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

About the role

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, with the following breakdown: 53.5% Hispanic, 35.1% White, 4.9% Asian, 3.4% African-American/Black, 1.4% Filipino, 0.5% Native American, 1.1% Pacific Islander, 0.2% Multi-racial/Other. MJC is a designated Hispanic-Serving Institution, reflecting the great responsibility that the college has to the educational attainment and economic well-being of the surrounding community. The successful candidate will join a college already fully engaged in exploring new wrap-around student support services and innovative pedagogical techniques to improve equity and overall student success. 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

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 as determined by California State Chancellor’s Office.

Qualifications

• 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.

Desirable Characteristics

• 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.
• Participate 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.

Preferred Qualifications

• 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.
• 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 practices to more effectively engage and support racially minoritized students.
• Experience and skill with addressing issues of equity in the classroom.
• Experience and expertise in culturally responsive teaching in English Language, especially as it relates to the relevancy of students’ lives, interests, and communities.
• Demonstrated ability to address equity gaps within coursework and the classroom.
• Demonstrated knowledge of the Hispanic-Serving designation for institutional, departmental, and instructional practices.

General Job Duties and Responsibilities

• Teaching lower division college courses in English as a Second Language.
• Advancing equitable student learning through dedicated, exemplary instruction in accordance with established course outlines.
• Informing students of course requirements, evaluation procedures, and attendance requirements.
• Preparing and grading class assignments and examinations and informing students of their academic progress.
• Maintaining attendance, scholastic, and other records and submitting them according to published policies and deadlines.
• Developing, implementing, and assessing student-learning outcomes for courses and programs and using the results for improvement.
• Engaging in data inquiry and self-assessment to develop strategies for student success, persistence, and equity.
• Participating in professional development activities to fulfill mandatory FLEX requirements.
• Maintaining current knowledge in the subject matter area and effective teaching/learning strategies to meet the needs of all learning styles.
• Maintaining appropriate standards of professional conduct and ethics.

Physical and Mental Standards

• 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.