2604 English Language Institute Teacher Training Programs Director


TITLE English Language Institute Teacher Training Programs Director




IMMEDIATE SUPERVISOR Executive Director, English Language Institute

MAJOR ADMINISTRATOR Associate Vice President for International Programs


The English Language Institute Teacher Training Programs Director oversees all aspects of teacher training program planning and execution, including overseeing the CELTA Certificate Program (Certificate in Teaching English to Speakers of Other Languages), assisting in identifying teacher training programs for proposals, program planning and recruitment, overseeing program execution, and program review.


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

Experience: At least three years of experience teaching in an Intensive English Program (IEP) at an accredited U.S. university is required. Certification as a CELTA trainer is required. Experience in developing and implementing teacher training materials and writing proposals for teach training programs is required. Successful administrative experience in an Intensive English Program is required. Professional involvement in the field as demonstrated by having presented at a conference and/or publishing in TESOL-related journals is required.

Skills: The ability to effectively use Microsoft Office applications and to conduct research using the internet is required. Effective time management, organizational, and interpersonal skills are required. Excellent verbal and written communication skills are required. Demonstrated leadership 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 a second language is preferred.

Other: Foreign travel may be required.


1. Develops teacher training certificate programs for new and experienced teachers of English as a Second or Foreign Language, including, but not limited to, CELTA certificate programs.

2. Develops short-term teacher training workshops, including on-site training programs abroad for foreign instructors and local training programs for U.S. teachers (e.g., MSU faculty, missionaries, Peace Corps volunteers) going abroad to teach English.

3. Oversees all aspects of the above-mentioned teacher training programs, including budgeting, marketing, corresponding with potential program participants, creating curriculum and materials, hiring and training instructors, and carrying out post-program evaluations.

4. Oversees program execution by submitting reports as needed to stakeholders about program progress, responding to participant concerns and resolving other program issues, conducting classroom and co-curricular activity observations, and meeting regularly with the Executive Director to report on program progress.

5. Manages the ELI mentor program by pairing new and experienced instructors and by providing professional development activities.

6. Manages the ELI Practicum and Observation Program by placing local students taking TESOL courses into practicum classes and observation classes in the English for Academic Purposes (EAP) program.

7. Oversees the ELI Professional Development Program, including developing and running workshops, informing staff about professional development opportunities, and offering ongoing professional development opportunities for staff.

8. Oversees Teacher Training instructional staff and graduate teaching assistants and serves as liaison between the Executive Director and Teacher Training instructional staff.

9. Communicates with the Admissions Specialist and the SEVIS Specialist about participant admission information and immigration regulations, when required.

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

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

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

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


The ELI Teacher Training Programs Director is supervised by the Executive Director, English Language Institute and supervises full- and part-time instructors on assignment in Teacher Training Programs, part-time office staff, and student employees.


MARCH 2015


Factor 1: Professional Knowledge, Skill, and Technical Mastery

Level 5 - 3300 Points: Knowledge of the principles and methods of an administrative, managerial, or professional field such as accounting or auditing, financial management, information technology, business administration, human resources, engineering, law, social sciences, communications, education, or medicine. Knowledge permits employee to supervise projects and/or departments using standard methods to improve administrative and/or line operations. Knowledge also permits employee to plan steps and carry out multi-phase projects requiring problem definition and modified techniques, to coordinate work with others, and to modify methods and procedures to solve a wide variety of problems. Knowledge at this level requires a Bachelor's or Master's degree with substantial related work experience, including up to two years of administrative or supervisory experience. Alternatively, this level may require a professional or clinical degree beyond the Bachelor's degree with moderate related work experience; knowledge requirements include significant levels of related work experience.

Factor 2: Supervisory Responsibility

Level 3 - 270 Points: Supervision of a limited number of (a) operative, administrative support, or paraprofessional employees who do not exercise a full range of supervisory responsibilities over other full-time employees, (b) a very small number of professional employees, or an equivalent combination of (a) and (b). The incumbent performs a full range of supervisory responsibilities including performance reviews of subordinates. The incumbent is generally responsible for training, planning, and directing the work of permanent employees, and provides major input into 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 3 - 850 Points: Work involves providing significant support services to others both within and outside of the department that substantially influences decision-making processes. Work activities are complex and others rely on the accuracy and reliability of the information, analysis, or advice to make decisions. Work activities have a direct, but shared, impact on further processes or services, affect the overall efficiency and image of the department, and may have material impact on costs or service quality within the cost center. Incumbents may be responsible for identifying areas of need and for developing proposals that request funding to fulfill those needs.