TITLE English Language Institute Senior Instruction Specialist
CLASSIFICATION NUMBER 2582
IMMEDIATE SUPERVISOR Executive Director, English Language Institute
MAJOR ADMINISTRATOR Associate Vice President for International Programs
The English Language Institute (ELI) Senior Instruction Specialist teaches English as a Second Language (ESL) courses, writes, administers, and evaluates tests, maintains student records, assists in curriculum and assessment design, serves as a co-component leader for one skill, serves on committees as assigned, and advises ELI students.
MINIMUM ACCEPTABLE QUALIFICATIONS
Education: A Master’s degree in Teaching English as a Second Language (TESL) or in a related field with a minimum of 18 hours of TESL coursework is required.
Experience: Two years of experience teaching ESL in an Intensive English Program in the U.S. is required. In addition to the required experience, overseas teaching experience at the university level is preferred. Demonstrated professional involvement in the field by having presented at a conference and/or publishing in TESOL-related journals is preferred.
Skills: Must have demonstrated skills using Microsoft Office applications and conducting research using the internet. Effective oral and written communication skills are required. Effective interpersonal skills are required. The ability to develop knowledge of, respect for, and skills to engage with those of other cultures or backgrounds is required. Fluency in at least one other language in addition to English is preferred.
ESSENTIAL DUTIES AND RESPONSIBILITIES
1. Provides instruction to students learning English by teaching ESL courses (with the specific number of hours taught weekly to be specified in the individual’s employment agreement and/or on the Personnel Action form).
2. Supports ELI administratively by administering and evaluating placement tests, implementing prescribed academic curriculum and assessments to meet performance goals for students, maintaining student records, assisting in curriculum selection and development by serving on committees as appointed, assisting in student advisement, and supervising graduate students and practicum students, as requested.
3. Mentors new instructors, practicum students, and graduate teaching assistants as assigned, serves as a leader for one or more levels of a skill, serves as a co-component leader, and participates in the evaluation of part-time instructors and graduate teaching assistants.
4. Contributes to a learning environment that encourages knowledge of, respect for, and development of skills to engage with those of other cultures or backgrounds.
5. Remains competent and current through self-directed professional reading, developing professional contacts with colleagues, attending professional development courses and conferences, and attending training and/or courses required by the Executive Director, ELI or the ELI Academic Director.
6. Helps to ensure the success of the English Language Institute by performing all other duties as assigned.
The English Language Institute Senior Instruction Specialist is supervised by the Executive Director, ELI and may supervise graduate students and practicum students.
OFFICE OF HUMAN RESOURCES
REVISED NOVEMBER 2014
JOB FAMILY 4
Factor 1: Professional Knowledge, Skill, and Technical Mastery
Level 3 - 1500 Points: Entry-level knowledge of the principles, concepts, practices, and methods of an administrative, managerial, technical, or professional specialty. Knowledge permits employee to carry out basic recurring tasks and routine portions of assignments or to carry out less demanding professional elements of assignments in professional or technical areas including accounting or auditing, financial management, business administration, human resources, law, engineering, science, or medicine, while gaining familiarity with the University's policies and goals, business practices, and/or accounting systems. This level of knowledge permits the employee to schedule and carry out the steps of a limited operation or project, or to complete stages of a multi-phase project. Alternatively, knowledge at this level might also permit the employee to carry out recurring tasks and routine assignments requiring moderate experience in specific areas within higher education. Knowledge at this level is typically acquired through a combination of formal education and/or training and experience that includes a requirement for a college degree in a specific technical or professional specialty. Knowledge requirements may also include a limited amount of related work experience. Alternatively, equivalent knowledge requirements at this level include a non-technical or general Bachelor's degree requirement with a moderate level of additional related work experience or a non-specific Master's degree requirement with some related work experience.
Factor 2: Supervisory Responsibility
Level 2 - 130 Points: Regular, but limited, supervision, training, or directing the work assignments of (a) small numbers of student, part-time or temporary workers, or (b) one or more permanent, full-time employees. The nature of supervision is largely confined to scheduling work and assigning tasks. Supervision at this level typically does not include a full range of supervisory responsibilities, and supervisory duties typically do not consume a large portion of the work day.
Factor 3: Interactions with Others
Level 3 - 250 Points: The purpose of interactions is to advise or counsel others to solve recurring and structured problems, and/or to plan or coordinate work efforts with other employees who are working toward common goals in situations where relationships are generally cooperative. Interactions are moderately structured and routine and may involve employees in different functions, students, and/or the general public. These types of interactions require normal interpersonal skills.
Factor 4: Job Controls and Guidelines
Level 2 - 250 Points: The employee carries out a group of procedures using the general methods and desired results indicated by the supervisor. Typically, standard operating procedures, handbooks, and/or reference manuals exist for most procedures, but the employee must select from the most appropriate of several guidelines and make minor adjustments to methods. Unforeseen situations are normally referred to others for resolution. Assignments are related in function and objective, but processes, procedures, or software varies from one assignment to another. Based on the assignment, the employee uses diverse, but conventional, methods, techniques, or approaches. Employees in jobs at this level may perform work that is moderately complex, but normally performed within a fairly narrow and specific functional area.
Factor 5: Managerial Responsibility
Level 2 - 400 Points: Work involves services including collecting, processing, and disseminating information and providing advice to others. Work activities may be complex and likely affect the accuracy, reliability, or acceptability of further processes or services to the extent that others rely on the advice given in order to make decisions. Work activities typically affect the efficiency of the department but have relatively minor effects on operations within the cost center. Individuals in jobs at this level are often responsible for actively documenting, monitoring, and controlling expenditures. Incumbents may recommend minor expenditures, but have no substantive authority over budgets.