The Welcoming Center is hiring a Senior Director of Work Readiness.

JOB DESCRIPTION 

Summary/objective

The Senior Director of Work Readiness will manage and direct workforce training programs and staff and coordinate work readiness programming at the Welcoming Center, ensuring that program implementation decisions are driven by the organization’s mission and values to support an inclusive workforce development strategy. The goal of TWC’s work readiness programming is to ensure that any immigrant or refugee, irrespective of education level, profession or skill attainment, can get assistance from the organization to gain pathways to upward economic mobility.

Essential functions

• In all duties, demonstrates a commitment to organizational core values which uplift the skills,experiences, and aspirations of program participants and recognize their role as agents of the change they seek.
• Ensure ongoing programmatic excellence. This includes overseeing implementation of programspursuant to organizational strategic plan goals, including managing timelines and resources needed to achieve program and organizational goals and developing and managing systems to meet funder outcome goals
• Ensuring work readiness programming is accessible to all potential participants and strategically ensuring that language accessibility it not a barrier to appropriate program participation
• Lead and support the development of external partnerships that further the mission and goals of the organization as it relates to work readiness.  This includes being attuned to organizational relationships with the corporate community to discern workforce needs and occupational requirements. Working across the organization, oversee Employer Engagement Coordinator to ensure a holistic approach towards employer engagement that includes volunteer opportunities, corporate philanthropy and leveraging communication opportunities.
• Lead staff through developing annual programmatic goals and the commensurate Workforce Development division budget, including operating budget for programming; Regular review and approval of programming expenditures.
• Use data to drive decisions and encourage staff to use data to drive decisions; monitor and improve performance to achieve intended program outcomes.
• Ensure organizational compliance with relevant governmental and grant-funder regulations.
• Oversee and aid in the development of staff of each workforce development program as they balance providing individualized participant support and broader program planning, delivery and evaluation. Provide oversight and feedback to encourage staff to work toward personal and program goals.
• Liaise with the Development and Communication team in efforts to provide relevant programming information to be used for external audiences, fundraising, participant outreach, and all aspects of stakeholder engagement.  
• Collaborate closely with the Director of English for Speakers of Other Languages (ESOL) to ensure that all jobseekers coming through Welcoming Center programming are supported with job placement assistance and wrap around participant support services.
• Collaborate closely with the Chief Operating Officer, the Director of English for Speakers of Other Languages, and Director for Strategy and Evaluation, to ensure that program design, content and delivery are aligned with organizational standards and continue to support an internal culture of learning and innovation. Ensure that data collection and evaluation of all programs that is consistent and ongoing.
• Collaborate closely with Director of Community Leadership to ensure all alumni engagement and participant feedback activities in the Workforce Division align with best practices, core values, and the organization’s mission.
• Pursue learning activities and opportunities to stay current in understanding the workforce development landscape in the region and how the Work Readiness division of the organization fits into and responds to it.
• Invest time and energy in learning about workforce development best practices – especially regarding adults, ELLs, and immigrants.  Provide opportunity for sharing that knowledge with staff and direct reports.
• Identify opportunities for: institutional partnership or collaboration; philanthropic and governmental support; and policy advocacy; and pursue such opportunities upon consultation with leadership.

Read the full Job Description on Indeed

Nationalities Service Center's Vocational ESL department is seeking Fall teachers for VIRTUAL classes

Classes will begin on September 3rd, take place twice a week and end on November 22nd.

The department is willing to base the class schedule around the teacher's availability! If you are interested in teaching this Fall and helping Philadelphia's immigants and refugees, please contact Summer Jan (mailto:sjan@nscphila.orgsjan@nscphila.org) for more information. You can also indicate your availability on this Google form:

https://docs.google.com/forms/d/e/1FAIpQLSclPb1VK6hgn_W2R60FxBMt-NESZm3n6naFvfvWjAG9gjisHA/viewform

Registration for the Adult Education Pathway Program's summer cohort is open until 7/12!

The Pathway Program is a FREE training system that teaches the fundamentals of working with adult learners.

Read more about who it's for and how to register

https://bit.ly/3xFQhZy

The ELP at Penn is looking to hire ESL Lecturers for Summer Programs 2024. We are looking for qualified and talented instructors for a variety of programs. Part-Time appointments are available for the Institute for Academic & Professional Studies – July 1 – 26, and August 1 – 28, and the Summer 2 Intensive Program – July 1 – August 16. Qualified applicants should contact John Cotton: cottonj@sas.upenn.edu

NJTESOL/NJBE Annual Spring Conference May 29th through May 31st

Dear English-language Educators: 

We are excited to announce the 2024 American Language Program (ALP) Winter  Conference at Columbia University. This year’s conference theme is Language Learning  & Technology: Innovations/Implications. 

Larissa Goulart, an Assistant Professor of Linguistics at Montclair State University, will  deliver the plenary speech, titled "Analyzing Language Data, Empowering Teachers: A  Corpus Linguistics Approach to Pedagogical Material Development." Larissa’s research  

focuses on using corpus linguistics tools to analyze the linguistic characteristics of  undergraduate student writing. Before becoming a professor, she taught English writing  classes at Northern Arizona University and in her home country of Brazil. 

This year’s conference will be held in person on Saturday, February 17, 2024, from 9:45  AM to 3:00 PM at Columbia University’s Faculty House. 

Now in its tenth year, the conference is a one-day professional development event for  TESOL educators, researchers, and graduate and doctoral students and is aimed at  facilitating the sharing of innovative ideas and the enrichment of pedagogical practice. We welcome proposals from colleagues in the New York area.  

We invite you to submit proposals that focus on either practical approaches and  techniques or research-informed presentations about language learning and its  relationship with technology. Presentations, including time for Q&A, will be 30 minutes  long. 

Proposals will be evaluated based on: 

• Novelty of approach 

• Significance to the field 

• Research basis for proposed practices 

• Relevance of topic to the conference theme 

• Clarity of session description 

Submit your proposal by January 12, 2024: https://bit.ly/2024ALPWinterConferenceCFP 

In the meantime, feel free to contact us if you have questions or if you would like more  information about the conference.  

Best regards, 

Christopher W. Collins (cc3651@columbia.edu) 

Brittany Ober (bo2212@columbia.edu)

A message from Lergia Olivo, PhD candidate, Florida International University:

I am seeking adult or higher education English language teachers to participate in the first phase of my dissertation research by completing an anonymous online survey related to your perceptions regarding teaching English in the fully-online asynchronous modality. You do not need prior experience teaching fully-online in order to complete this survey.

Completing this survey will only take 15 minutes of your time and would be greatly appreciated. Also consider forwarding this post and participation link to anyone you know that may also have relevant experience. If you have any questions, you can contact me at lsast002@fiu.edu. This link will take you to the survey: https://fiu.qualtrics.com/jfe/form/SV_bvGxGRkwh1nURYq.

Thank you in advance for your time!

The Welcoming Center is hiring a Full Time Instructor, ESOL & Digital Skills in Northeast Philadelphia

Summary/Objective

The Instructor will provide English instruction integrated with digital literacy and other critical workforce and life skills to adult learners in the Philadelphia area, with a particular focus on Northeast Philadelphia. As part of this role, the Instructor will coordinate and teach TWC’s English for Job Search class, a 9-week class that teaches English and computer skills to support intermediate-level English Language Learners (ELLs) in conducting a U.S-based job search. The Instructor will also play a significant role in developing and supporting digital literacy activities for English Language Learners in Northeast Philadelphia. The Instructor will work with the Manager of ESOL and Digital Skills Training to develop and refine curriculum, engage volunteers, and work with TWC’s Career Specialists and the Student Support & Intake Coordinator to ensure that ESOL and digital skills training participants gain language proficiency, job opportunities, and social and economic integration. As a key part of the ESOL and Digital Skills Training team at The Welcoming Center, the Instructor will also contribute to the vision for the ESOL program, including identifying meaningful ways to engage participants in leadership and volunteer opportunities within the organization and beyond.

Read the full description here:

https://welcomingcenter.org/join-the-team/

Adjunct Instructor at Drexel ELC

Adjunct instructors are needed to join our Intensive English program teaching 6-13.5 hours per week for 10 weeks. Academic courses for nonnative speakers of English include but are not limited to: writing/grammar, listening/speaking, reading/vocabulary, content-based English, introduction to university culture, and test preparation.

Required Qualifications

• A master’s degree in ESL/EFL, TESOL, TESL, TEFL, or Applied Linguistics preferred. A student in the second year of a master's program is eligible to apply. A TESOL certificate with relevant academic background is acceptable. 

• Ability to teach academic preparation courses.

• Two years of experience in higher education or working with college-age students preferred.

• Ability to work independently after orientation in a fast-paced academic environment (10-week terms).
• A superior level of English proficiency (for language proficiency criteria go to http://www.sil.org/lingualinks/languagelearning/otherresources/actflproficiencyguidelines/contents.htm
• Ability to learn and use classroom technology, including learning management systems.
• Experience living and/or working abroad (preferred)

About the English Language Center

The English Language Center (ELC)’s Intensive English Program and International Gateway Program are accredited by the Commission on English Language Program Accreditation. In addition, the ELC is a member of the University and College Intensive English Programs Consortium (UCIEP) and EnglishUSA.

For more details, and to apply, see: 

https://careers.drexel.edu/en-us/job/499729/adjunct-instructor

IELP now hiring part time ESL Instructors.

Sessions starting October 2023
(Philadelphia-based, in-person)

OVERVIEW
Part Time ESL Instructors are responsible for the planning and delivery of ESL classes within the curriculum of the intensive English language program (IELP). Instructors are expected to plan lessons, activities, homework, and formative assessments for the entire session. The IELP curriculum provides course objectives, textbooks, and end-of-level assessment, but teachers have a lot of autonomy in lesson planning and curriculum implementation. Regular, timely, reporting on attendance, student performance, and some other administrative functions are essential to this position.  
 
Approximate Breakdown of Duties 
70% classroom instruction 
20% preparation, assessment, curriculum 
10% meetings and administration 


COMPENSATION
This is a part-time, contract position. Starting rate:
$46/hour with Master’s
$50/hour with Ph.D.
30% of preparation time is paid for each hour of teaching.

MINIMUM QUALIFICATIONS
- Must hold a master’s degree in TESOL, applied linguistics, or a closely related field, and two years’ experience teaching English to adults;
- Excellent oral and written communication skills in English 
Demonstrated knowledge of language teaching methodology and assessment practices;
- Demonstrated ability to work with a highly diverse population;
- Ability to work legally in the US.
 
PREFERRED QUALIFICATIONS
- Experience teaching abroad and experience in university-based intensive English programs;
- Experience developing materials and assessments in academic English programs;
- Fluency in additional languages;
- Experience with Canvas, Microsoft Teams, and educational technology. 
 
SCHEDULE
Specific schedules can vary from session to session, but it is common for instructors to teach one or two classes per 7-week session, each of which is from 4 to 6 hours of teaching per week.

APPLICATION INSTRUCTIONS
Please submit a resume, cover letter, and contact information for three references to rob.sheppard@temple.edu.