Jobs in TESOL

 (Michigan Employers)

Welcome to our list of Michigan jobs available in the field of TESOL.  

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  • 11/20/2019 8:45 PM | Trisha Dowling

    Henry Ford College is seeking additional adjuncts to teach in its English Language Institute. Start date Winter (January) 2020. To apply:

     

    https://hfc.csod.com/ats/careersite/JobDetails.aspx?site=4&id=58


  • 10/22/2019 9:55 AM | Josie Gruber (Administrator)

    This information has been corrected: Eastern Michigan University in Ypsilanti is seeking a part-time TESOL lecturer. The selected candidate will be teaching TESOL classes rather than ESL students. Please submit application materials to tesol@emich.edu.


    Text below has been extracted from the post on HigherEdJobs.com.

    Part-Time Lecturer (TESOL)

    Institution:

    Eastern Michigan University

    Location:

    Ypsilanti, MI

    Category:

    Faculty - Liberal Arts - English as Second Language

    Posted:

    10/08/2019

    Type:

    Full-Time

    Salary: Depends on Qualifications
    Job_Type: Part Time
    Job_Number: 02085
    Closing: Continuous
    Location: Main Campus
    Division: ACA

    General Summary

    Teach courses in our undergraduate TESOL/ESL programs.

    Principal Duties and Responsibilities

    Teaching may include a number of particular obligations which employees are expected to fulfill, including but not limited to: meeting with students during and outside of assigned classes, assessing student work and performance, preparing syllabi and course materials, providing copies of syllabi and course materials to their supervisor on request, and assigning and submitting grades in accordance with established Eastern Michigan University schedules.

    Perform related duties as required.

    Qualifications

    • Completion of a Doctoral degree in TESOL or a closely related field is preferred. ABDs considered.
    • Knowledge of a foreign language is required.
    • Experience teaching TESOL &/or ESL/EFL is required.
    • Evidence of professional development activity is preferred.
    • Strong communication skills are necessary.
    • Overseas teaching experience is desirable.
    • Additional qualifications specific to area of assignment may be desirable.
    Supplemental Information

    Please attach a cover letter, resume and copies of your graduate transcripts.PI114330352

    APPLICATION INFORMATION

    Contact:

    Eastern Michigan University

  • 09/26/2019 9:56 PM | Trisha Dowling

    Henry Ford College is seeking two (2) full-time tenure-track instructors to teach in its English Language Institute. Start date Winter (January) 2020. To apply:


    https://hfc.csod.com/ats/careersite/JobDetails.aspx?site=4&id=448


  • 09/22/2019 11:18 AM | Trisha Dowling

    The Madonna University Writing Center is hiring for two Writing Center Specialists – one position is for 12 hours/week and the other is for 16 hours/week. We are especially looking for candidates with a TESOL background. This link has additional information and the application: https://madonna.edu/resources/human-resources/

     

    If individuals would like more information on the Writing Center, this is our webpage: https://madonna.edu/resources/writing-center/


  • 08/27/2019 8:32 PM | Jennifer Musser
    English as a Second/Other Language (ESL) Teacher
    • Position Type:
        Student Support Services
    • Location:
        Genesee Intermediate
    • Job Summary:

      The ESOL Program Teacher is responsible for English Learners (EL) in collaboration with local district and ESOL Program staff. The ESOL Program teacher provides direct, targeted English Development instructional services to K-12 EL in small groups or with individual students to help increase their overall achievement. The ESOL Program Teacher leads and models instructional practices with EL Facilitators to provide feedback and increase students’ quality of English Development and access to content.  


      Essential Duties (may include, but not limited to):

      1. Provides a welcoming and supportive climate to establish and reinforce acceptable behaviors and attitudes.
      2. Collaborates with local district and GISD ESOL Program staff.
      3. Articulates and supports implementation of effective English Learner instructional practices for both English development and access to content across grades K-12.
      4. Leads English proficiency goal setting and/or accommodations for planning and implementation.
      5. Plans, organizes and provides individual and/or group lesson plans and instruction aligned with the MI WIDA (World-Class Instructional Design and Assessment) English Proficiency instruction Standards.
      6. Develops and uses instructional materials suitable for a learning environment for children with wide range of English proficiency levels, accommodations and/or instructional goals.
      7. Models and monitors effective instructional practices differentiated for English Learners.
      8. Administers academic and language assessments to evaluate student progress.
      9. Participates in meetings seeking to assist EL struggling academically or behaviorally.
      10. Maintains a routine schedule of observations, data collection, data input and interpretation.
      11. Participates in staff meetings.
      12. Participates in required professional development/learning.
      13. Consistently models Win-Win leadership.


    • Qualifications:

    • Education-
      Bachelor’s degree required; Master’s degree preferred. A valid State of Michigan Teaching
      certificate required with an English as a Second Language or Bilingual endorsement.

    • Experience-
      A minimum of two (2) years’ work experience with English Learners (EL) preferred.

    • Skills/Other-
      Must have a valid Michigan driver license, current automobile insurance and the ability to travel to and from schools in the assigned geographical area. Evidence of strong interpersonal and problem solving skills. The ability to work in diverse settings and communicate effectively as a team member in collaboration with ESOL Program staff, local district leaders /instructional staff and parents/ communities. Evidence of accurate record keeping and data collection skills. Discretion with confidential information. Ability to utilize district technology, and work to maintain proficiency, as required skill sets change with technology and/or the needs of the district. Ability to articulate the WIDA English Proficiency Standards and assessments and speak to their application in the general education setting. Punctuality and good attendance are requirements for the position. Ability to work a flexible workday, work week, and work year. Fluency in a language other than English desired. Ability to fulfill responsibilities in accordance with program goals including documentation necessary to be in compliance with regulatory requirements specific to English Learners. Demonstrate honesty, integrity, and professionalism at all times. Ability to exercise good judgment and make decisions in accordance with board policies and administrative guidelines. 


    • Special Job Considerations:

      Certification- Required
      Type of Certification- Michigan Teaching Certificate with English as a Second Language Endorsement
      Bargaining Unit- None
      Salary Schedule- Contracted, full-time position, up to 200 days per year; 37.5 hours per week
      Immediate Supervisor- Assistant Superintendent of Education and Learning
      Supervision- Support staff in the assigned area


    Visit here to apply:

    https://www.applitrack.com/gecs/onlineapp/jobpostings/view.asp?all=1&AppliTrackPostingSearch=title%3Ateacher%20&AppliTrackZipRadius=5&AppliTrackSort=type&AppliTrackLayoutMode=detail&AppliTrackJobId=905&AppliTrackViewPosting=1


  • 08/14/2019 9:14 AM | Jennifer Musser

    ESL High School Teaching Position

    • Position Type:
        High School Teaching/ESL
    • Location:
        Ypsilanti Community High School
    • District:
        Ypsilanti Community Schools - website
    •   

    Position Title:        ELA - Secondary Teachers

    Building:                Ypsilanti Community High School

    Reports to:            Building Principal and/or designee

    Salary:                   Per negotiated contract

      

    Qualifications:

    1. Bachelor’s Degree or higher in Education 

    2. Valid Michigan Teaching Certificate with ESL certification required and ELA certification preferred

      

    District Description:

      

    Ypsilanti Community Schools is a small urban district conveniently centered around the major freeways (I-94 & US-23) within 5 minutes of Eastern Michigan University, 15 minutes from the University of Michigan. We have approximately 3,900 students, 3 Early Childhood Learning Centers, 1 International Baccalaureate with Prek-5, 3 Elementaries, 1 Middle School, and 1 High School which features 2 programs within the building STEM and AC Tech, and 1 Alternative Education building (ACCE). YCS is a systemic reconfiguration Blueprint District which aims to dramatic improve student learning in short amount of time anchoring a culture of collective responsibility that is collegial, collaborative, and professional. It aims to ground a safe orderly and respectful environment for all students that promotes excellence.

      

    Position Description: 

      

    The classroom teacher will be responsible for planning and implementing high-quality instruction to all students.  He or she will use a variety of methodologies and curriculum resources to ensure that all students meet grade level content expectations.

      

    Position Responsibilities:

    • Deliver engaging high-quality instruction to all students;

    • Utilize a variety of researched-based instructional techniques, strategies, and methods;

    • Implement a tiered system of instruction within the classroom to meet the needs of all students;

    • Hold ongoing instructional-specific conversations focused on improving student learning;

    • Collaborate to create and execute clear, logical instructional plans that produce strong results in student learning;

    • Integrate technology in instruction, planning, and communication;

    • Coordinate instruction within and across grade levels;

    • Demonstrate successful teaching techniques and classroom management skills as defined by the District’s evaluation tool;

    • Create a learning environment that is conducive for learning;

    • Design a physical environment that uses classroom space, walls and room arrangement to support effective learning and communication;

    • Build meaningful, caring relationships with students;

    • Motivate students and influence their behaviors;

    • Use appropriate tone and language when redirecting students;

    • Actively participate in the teaching for learning cycle which requires analyzing data, completing action plans, delivering re-teach lessons and reflecting on the instructional learning cycle;

    • Participate and adhere to all specialized student plans i.e. Individual Educational Plans (IEPs), 504, Behavior Plans, etc.

    • Utilize the multi-tiered system of support to identify and address barriers to learning;

    • Design and utilize formative assessments to modify and adjust instruction on a daily basis;

    • Collect and analyze data to inform instructional decisions;

    • Contribute to a professional environment that is one of mutual respect, teamwork, and accountability;

    • Adheres to the District’s and School’s policies, expectations, and protocols as outlined in the District’s Policies and Procedures Manual and School’s Procedures Manual.

    Required Competencies & Skills:

    • Achieve results by taking risks and reflecting and acting on lessons learned;

    • Maintain his/her drive for results by demonstrating persistence, directness, and the ability to monitor and plan ahead;

    • Possess the aptitude to discuss subject-specific content instruction and the drive to try out new ideas to improve student learning;

    • Achieve outstanding student achievement results in a short amount of time;

    • Strong attention to detail;

    • Strong analytical, critical thinking and problem-solving skills;

    • Ability to build strong interpersonal relationships and work effectively in a collaborative environment;

    • Possess a track record of leadership, integrity, initiative, curiosity, and perseverance;

    • Ability to communicate effectively (verbal and written), interpret policy and procedures, maintain emotional control under stress;

    • Desire to continuously learn and increase effectiveness as a professional;

    • Excellent computer skills, including Microsoft Word, Powerpoint, Excel, and the Google Suite;

    • Express a commitment to the relentless pursuit of increasing student learning; and 

    • Ability to skillfully challenge the status quo.

    Additional Qualifications: 

      

    As a Blueprint district, we are seeking a turnaround teacher that is committed to leading the systemic reconfiguration of the district at the classroom level, while sustaining the organization’s sense of urgency in realizing dramatic improvement in student and teacher performance in a short amount of time. 

      

    Qualified candidates should skillfully demonstrate the following turnaround competencies: 

    • the ability to prioritize student-learning needs over the customs, routines, and established relationships that can stand in the way of necessary change; 

    • the strong desire to achieve outstanding results in a short amount of time; 

    • the strong desire and ability to build meaningful, care relationships with students in order to exert academic press and influence; 

    • the skill and willingness to leverage the student support network to ensure that students’ social, emotional, nutritional, and health needs are addressed; 

    • the ability to collaboratively create and execute clear, logical instructional plans that produce strong results in student learning; 

    • the capacity to rigorously create and sustain a well-orchestrated system of ongoing data collection and analysis to inform a continuously responsive and adaptive system of tiered instruction attentive to students’ specific academic needs; 

    • the capacity to align curriculum, instruction, and assessments while responding to individual needs of students; 

    • the ability to seek out knowledgeable peers, coaches, or administrators for instructional support in the never ending quest to deliver the vision of high quality subject-specific instruction in every class period every day. 


    The Board of Education does not discriminate on the basis of race, color, national

    origin, immigration status, sex (including sexual orientation or transgender identity),

    disability, age, religion, height, weight, marital or family status, military status, ancestry, genetic information, or any legally protected category not otherwise listed, (collectively, “Protected Classes”), in its programs and activities, including employment opportunities.



    To apply, please follow the link below:

    http://www.generalasp.com/WISD/onlineapp/jobpostings/view.asp?district=1187&category=High+School+Teaching&subcategory=ESL

  • 08/06/2019 5:47 PM | Trisha Dowling

    The Adult Tutoring Program (ATP) at the Literacy Center of West Michigan is seeking a highly-competent Literacy Coordinator in Grand Rapids, MI to manage a caseload of adult literacy and ESL students, to coordinate our early childhood, family literacy partnerships, and to lead related activities and events.

    For more information, see the attached document or go to https://literacycenterwm.org/about-us/careers/33-about-us/careers/open-positions/209-family-literacy-coordinator

     


  • 08/06/2019 5:45 PM | Trisha Dowling

    Teach three to four ESL courses per 8-week part of term for students of varying English proficiency levels in reading, writing or speaking/listening. Work closely with the Director of the ESL Institute to provide administrative support as assigned in the areas of curriculum development, assessment, advising, marketing, recruitment, research and more. Additionally, this position will be required to work collaboratively with other specialists and staff in the ESL Institute to provide consistent programming that promotes student learning. This is a ten month position from September through June.


    Job posting here

  • 07/31/2019 3:05 PM | Trisha Dowling

    2019 - 2020 School Year - ESL/Bilingual Paraeducator 

    This is a Bloomfield Hills Schools Paraeducator bargaining unit position.

     Responsible to:  B uilding Administrators 

     

    DESCRIPTION:

    32.50 hours per week - 9a – 4p


    The ESL/Bilingual paraprofessional supports and reinforces the English language acquisition and content instruction provided by both the ESL and general education teachers. Bilingual candidates with fluency in Arabic, Spanish, German, Japanese, Urdu and/or Russian are preferred. Proficiency in both written and oral communication is preferred.


    This position is subject to change in order to meet the needs of the school, students and the instructional programs. Planned for supporting ELs at two district elementary schools.

     

    RESPONSIBILITIES:

           Assist ESL teachers and general education teachers in providing content instruction and language development.

           Meet regularly with ESL teachers and general education teachers to determine the academic needs of English learners (EL) enrolled in their classes.

           Assist with teaching basic language skills to beginning level English proficient students.

           Provide general education teachers with cultural and linguistic background of the language minority students in their classes.

           Provide input to staff regarding curriculum development.

           Assist in identification, assessment, teaching, and counseling each EL.  

           Assist in providing staff development on English language instruction and cultural awareness

     

    RATE:  $11.02 - $16.87 (additional hourly rate for an Associates or Bachelors degree)


    Full Posting and application are on the Oakland Human Resources Consortium :

    https://ats4.searchsoft.net/ats/app_login?COMPANY_ID=JA000529


  • 07/19/2019 8:34 PM | Jennifer Musser

    University of Detroit Mercy seeks Part-time ESL Instructors (Aug 28 - Dec 14) 


    The American Language and Culture Program (ALCP), a subdivision in the International Services Office at the University of Detroit Mercy is looking for an innovative and dynamic adjunct faculty member to teach English as a Second Language to newly-arrived Detroit Mercy non-immigrant international students who lack sufficient English proficiency. Duties consist of assignments in the Fall 2019 semester (August 28-December 14) at the main McNichols campus. ALCP classes meet on different days and times throughout the week (Monday – Friday), so we are asking applicants to send their availability. There will be 2-3 adjunct positions available, each teaching up to 3 classes. 


    Other duties include: providing copies of syllabi and course materials to their supervisor upon request; assigning and submitting grades; using computer and multimedia technology; participating in curriculum development and revision; attending monthly meetings (in-person or remotely); and supporting the proctoring of the final exams. 


    QUALIFICATIONS: 

    Applicants should have a Master's degree or be a candidate for a Masters degree in teaching English as a second language or in teaching English to speakers of other languages or in a closely related field. Strong cross-cultural communication skills and ability to communicate with speakers with limited English skills are necessary. ESL university teaching experience is preferred. 


    Interested candidates should send a resume and a cover letter to Catherine Franklin, ALCP Program Manager at the following email address: franklca1@udmercy.edu. Please include your availability during the specified dates (August 28-December 14). 


    We will be accepting applications through Friday, August 2nd


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