2589 English Language Institute Academic Director


TITLE English Language Institute Academic Director





MAJOR ADMINISTRATOR Associate Vice President for International Programs


The ELI Academic Director manages student records and appeals and the electronic master class schedule, serves as a resource for the ELI instructional staff, oversees part-time instructors and graduate teaching assistants, assigns and supervises component leaders, assigns team leaders for multi-section levels, serves as the instructional staff liaison to the Executive Director, advises ELI students, and serves as Commission on English Language Program Accreditation (CEA) accreditation coordinator. The ELI Academic Director teaches English for Academic Purposes (EAP) courses in the year-round Academic ELI Program. In the absence of the Executive Director, the ELI Academic Director acts in the place of the Executive Director under the direction of the Associate Vice President for International Programs.


Education: A Master’s degree in Teaching English as a Second Language (TESL) or a Master’s degree in a related field with 18 hours of TESL coursework is required.

Experience: Three years of experience teaching ESL or EFL courses in an accredited college or university, including at least one year of teaching in an Intensive English Program at an accredited college or university, is required. Successful administrative experience in an Intensive English Program is required. 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: Demonstrated skills using Microsoft Office applications and conducting research using the Internet are required. Effective verbal and written communication skills and effective interpersonal skills are required. Familiarity or the ability to quickly learn and use Web 2.0 applications to create and distribute information and training materials to teaching staff through screen capture, audio/video presentations, web-based shared documents, etc. is required. The ability to develop knowledge of, respect for, and skills to engage with those of other cultures or backgrounds is required. Fluency in a second language is preferred.


1. Provides instruction to EAP students by teaching ELI courses, administering and evaluating placement tests and final tests for ELI, and maintaining student records.

2. Assigns classes to ELI instructors for each five-week session.

3. Assigns students to class sessions for each five-week session.

4. Manages student records for the ELI, prepares and maintains the electronic master class schedule, schedules final exams, and records student grades for electronic distribution and archived files.

5. Oversees the reporting of grades, compiles the list of students completing the ELI, and provides completion information to International Services and other departments, as needed.

6. Oversees session-end student evaluation of instructors.

7. Interviews part-time ELI instructors and graduate teaching assistant candidates and makes hiring recommendations to the Executive Director.

8. Serves as a technical resource for ELI instructional staff by training staff in the use of various computer-assisted instructional and support programs.

9. Oversees instructional staff and graduate teaching assistants, assigns and supervises component leaders, assigns team leaders for multi-section levels, and serves a liaison between the Executive Director and instructional staff.

10. Research and design electronic record keeping procedures to allow data collections and regularly retrieve, analyze, and report data on the student population to stakeholders.

11. Conducts the annual evaluation of part-time ELI instructors and graduate teaching assistants and manages the electronic portfolio folders for all ELI instructional staff.

12 Advises ELI students, addresses student complaints, manages the student grade appeals process at the end of each session, maintains records of students on probation, reviews each probation case and makes recommendations for dismissals to the Executive Director, and makes recommendations to the Executive Director on disciplinary issues, both student and personnel.

13. Serves as CEA accreditation coordinator, serving as self-study chair for periodic re-accreditation and submitting annual reports to CEA.

14. Contributes to a work environment that encourages knowledge of, respect for, and development of skills to engage with those of other cultures or backgrounds.

15. Remains competent and current through self-directed professional reading, developing professional contacts with colleagues, attending training and/or courses required by the Executive Director, ELI.

16. Helps to ensure the success of the ELI by performing all other duties as assigned.


The ELI Academic Director is supervised by the Executive Director, ELI and supervises part-time ELI instructors, graduate teaching assistants, and practicum students.




Factor 1: Professional Knowledge, Skill, and Technical Mastery

Level 4 - 2300 Points: Knowledge of the principles, concepts, practices, methods and techniques of an administrative, managerial, or professional field such as accounting or auditing, financial management, business administration, human resources, engineering, social sciences, communications, education, law, or medicine. Knowledge permits the employee to complete assignments by applying established methods to recurring types of projects/problems susceptible to well-documented precedents or to schedule, plan, and carry out precedented projects. Alternatively, knowledge at this level might also permit the employee to carry out precedented projects requiring considerable 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 along with significant related work experience. Alternatively, equivalent knowledge requirements at this level include a non-technical or general Bachelor's degree requirement with substantial work experience or a non-specific Master's degree requirement with substantial work experience. Knowledge requirements generally also include a significant amount of related work experience and may include administrative or supervisory experience.

Factor 2: Supervisory Responsibility

Level 4 - 470 Points: Supervision of (a) a moderate number of operative, administrative support, or paraprofessional employees who do not exercise a full range of supervisory responsibilities over other full-time employees, (b) a small number of professional employees who exercise limited supervision of others, or (c) large numbers of student workers or graduate assistants, or some equivalent combination of the above. The incumbent performs a full range of supervisory responsibilities including performance reviews of subordinates. The incumbent is responsible for training, planning, and directing the work of permanent employees, and generally controls hiring decisions. Supervisory responsibilities consume moderate amounts of work time and may include general work planning tasks.

Factor 3: Interactions with Others

Level 4 - 500 Points: Interactions with others are somewhat unstructured. The purpose may be to influence or motivate others, to obtain information, or to control situations and resolve problems. Interactions may be with individuals or groups of co-workers, students, or the general public, may be moderately unstructured, and may involve persons who hold differing goals and objectives. Individuals at this level often act as a liaison between groups with a focus on solving particular unstructured problems. Interactions at this level require considerable interpersonal skill and the ability to resolve conflict.

Factor 4: Job Controls and Guidelines

Level 3 - 500 Points: The employee operates under general supervision expressed in terms of program goals and objectives, priorities, and deadlines. Administrative supervision is given through statements of overall program or project objectives and available resources. Administrative guidelines are relatively comprehensive and the employee need only to fill in gaps in interpretation and adapt established methods to perform recurring activities. In unforeseen situations, the employee must interpret inadequate or incomplete guidelines, develop plans, and initiate new methods to complete assignments based on those interpretations. Assignments are normally related in function, but the work requires many different processes and methods applied to an established administrative or professional field. Problems are typically the result of unusual circumstances, variations in approach, or incomplete or conflicting data. The employee must interpret and refine methods to complete assignments. Characteristic jobs at this level may involve directing single-purpose programs or performing complex, but precedented, technical or professional work.

Factor 5: Managerial Responsibility

Level 4 - 1500 Points: Work involves the primary accountability for a smaller department, program, or process. Work activities involve managerial decisions that directly affect the efficiency, costs, reputation, and service quality of the department, program, or process. Work affects a limited range of professional projects or administrative activities of the University. Work activities have a direct and substantial impact on the department. While work activities do have some effect on the efficiency and reputation of the cost center, departments, programs, or processes at this level represent a relatively minor function within the cost center. Employees in jobs at this level may have responsibility for developing budgets, distributing budgeted funds, and exercising the primary control over a relatively small budget.