orientation, and ethnic backgrounds of community college students, faculty, and staff. The applicant must be able to demonstrate how these factors relate to the need for equity minded practices within an educational environment.
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