Esol instructor jobs near me - 48 jobs

Title Affiliate Instructor - Education Specialties Employee Type Regular Office/Department Education Specialties (JMA) Work Environment Remote Job Type Part time Anticipated Start Date 05/15/2025 Benefits at Loyola ********************************************** If Temporary or Visiting, Estimated End Date Position Duties The Education Specialties Department is seeking talented per-course instructors for our masters and certificate programs in Educational Leadership, Learning Design & Technology, and School Counseling. Courses may be offered on our Evergreen Campus in Baltimore, Maryland. Additionally, courses may be offered in face-to-face, hybrid, and online formats. We seek experienced educators, school leaders, and school counselors with a passion for education who can combine real-world experience with theoretical understandings of the field. Specific course needs vary from semester to semester. Information about our program offerings can be found at *********************************************************** The Education Specialties Department at Loyola University Maryland is recruiting a pool of persons for possible per-course affiliate teaching positions. This pool will be accessed ONLY when an opening arises. Your credentials will remain active as long as the pool position is available but no more than one year. After one year, if you are still interested, you must reapply to the current position pool. Only those selected for an interview will be contacted. The review of applications is ongoing. Compensation Range: $4,000.00 - $4,500.00 Successful candidates must have a master's degree or higher in a field related to the subject they wish to teach. Applicants should have a minimum of 3-5 years of experience as a teacher, educational leader, or school counselor, or equivalent experience in a related field. Prior teaching experience at the undergraduate or graduate level is preferred. Prior experience with online education and specific tools used at Loyola, including Zoom and Moodle, also is preferred. Successful candidates for any staff, faculty, or administrative position at Loyola University Maryland will be subject to a pre-employment background check. University Description Loyola University Maryland, located in the vibrant city of Baltimore, is a prestigious, selective, comprehensive university with a strong residential liberal-arts-based undergraduate program and professional graduate programs at the master's and doctoral levels. Founded in 1852, Loyola is one of 27 Jesuit colleges and universities in the United States and the first to bear the name of Saint Ignatius Loyola, founder of the Society of Jesus. Deeply committed to the Ignatian principles upon which it was founded, Loyola focuses on the care and education of the whole person - mind, body, and spirit - and its mission centers on preparing its students to learn, lead, and serve in a diverse and changing world. The Wall Street Journal ranked Loyola No. 1 among midsized colleges in the South and No. 23 overall in the nation in its 2025 “Best Colleges” list. Loyola was also ranked No. 5 in the nation for career preparation, No. 22 in the nation for student experience, and No. 65 in the nation for impact on graduate salaries. U.S. News & World Report has ranked Loyola among the top 10 universities in the North Region for the past decade. Princeton Review named it one of the nation's top institutions for undergraduate higher education and one of the best Mid-Atlantic colleges for 2025. It is among Washington Monthly's top master's universities nationally and is listed among the “best value” private colleges in Kiplinger's Personal Finance . Loyola University Maryland is proud to be recognized among the nation's top institutions. From national rankings to regional accolades, our commitment to academic excellence, student success, and Jesuit values continues to earn praise from respected organizations and publications.Learn more about our prestigious rankings and notable accolades and university profile by clicking on the hyperlinks. Diversity Statement Loyola University Maryland strongly values the benefits that diversity brings to the workplace. In accord with its Ignatian values, the University is committed to creating and promoting a community that recognizes the inherent value and dignity of each person. Loyola University Maryland does not discriminate on the basis of race, sex, color, national or ethnic origin, age, religion, disability, marital status, sexual orientation, gender identity, genetic information, military status, or any other legally protected classification. The University recruits, hires, and promotes in accord with this policy and its Core Values.

Join an Elite Tutor Talent Pool for a Prestigious Global Research Mentorship Programme (Remote, Flexible) Are you a Master's or PhD-level scholar from a world-leading university such as Oxford, Cambridge, MIT, Stanford, or the Ivy League? We are inviting exceptional academics and educators to join our curated Tutor Talent Pool for a highly selective online research mentorship programme, supporting intellectually ambitious students aged 13-18 from around the world. This is not an offer of immediate work, but an opportunity to join our network of distinguished tutors. When student demand aligns with your subject expertise and availability, we'll invite you to participate. About the Programme: This intensive, two-week online mentorship introduces gifted secondary students to the rigour of academic research, critical thinking, and scholarly writing. Across 10 one-to-one tutorials, students collaborate closely with their tutor to develop a short academic research paper in a subject of their choice. Tutorial Format: 10 x 1-hour tutorials, delivered over 2 consecutive weeks Fully remote, personalised academic engagement Students produce a 1,500-2,000-word research paper by the end of the programme Areas of Academic Interest: We welcome applications from scholars in a wide range of disciplines, including but not limited to: STEM: Mathematics, Physics, Engineering, Computer Science, Medicine, Biosciences Humanities & Social Sciences: History, Politics, Literature, Law, Philosophy, Psychology, Economics Interdisciplinary & Emerging Fields also encouraged Requirements Ideal Tutor Profile: We are looking for tutors who are: Currently completing or have completed a Master's or PhD at an Ivy League institution, Stanford, MIT, Oxford, or Cambridge Experienced in teaching or mentoring high school or undergraduate students Passionate about guiding young scholars in independent research Articulate, organised, and deeply committed to academic excellence Available for 10 one-hour sessions over a 2-week period when matched with a student Benefits What We Offer: Competitive compensation for each 2-week mentorship The opportunity to inspire and mentor bright, globally diverse students Fully remote and flexible engagement Membership in a growing global network of top-tier academic mentors A meaningful way to share your expertise and support future scholars If you're committed to academic mentorship and eager to work with outstanding young minds, we invite you to register your interest and apply to join our Tutor Talent Pool. We look forward to connecting with you when the right opportunity arises in your subject area

MasteryPrep is seeking dynamic, engaging, and energetic instructors to deliver in-person one-day, “event” style educational seminars for high school students. Our mission is to equip students-especially those who struggle taking tests-with the strategies, tools, and confidence to make measurable improvements on standardized tests. As an Instructor, you will lead high-energy sessions designed to motivate, challenge, and inspire students. You will bring MasteryPrep's proven curriculum to life through interactive teaching, humor, and practical guidance, helping students feel empowered and prepared for success. Key Responsibilities Deliver one-day test-prep events using MasteryPrep's curriculum and materials. Engage and motivate students in small and large-group settings, creating an upbeat and encouraging environment. Represent MasteryPrep with professionalism and enthusiasm at partner schools and events. Adapt teaching style to meet the needs of diverse learners. Maintain punctuality, reliability, and a positive attitude. About Us Nearly 90% of low-income students graduate high school without a college-ready ACT or SAT score. MasteryPrep's mission is to level the playing field in education by offering the most effective test preparation available - made accessible to all students. Through 10 successful years of partnering with school districts and institutions on college readiness services and resources, MasteryPrep has surpassed one million students served since the company's founding in 2012. MasteryPrep has increased its student outreach by 200 percent since 2020 and is ranked among the Inc. 5000 “Fastest Growing Companies,” featured by “Entrepreneur 360,” and selected among the “Growth Leaders” by Louisiana Economic Development. When we ask our employees what they love most about working with MasteryPrep, it comes down to the mission, the people, and the challenge. The mission: Ever had a day when you just don't feel like getting out of bed and working? We don't. We have a strong mission that truly changes lives and it motivates us each day to get up, get together, get better, and get things done. The people: MasteryPrep is as diverse as the student population we serve and we value our employees as people, not just the position they fill. We have bicyclists, book nerds, musicians, basketball players, video gamers, and one person who has an insanely green thumb. No really. She can grow anything! The challenge: We believe that with everything we do, we should make it awesome. We don't believe in “average,” “run-of-the-mill,” or “ordinary.” And “good enough” isn't in our vocabulary. We're growing tremendously and won't stop until every student has access to a better future. Bring your experience, skills, and creativity here-and you'll find MasteryPrep is a place to contribute and feel valued. Requirements Bachelor's degree or higher (teaching certification not required) Successful completion of MasteryPrep's asynchronous instructor training Ability to travel to U.S. cities, work onsite, and report regularly Willingness to receive and implement instructional feedback Deep belief in the potential of all students and commitment to helping them reach their full potential Ability to communicate and work effectively with students and school administration Excellent critical thinking and organizational skills Strong interpersonal skills with the ability to motivate others Respect for diverse backgrounds and experiences; ability to work effectively with people from all walks of life Flexibility: hours may vary depending on region and school registration Additional Details Part-time, flexible schedule: anywhere from a few events per month to several per week Most events take place on weekdays during school hours, with occasional Saturdays Benefits Pay is competitive and based on hours and experience.

Every therapist deserves a work environment that enables them to provide the best possible services, just as every child deserves the support that empowers them to find their voice. AXIS Teletherapy was built by two SLP sisters who believed therapists thrive when they're part of a community designed for balance, connection and purpose. Working with schools across the country, both virtual and brick-and-mortar, AXIS delivers remote therapy through a trusted team of speech-language pathologists, occupational therapists, psychologists, counselors, and evaluators. The result is high-quality care for students across the country and a strong, supportive community for the professionals who serve them. Wilson Reading Instructors at AXIS empower school-aged children by using evidence-based strategies to support specialized instruction, individual education plans, and academic success. In a virtual setting, they provide specialized instruction in literacy, collaborate with families and educators, and help students thrive through consistent, data-driven support. Their work ensures that every child can build independence and resilience, no matter where they are. Special Educator Requirements & Responsibilities - Pennsylvania Bachelor's or Master's Degree in Education Pennsylvania PK-12 certification Wilson Reading Certification 2+ years of experience in a school setting Professional Integrity & Accountability - Demonstrates ethical behavior, respects policies, and takes ownership of responsibilities Collaboration & Communication - Works effectively with colleagues and contributes to a positive, team-oriented environment Adaptability & Problem Solving - Maintains a growth mindset, responds well to challenges, and can troubleshoot independently Cultural Competence & Time Management - Shows cultural sensitivity and consistently manages time and tasks efficiently Wilson Reading Instructor Benefits Part-Time: 15 hours of daytime availability per week minimum 1099 Contract Positions Competitive Pay Unparalleled Mentorship and Support 100% Remote

Compensation Type: SalariedCompensation: $40.00 The ASPIRE ESOL Instructor role will create adult individual learning plans, assess and monitor student progress, identify the literacy needs of limited English speakers, and plan and implement lesson plans in an ESOL classroom. Further, instructors will assist with the transition from ASPIRE ESOL classes into continuing education opportunities. ESSENTIAL JOB FUNCTIONS Instruction & Program Support Responsibilities include but are not limited to the following: Conduct comprehensive assessments of students in adherence to Aspire policy, ensuring accurate placement within the program's levels. Develop and execute dynamic lesson plans tailored to meet the diverse needs of students. Manage and update student records meticulously, ensuring data accuracy and currency. Offer personalized support services to adult learners and appropriately refer students to external agencies for specialized assistance. Stay updated on Aspire policies to provide students with reliable information about the program. Engage in continuous professional development to refine ESOL teaching methodologies and strategies. Execute additional tasks as required to support program objectives effectively. Employ a diverse range of materials and teaching techniques within the ESOL curriculum to optimize student engagement and learning outcomes. Integrate technology seamlessly into classroom instruction to augment learning experiences. Foster collaborative relationships and maintain open communication with both colleagues and students. Provide regular updates to the coordinator regarding pertinent information. Actively participate in ESOL department meetings and mandatory professional development sessions. Assist in student recruitment efforts and contribute to public relations initiatives promoting the program. Culture of Respect Fosters and maintains a safe environment of respect and inclusion for faculty, staff, students, and members of the community. Minimum Qualifications: Associate's degree or higher Preferred Qualifications: TESOL certification A degree in Linguistics, English, Education, Counseling, or Social Work Previous experience teaching English to speakers of other languages Previous experience or knowledge of the Aspire program Teaching experience and lesson planning experience with adult learners Additional Information: Applicants must be available to work hours as needed and assigned. State Motor Vehicle Operator's License or demonstrable ability to gain access to work site(s). Full Time/Part Time: Part time Union (If Applicable): Scheduled Hours: 20 Additional Information In order to ensure your application is complete, you must complete the following: Please ensure you have all the necessary documents available when starting the application process. For all faculty positions (Instructor, Annually Contracted Faculty, and Adjunct), you will need to upload an unofficial copy of your transcript when completing your aplication. Prior to submitting your application, please review and update (if necessary) the information in your candidate profile as it will transfer to your application. If you are a current employee of Columbus State Community College, please log in to Workday to use the internal application process. Thank you for your interest in positions at Columbus State Community College. Once you have applied, the most updated information on the status of your application can be found by visiting your Candidate Home. Please view your submitted applications by logging in and reviewing your status.

Requisition Details Information EEO Statement Central Community College, an EEO employer, welcomes applications from people of all backgrounds and recognizes the benefits of a diverse workforce. Therefore, CCC is committed to providing a work environment free of discrimination and harassment. Employment decisions are based on business needs, job requirements and individual qualifications. We prohibit discrimination and harassment on the basis of race, color, religion, sex, national origin, age, sexual orientation, mental or physical disabilities, political affiliation, veteran status, gender identity, or other non-merit factors. Central Community College is an EOE. In compliance with the Americans with Disabilities Acts (ADA and ADAAA), CCC will provide, if requested, reasonable accommodation to applicants in need of access to the application, interviewing and selection processes. Central Community College uses E-Verify to check employee eligibility to work in the United States. You will be required to complete an I-9 form and provide documentation of your identity for employment purposes. Job Title Part-Time Evening Remote GED Instructor Campus Area Wide Other Full-time or Part-time? Part Time Department Academic Education Classification Hourly Exempt / Non Exempt Status Non-Exempt Grant Funded Yes Degree Required High School Diploma / GED Degree Preferred Bachelor Experience Required 1 year preferred Estimated Hours per Week 15 Salary Posting Number P01626 Position Summary Information Qualifications Required Bachelor's degree with at least one year related experience preferred. Individual must possess a working knowledge of reading, writing, and English grammar at the high school level. Previous teaching experience preferred but not required. We will provide paid training and professional development. Must be able to work as a team, have good interpersonal skills and be proficient with computers. Individual must have excellent communication and problem-solving skills and a genuine interest in adult learners. General Summary Individual will help enrich the lives of students by planning, organizing and instructing adults 16 years and older in GED preparation, including reading, writing, math, and digital literacy. Classes are held online Monday through Thursday for three hours each evening. Individual will develop lesson plans and deliver instruction based on learner needs and state standards while maintaining accurate student records. Essential Functions Posting Detail Information Open Date 12/19/2025 Close Date 01/09/2026 Approximate starting date of employment 01/26/2026 Special Instructions to Applicants Please Note Official transcripts are not required during the application process. You may submit copies. Thank You. The college will be closed December 25th-January 4th.

Please submit your resume and letter of interest.

Job Description The Intensive English Program at Capital University is seeking to hire Adjunct ESL instructors for the spring 2026 semester. Contracts are issued on a semester-by-semester basis. The ESL Program provides international students with supportive and vigorous language instruction that will lead to preparation for a student's next academic journey. Instructional delivery is in-person, Monday -Thursday, and classes meet from 8:30 am - 2:30 pm. Depending on enrollment, teaching assignments may be for 1-3 classes. The first day of class for the spring semester is Wednesday, January 7, 2026. Requirements: Master's degree in TESOL or a closely-related field (English, Linguistics, Education). Minimum one to three years of teaching academic reading, writing, listening and speaking in an Intensive English Program (IEP) or English for Academic Purpose (EAP) program. Creative classroom presence with an ability to teach from basic to advanced students. Effective written, oral, and interpersonal communication skills and attention to detail. Effective use of technology in the classroom. Ability to work effectively and collaboratively with colleagues. Assist with end of semester testing, grading, and other tasks. Application Process: Interested candidates should submit 1) Cover letter that outlines the applicant's IEP/ESL experience as well as an educational philosophy to teaching international students of varied backgrounds, 2) a current CV, 3) Unofficial/copies of MA transcript, 4) names of three professional references (w/phone number & email address). Please upload all documents listed above to the drop box, when asked to upload resume on application. Capital University is currently unable to sponsor employment Visas or consider candidates who will require Visa sponsorship. For more information on Capital University, visit our website at **************** Capital University is an equal opportunity employer. Capital University does not discriminate on the basis of race, color, national or ethnic origin, sexual orientation, religion, sex, gender, age, disability, veteran status, or other characteristics protected by the law. Job Posted by ApplicantPro

Supervises and instructs infant or toddler students in order to provide basic skill development in the following areas: language and communication, self-help, fine and gross motor, social, emotional, cognitive and sensory; organizes and supervises extracurricular activities; provides direction for the Instructor Assistant and volunteers assigned and family members participating in the program; Maintains a classroom environment which is conducive for learning and free of health and safety hazards; Travels to homes and other ECE locations to accommodate needs for families, children and ECE; Prepares and maintains written records and reports as required on, but not limited to, student attendance, assessments, program objectives and progress data for regular evaluations and for revision of IFSP or IEP; Participates as a member of the interdisciplinary/transdisciplinary team working with families and other professional staff in assessing, implementing, evaluating and modifying the IFSP or IEP for assigned students. Provides service coordination at the request of family including arranging and attending IEP or IFSP meetings with family and others, providing information on transition and other family interests, reviewing IEP and IFSP timelines and maintaining records; Provides consultation services with parents, guardians and/or significant others to ensure accomplishment of plan objectives; Attends to child's embarkation and disembarkation from transportation vehicles. Performs student assessments; assesses developmental levels of students by formal and informal methods in order to obtain evaluative data; observes and confers with parents and significant others in order to collect and share information relative to the assessment process and to develop the Individualized Family Service Plan, Transdisciplinary Report/Action Plan or Individual Education Plan/Transdisciplinary Report/Action Plan; Performs other related duties as assigned; Develops, implements, evaluates and modifies the IFSP or IEP for each assigned student with the family and significant others including outside agency representatives. Plans, develops and implements written, daily lessons for classroom and home for assigned students in order to meet the objectives as established on the student's IFSP or IEP; plans, reviews and selects instructional materials for use in the assigned classroom or at student's home ; Attends and participates in staff meetings to obtain and provide information. Performs other related duties as assigned. Benefits of working at the Franklin County Board of Developmental Disabilities: * Tuition reimbursement * On-site fitness * Generous health care package (health, vision, dental, & life insurance) * Childcare Assistance * 14% employer contribution towards retirement plan (************* or *************** * Deferred compensation options (********************************* & **************** * Paid holidays * Excellent leave policies (sick, vacation, and personal days)

** This is a continuous job posting for Hourly Instructors throughout the 2025-2026 school year. Interested applicants must apply online by visiting the Denver Public Schools job board at careers.dpsk12.org. ** About this job: Under the supervision of the Director of the Nursing Education Program and the Instructional Dean, Health Sciences, the EGTC Hourly Substitute Nursing Instructor will also assist with compliance with the accrediting agencies and in maintaining the overall integrity of their program. What DPS Offers You: A Culture that values Equity, Accountability, Integrity, Collaboration and Fun with a shared vision that Every Student Will Succeed. Salary: $48.76/hour - $84.93/ hour. Click Here for the VTF Salary Schedule for this role. In addition to competitive compensation, DPS has other Total Reward offerings such as; time off, health and wellness benefits, and PERA Retirement. For more information visit our New Employee Resources. This position is represented by an employee association (bargaining unit). Please see the Employee Associations Page for the current master agreement and important documents associated with your bargaining unit. What You'll Do: Work cohesively within the strategic direction, mission, and goals of the institution. Teach assigned courses with demonstrated competency with multiple instructional delivery methods and focus on effective assessment. Demonstrate teaching skills and knowledge to perform a variety of functions in their specialized area. Recruit, schedule, and participate in the program Advisory Committee. Write unit lesson plans, daily lesson plans, and various written and performance assessments in the classroom and lab setting. Prepare and maintain the curriculum to meet the requirements of the Colorado State Board and associated Federal and State agencies. Maintain discipline and enforce rules of conduct and behavior in accordance with school policy. Maintain accurate student records, including attendance, grades, and overall performance using appropriate software systems used by the institution. Maintain appropriate inventory for all program equipment, materials, and supplies. Supervise and maintain the cleanliness of the classroom/lab. Oversee and maintain the safety of the students and working environment. Attend and participate in faculty, departmental, advisory committee, and other professional meetings. Participate in professional development activities to remain current with industry practices and advancements. Team-teach with partner instructors and coordinate student learning activities. Work with partner instructors on program development and review for students learning. Prepare students to sit for and pass exams Teach all standards and requirements outlined in the individual course syllabi and program approval. Serve as model in demonstrating correct human relation skills for students to emulate. Help to maintain professional relationships with clinical sites. Supervise and evaluate students at clinical sites. Perform other duties as assigned by the Director of Nursing Education and/or the Instructional Dean, Health Sciences and/or his/her designee. What You'll Need: Bachelor's degree or relevant work experience required. Five (5) or more years experience in a related occupation within the preceding 10 years. Must meet the CTE credentialing requirements of the Colorado Community College System Office - This includes having 4,000 documented paid hours of industry experience within the last 7 years (or 5 if in healthcare) in the program field in which teaching and appropriate industry licensure, certificates, or technical training, OR 2,000 documented paid hours of industry experience and a Bachelor's degree with appropriate industry licensure, certificates, or technical training in the program field where they'll be teaching. Exceptions to these criteria are considered per the guidelines of the CCCS credentialing requirements. Broad knowledge of techniques and practices used in the related industry or subject area. Proficiency of Microsoft Office/Google products including Word, Excel, Outlook, Google Docs, Google Sheets, Google Slides, Google Workspace. Effective time management and organizational skills. Effective verbal and written communication skills. Flexible, creative, and strong conflict resolution skills. Ability to coordinate instructional activities and work with staff and students. The ability to take responsibility for one's own performance and perform under stress Works collaboratively with others on a team. Aptitude for variety and changing expectations in a fast-paced environment. Availability to work a flexible schedule, including evenings and weekends; may be called on short notice. Two years' teaching experience in a technical college or community college preferred. Online/Hybrid teaching experience preferred. Simulation lab coordination experience preferred. Lead for racial and educational excellence and work to dismantle systems of oppression and inequity in our community, along with believing in and supporting all students so they feel seen and heard with access to high quality education. Live and work with a permanent home address in Colorado while working with us. Have the ability with or without accommodations to meet the physical demands of the position. Denver Public Schools is an Equal Opportunity Employer and does not discriminate on the basis of race, color, religion, sex (including pregnancy, gender expression, and sexual orientation), parental status, national origin, age, disability, genetic information (including family medical history), political affiliation, military service, or any other status protected by law or regulations. It is our intention that all qualified applicants be given equal opportunity and that selection decisions be based on job-related factors. Students First. Integrity. Equity. Collaboration. Accountability. Fun

VL247 is hiring a qualified, native-speaker of Cantonese language and culture to facilitate language training. Classes take place online in a live, virtual school environment and candidates are required to have computer and technical proficiency. Minimum requirements include native fluency in the language, basic English language skills, knowledge of the respective area's history, culture, politics and economy; the ability to use the latest technology; and being open to new teaching techniques. Also desired is experience in teaching language skills to a wide range of students, from beginners to those at a more advanced proficiency level. Candidates must be authorized to work within the United States in order to be considered for a teaching position. This is a remote position. Compensation: $25.00 per hour

We're Hiring! Pherson is seeking experienced intelligence professionals to serve as Adjunct Instructors (part-time, contractor) for a range of intelligence analysis training programs. If you have a strong background in intelligence, an instructor/intelligence educator certification, and a passion for mentoring the next generation of analysts, we want to hear from you! About the Role: Deliver entry-level and advanced training to intelligence professionals in virtual, blended, and in-person classes (primarily in Springfield, VA) covering areas such as: - Cyber Analysis - Counterintelligence - Analytic Tradecraft - Data Science - OSINT Collection and Analysis - Threat Detection and Reporting - Intel Watch Officer - Structured Techniques, - Intelligence Writing and Briefing Courses range from week-long courses to multi-week programs designed to develop key intelligence skills. What We're Looking For: 10+ years of intelligence experience (Federal, State, or Local). 5+ years of direct operational experience in intelligence analysis. Top Secret security clearance required for some courses. 2+ years working within a Homeland Security, IC, or law enforcement intelligence environment. Bachelor's degree(preferred in intelligence studies, education, or related topics). This is an exciting opportunity to contribute to the professional development of intelligence analysts and shape the future of intelligence training. About Pherson Pherson was founded in response to requests for analytic, instructional, and management support from the Intelligence Community. We are a dynamic team of driven, supportive, and highly skilled professionals dedicated to providing top quality consulting, leadership development, and training services to the US Government and commercial clients. To learn more about us and the important work we do with our clients, visit our website at **************** Pherson is an Equal Opportunity Employer.

Sevenstar Academy is looking for an educator who can serve as instructor for a secondary level German language course(s). Sevenstar contracts with certified instructors to facilitate courses as independent contractors. Our instructors provide academic support to students in their online courses while promoting student persistence and course completion by monitoring student progress, nurturing student learning and relationships, and employing strategies that foster engagement and mastery of course content. This is an off\-site (work from home) contract position. Primary Duties: Provide timely grading of assignments and responses to student communications Give constructive feedback on learning activities that promote students' mastery of content Monitor student progress in course to encourage appropriate pacing and engagement Identify struggling students early and assist with student retention efforts through an at\-risk intervention program Maintain efficient record\-keeping procedures in learning management and student information systems Actively participate in professional development activities and carry out best practices for online instruction with Sevenstar course facilitation model Collaborate with instructional team to review student progress data to promote student achievement, individualize student learning, and increase course completion rates Spiritual Duties: Grow in his\/her own relationship with the Lord Lead prayer with our instructors, schools, parents, and staff Share spiritual testimonies Support a Christian\-based company vision and mission Requirements Qualifications Mature Christian faith Bachelor's degree from an accredited college or university Valid professional educator's licensure or certification in area of content At least one (1) year experience teaching in specified course being applied for Fluency in speaking, reading, and writing German language Experience with teaching German as a foreign language at the secondary level preferred Knowledgeable of student information systems and learning management systems Skills Knowledgeable of online teaching and learning practices Ability to collect, track, and analyze significant amounts of data Excellent attention to detail and strong organization and communication skills Demonstrated success working with students, parents, and school administrators in a service\-oriented environment Benefits Not eligible for benefits; this is a contract role. "}}],"is Mobile":false,"iframe":"true","job Type":"Contract","apply Name":"Apply Now","zsoid":"650776695","FontFamily":"Verdana, Geneva, sans\-serif","job OtherDetails":[{"field Label":"Industry","uitype":2,"value":"Education"},{"field Label":"Work Experience","uitype":2,"value":"1\-3 years"},{"field Label":"Salary","uitype":1,"value":"N\/A"},{"field Label":"City","uitype":1,"value":"Remote"},{"field Label":"State\/Province","uitype":1,"value":"Texas"},{"field Label":"Zip\/Postal Code","uitype":1,"value":"75035"}],"header Name":"Contract German Language Instructor (Foreign Language)","widget Id":"**********00412084","is JobBoard":"false","user Id":"**********00178009","attach Arr":[],"custom Template":"4","is CandidateLoginEnabled":false,"job Id":"**********07001001","FontSize":"16","google IndexUrl":"https:\/\/sevenstar.zohorecruit.com\/recruit\/ViewJob.na?digest=Hg9zxbjfNqJLc.sTJ7a5IU6iJAROOZk.xSVBe6yXuL8\-&embedsource=Google","location":"Remote","embedsource":"CareerSite","logo Id":"i4z0116e6d735e200402cbeefd81c9282ea69"}

Imagine helping a struggling student learn how to read or watching a student's eyes light up while learning a new math concept. We believe that education is the door to the future and every child has the right to affordable, individualized, and quality learning experiences.At Best in Class, our mission is two-fold: build better teachers; build successful students. To leave a lasting positive impact on students and aspiring teachers alike, Best in Class recognizes the importance of great tutors and their influence on changing the lives of their students. That's why we offer tutors the unique experience of managing small classes which promote individualized learning in a fun and enjoyable environment.Whether students are looking for new and challenging materials or supplementary exercises to build foundational skills, Best in Class tutors have the opportunity to empower students to learn at their own pace through active instruction and engaging course materials. Our proven system allows tutors and teachers to positively impact students' lives while developing leadership and teaching abilities Competencies - Core Values: PEACE Positive, Energetic & Passionate, Adaptable, Collaborative, EfficientResponsibilities: Tutor students in English. Grade levels range from pre-K to 11th grade Teach lessons to students in the areas of reading, writing, grammar, and vocabulary Teaching materials and curriculum are provided Grade homework assignments, tests, and essays (No work required outside of class time) Maintain student progress records Requirements: At least Sophomore standing in a college or university Knowledge of correct grammar, spelling, and English usage Ability to follow instructor and work as a team member Ability to work independently and teach class on his/her own Ability to teach students in caring and confident manner Access to computer with working web-camera and reliable internet connection Experience in a tutorial program is preferred, but not required! Special consideration for those who want to be teachers Work Schedule: Shifts are 4 to 5 hours on week days and up to 4 hrs. on weekends All classes are in PST. Weekday shifts from 4:00 PM to 8:00 PM Weekend shifts from 9:30 AM to 4:00 PM This is a remote position. Compensation: $25.00 per hour Do you want your job to make a positive impact on your community? Imagine helping a struggling student learn how to read or watching a student's eyes light up while learning a new math concept. We believe that education is the door to the future and every child has the right to affordable, individualized, and quality learning experiences. At Best in Class, our mission is two-fold: build better teachers; build successful students. To leave a lasting positive impact on students and aspiring teachers alike, Best in Class recognizes the importance of great tutors and their influence on changing the lives of their students. That's why we offer tutors the unique experience of managing small classes which promote individualized learning in a fun and enjoyable environment. This franchise is independently owned and operated by a franchisee. Your application will go directly to the franchisee, and all hiring decisions will be made by the management of this franchisee. All inquiries about employment at this franchisee should be made directly to the franchise location, and not to Best in Class Education Corporate.

Adjunct instructors are primarily responsible for instruction and classroom/student maintenance. Requirements: 3-4+ years of professional experience Doctorate is required Responsibilities: Attend a weekly feedback meeting with assigned EU administrator (Dean of Academic Affairs, Academic Advisor, or Program Director) to review student and classroom issues Maintain accurate attendance (daily and weekly) Make phone calls to students who have been absent Review and administer pre- and post-testing in all appropriate courses Administer required surveys and assessments in all appropriate courses Notify registrar of changes in roster Prevent "do not admit" students from entering class until cleared Maintain an accurate and fair grading scheme for each student Adhere to all University policies, rules, and regulations Maintain formal, neat, legible, accurate, and organized course syllabi Update attendance daily and grades weekly; ensure any physical student records of attendance and grades remain on campus in the designated area Conduct class according to scheduled times Prevent excessive breaks Avoid dismissing classes early Arrive at the University 20 minutes before the start of class fully prepared for each session Be available to students 15 minutes prior to the beginning of class session for questions and advising Submit grades no later than Monday 5pm EST following the end of each term Ensure that students adhere to University Policy Attend, if possible, graduation ceremonies Maintain classrooms in a clean and orderly manner Motivate, encourage, and assist students with academic issues and class attendance Maintain current and accurate information related to the subjects taught Complete annual professional development plans Tutor students as necessary Abide by all State, Federal, and/or University laws and rules pertaining to safety, health, and conduct This is a remote position

Monmouth University is seeking qualified adjunct simulation instructors to teach on a per diem basis (8-16 hours/week) at the Linda Grunin Simulation Lab and Learning Center as part of the Marjorie K. Unterberg School of Nursing and Health Sciences. Reporting to the Director of Simulation, the adjunct simulation instructor is responsible for implementing simulation learning activities across academic programs in the School. We incorporate simulation and technology in a variety of simulation-based learning experiences throughout the year. This is an in-person, on-campus, non-remote position. For additional information about the school, please visit The Marjorie K. Unterberg School of Nursing and Health Sciences. Additional Application Material Required: Monmouth University requires all applications and supporting documents to be submitted via the university's career portal. In addition to the application, candidates must upload the following documents. Applications will not be considered complete for review until all required documents are uploaded. * Resume or Curriculum Vitae * Cover Letter * Contact Information for Three Professional References * Two Letters of Recommendation Optional Documents: None Special Instructions to Applicants: We encourage candidates to include information in the cover letter that addresses their approach to teaching and their plans to advance diversity, equity, and inclusion in their position at Monmouth University. Duties and Responsibilities: * Implement best practices in simulation education and practice, as well as all relevant federal, state, and local and accrediting body rules, regulations, and policies regarding student learning. * Collaborate with faculty and clinical partners to implement targeted intervention strategies related to clinical learning to enhance student success in meeting program outcomes. * Set up, participate in, and break down scheduled simulation-based experiences. * Lead simulation-based learning experiences * Inventory, functionally maintain, track depreciation, and provide security for all technology equipment and supplies. * Perform other job-related duties as required * Support faculty to deliver simulation experiences that support curriculum as faculty directs. Enrichment Statement: Monmouth University values diversity and invites applications from underrepresented groups who will enrich the research, teaching and service missions of the university. Minimum Qualifications: * Master's degree or higher in Nursing or a healthcare-related field. * Current New Jersey State license or eligibility in a relevant healthcare-related discipline, if applicable, with license required within 30 days of appointment, dependent on NJ State Board response time. * Must possess coaching and team-building skills to foster supportive working relationships with students, staff, faculty, and community stakeholders. * Must be able to work independently and problem-solve. * Effective interpersonal relationships and the ability to promote student and program success in a team environment. * Experience with technology and/or computer hardware or software, and the ability to learn new technology and software programs quickly. * Flexibility with work schedule, may include some weekends and evenings. Physical Requirements: * Ability to lift or carry up to 20 pounds, in a range of motion from floor to overhead. * Ability to push, move, or pull and independently set up computer, audio-visual, and simulation lab equipment weighing up to 50 lbs. Preferred Qualifications: * Clinical experience. * Simulation and technology experience. * Higher education/college-level teaching experience.. Questions regarding this search should be directed to: Erin Vitale DNP, RN, CNE at ******************** Note to Applicants: Adjunct positions remain posted continuously to expand the university's pool of qualified adjunct faculty. Screening of applications will commence when an open position becomes available. Should a position become available, you will receive an email advising you of the next steps. Working at Monmouth University perks: * Employee Assistance Program (EAP) * Employee Tuition Remission * Employee elective deferrals to TIAA, 403(b) plan * On campus, Fitness Center - free membership To view a full list of benefits, visit our benefits page at: Employee Benefits Information | Human Resources | Monmouth University Department: School Of Nursing And Health Studies Work Schedule: Varies Total Weeks Per Year 14 Expected Salary $35.00 per/hour Union: N/A Job Posting Close Date N/A

Immerse is a virtual reality language learning platform that helps adults build real fluency through live instruction and AI-powered practice. We partner with schools, companies, and individual learners worldwide to make language learning immersive, interactive, and human. The Role We're hiring part-time English language instructors to teach communicative, task-based lessons from their computers to learners attending in VR or on PC. We're seeking experienced, professionally trained ESL instructors who can confidently guide adult learners in small-group sessions set in realistic environments like meeting rooms, airports, cafés, and doctor's offices - helping them practice language in authentic, real-world contexts and build confidence speaking. This is a structured teaching role for educators with strong pedagogy, group-classroom experience, and comfort with technology. Why You'll Love Teaching with Immerse Innovative platform: Experience the only VR + AI-powered environment built for language teaching. Diverse learners: Teach professionals through our B2B partnerships and motivated individuals through our global membership community. Collaborative team: Work with educators who care deeply about pedagogy and learner connection. Meaningful impact: Help learners from around the world speak English with confidence. What We're Looking For Required Qualifications BA in TESOL or a closely related field. If the degree is not TESOL-related, a minimum of 120 hour TESOL level certificate and extensive ESL teaching experience is required. 2+ years of structured ESL/EFL teaching experience. Previous adult teaching experience. Group class experience (groups of 8+). Strong foundation in communicative and task-based teaching methods. Tech-comfortable and willing to learn new tools. C1 English proficiency (CEFR) or Advanced High (ACTFL) equivalent required. Organized, reliable, and able to follow processes and communicate proactively. Preferred Qualifications: Have experience teaching business or professional English learners. Bonus: Speak Spanish or Portuguese at a high level and/or have experience teaching those languages. This role likely is not the right fit if: Your teaching experience is limited to private tutoring. You have taught children only with no adult classroom experience Your experience has been primarily drop-in tutoring platforms (such as Voxy, Cambly, Preply, etc.) rather than structured adult class settings. You don't have a background in communicative or task-based teaching You are uncomfortable troubleshooting basic tech issues You cannot commit to consistent availability You do not meet our tech requirements (PC + Ethernet connection required) Availability Needed IMMERSE runs live classes close to 24 hours a day, 7 days a week. We're currently seeking instructors for the following days/times: Highest Current Need: Fri-Sat • 12:00 AM-8:00 AM ET and Sun 4:00-8:00 AM (06:00-14:00 CET / 14:00-22:00 JST) (10:00-14:00 CET / 18:00-22:00 JST) Additional Need: Mon-Thurs • 12:00 AM-8:00 AM ET (06:00-14:00 CET / 14:00-22:00 JST) Instructors with availability during these peak hours will be prioritized for scheduling. Compensation Compensation is region- and experience-based. In many regions, rates fall within the $18-$25 USD/hour range Paid prep, paid training, and paid meetings Tech Requirements To ensure class stability and consistency, all applicants must meet the following: Windows 10 or 11 (64-bit) PC (Macs and tablets do not work on our platform) Intel i5-1135G7 / AMD Ryzen 5 5500U or better Intel Iris Xe / AMD Vega 7 or better graphics 8GB RAM 10GB free storage Ethernet connection required with minimum 50 Mbps download / 20 Mbps upload (Wi-Fi only setups are not supported) Wired headset with built-in microphone Location & Eligibility We're especially interested in instructors based in North or South America due to server connectivity. We are unable to hire residents of California, Oregon, Massachusetts, Kentucky, Minnesota, Nevada, New Hampshire, or Washington at this time. Instructors outside the Americas are encouraged to apply if they can reliably teach during high-need hours.

If you are a current worker, please log into Workday and access our internal career site to apply. Salary Range: Please see the pay chart in the below.As part of Arizona State University's charter to provide access and excellence, ASU Preparatory Academy (ASU Prep) shares this commitment by demonstrating all students can achieve at the highest levels, regardless of their background. To scale our current impact, ASU Prep is advancing a major expansion program taking fundamental responsibility for the communities we serve. A Digital Adjunct Instructional Staff member is responsible for making knowledge accessible to all students, developing student's cognitive capacity and respect for learning, implementing ILP (Individual Learning Plans), fostering students' self esteem, motivation, and sense of civic responsibility and leadership, and for ongoing professional growth. A member of the Digital Adjunct Instructional Staff is a reserve of highly qualified teachers who can start immediately upon an available position. Most opportunities, once available, are a remote, part-time employment position. Inactivity over a twelve month period will make one ineligible for appointment and will result in removal from our reserve. Becoming a member of the Digital Adjunct Instructional Staff does not guarantee immediate employment or employment within a certain time period. Please note, that compensation is only earned when assigned a position and paid in accordance to the approved pay structure. This position is not eligible for benefits. QUALIFICATIONS: Minimum Bachelor's Degree in Education or Post Bachelors in Education from an accredited college or university or meets Highly Qualified requirements per the Arizona Department of Education. State Aligned Teaching Certificate required (appropriate endorsements may be required depending on the area of instruction or have passed appropriate AEPA or NES proficiency exams), AZ State Teaching Cert, preferred. Professional verification of successful classroom teacher performance and/or student teaching experience Active AZ Department of Public Safety (DPS) IVP Fingerprint Clearance Card. Any equivalent combination of experience, training and/or education from which comparable knowledge, skills and abilities may be considered. DUTIES AND RESPONSIBILITIES: Delivers instruction in a specific content area and determines instruction techniques, strategies, methods and adapts curriculum and learning styles to meet and assess student's needs. Maintains open lines of communication daily with parents/guardians about academic and discipline issues through various mediums including phone calls, text message, webinars, emails, progress reports, etc. Develops, analyzes, adjusts, and implements ILP for students to accommodate instruction based on assessment and determining correct assessment tool and appropriate level to use. Helps to ensure that ASU Prep Digital follows guidelines outlined by the Arizona Department of Education meeting instructional hours per week. Works collaboratively to achieve the overall purposes of the school program. Maintains a classroom atmosphere conducive of learning. Facilitates weekly Live Lessons in a Webinar-type setting to a specific grade level to showcase student work. Has appropriate devices, internet access, materials, supplies, and equipment so to work each day. Provides grading and personalized descriptive feedback for all student work to encourage student growth and master of concepts. Displays excellent digital skills and the ability to facilitate learning and community within a digital environment. Additional duties may be assigned as necessary. KNOWLEDGE, SKILLS AND ABILITIES: Ability to articulate, represent professional demeanor and ability to take initiative. Command of theoretical knowledge of human behavior and learning including motivation, reinforcement, evaluation, and feedback techniques Excellent interpersonal skills; ability to work with a wide-range of people including teachers, parents, and students. Proven written and verbal communication skills. Strong organizational and planning skills Effective problem solver and self-motivated learner Ability to use instructional adaptive technology tools in online courses Proficiency in Microsoft Office applications (Word, Excel, PowerPoint, and Outlook). Proficiency with technology with computers such as Canvas, Zoom, and Google Suites. PHYSICAL DEMANDS: The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. While performing the duties of this job, the employee is frequently required to stand and talk or hear and sometimes walk and sit. The employee must use hands, arms and fingers to input data, handle, feel or reach. While performing the duties of this job, the employee may occasionally push or lift up to 15 lbs. such as boxes, supplies, etc. Specific vision abilities required by this job include close vision such as to read handwritten or typed material, and the ability to adjust focus, close vision, distance vision, color vision, peripheral vision and depth perception. LOCATION: Digital TRAVEL: Occasional travel may be required for site visits, meetings, trainings and/or conferences. Locations may vary and may require overnight stays. COMPENSATION: Compensation is paid out on a monthly basis. You will be paid on the 15th of the following month. Assigned Position Compensation Rate Paid on Monthly Basis Elementary K-5 $24.45/hr (not to exceed 17 hours per week) Grades 6-12 with 1-20 Students $500/month Grades 6-12 with 21-40 Students $802/month Grades 6-12 with 41-60 Students $1,080/month Grades 6-12 with 61-85 Students $1,334/month Grades 6-12 Summer Session with 6-20 Students $1,250 Grades 6-12 Summer Session with 21-35 Students $2,000 Grades 6-12 Summer Session with 36-50 Students $2,750 Grades 6-12 Summer Session with 51-65 Students $3,500 Senior Seminar $1,500/month Substitute Teacher $225/day Webinar Facilitator $200/webinar Translator $40/hr Special Assignment $30/hr This job description is subject to change at any time.

POOLED ADJUNCTS: By applying to this pool, you are not applying for a specific position. You are submitting your application to be considered for adjunct appointments that may become available at Southern Oregon University during the posted triennium. Adjuncts are for specific temporary, part-time, limited-duration teaching positions. Positions can be one term (thirteen weeks) or multiple terms as needed. Your application will be kept on file and you will be contacted if a position becomes available that matches your educational background and experience. You can withdraw your application from the pool at any time. This pool will be refreshed triennially and you will be notified by *********** of the requirement to re-apply for continued consideration. Each applicant is encouraged to provide (preferably as attachments to the online application) the following supplemental documents: (1) a letter providing some detail of the applicant's qualifications and interest in the position; (2) a current resume/CV; and (3) an unofficial copy of all post-secondary transcripts. Optional supplemental documents may include teaching philosophy, teaching evaluations, and/or letters of recommendation. For inquiries and additional information, please contact Human Resource Services via email at *********** or call ************. _____________________ Division: School of Undergraduate Studies and University Library Job Family Group: Faculty FLSA Status: Exempt Appointment Basis: Temporary Time Type: Part-time Benefits Eligible: No This position is designated as a critical, security-sensitive or safety-sensitive position; therefore, the incumbent must successfully complete a Criminal Background Check: Yes Remote Work Type: As determined by the position Visa Sponsorship: This employer will not sponsor applicants for visas. _____________________ Rate of Pay: The anticipated rate is $650/ELU for non-terminally prepared adjunct instructors (term-by-term) and $750/ELU for terminally prepared adjunct instructors (term-by-term). Graduate-level courses may be paid at a higher rate. A typical 4-credit course is loaded at 4 ELU. Full-Time-Equivalency: Typically, less than 7.5 ELU, but up to 15 ELU per term or 45 ELU per year for 1.0 full-time equivalence. SPECIAL INSTRUCTIONS TO APPLICANT: POSITION DESCRIPTION: Individuals appointed from this pool will have the primary responsibility for teaching and advising within the area of Undergraduate Studies including: -First-year Writing Seminar sequence courses -Writing Workshops (foundational skills) -Other courses within Writing and UGS as needed -Advising students in the writing courses Undergraduate Studies is home to the SOU General Education program. Students take classes to develop their capacity for Purposeful Learning, Communication & Expression, Creativity & Innovation, Inquiry & Analysis, Numerical Literacy, Equity, Diversity, and Inclusion. Practical skill building and relevant knowledge deemed applicable to many areas of study. As a fully accredited four-year university guided by innovation, a degree earned at SOU holds strong value because it is built on applied learning and essential skills. General Education Purposeful Learning Capacity Students complete their Purposeful Learning Capacity in Seminar Writing (WR) 121z, 122z, and 123. By connecting students to their education through ownership and individually defining self-reflection goals, students connect with others and adapt cross-disciplinary skills to transfer to an ever-changing world. Seminar consists of three segments, WR 121z Composition I, WR 122z Composition II, and WR 123 Composition III. SOU General Education learning outcomes are infused with state common course numbering for maximum transferability and to ensure student success. Seminar Writing courses focus on transitioning to college, student success, and strengthening academic skills for any major, minor, or certificate. Much of the instruction in Undergraduate Studies centers on teaching in theme-focused, skill-based seminars. While each seminar sequence offers subtle variations in content and delivery, all courses prioritize the common course assignments meeting the requirements for state and Purposeful Learning Capacity learning goals. The first two sections of Seminar Writing, WR 121z and WR 122z, are common course state-numbered and reflect the state-prescribed course descriptions and learning outcomes. Also applied to each section are the SOU general education learning outcomes for Purposeful Learning. Interesting Topics and Content Areas Faculty members tailor courses around different focused themes and/or content topics. Whether the themes and/or basic content is linked to the humanities, the social sciences, or the sciences (and, for example, many seminars and other courses are highly interdisciplinary), all courses share the common goal of building solid communication, critical thinking, and research and writing skills that students will use throughout their time at SOU and beyond. Typically, Adjunct Instructors assume an ongoing topic and/or course syllabus that has already been developed and work closely with a faculty mentor. Innovative Teaching Seminars and other courses offer an innovative teaching and collaborative learning environment. Courses are designed to be challenging, engaging, interactive, and participatory. All seminars offer practice with writing, thinking, reading, and dialogue. Faculty and student peers work closely with learners producing clear and timely responses to learners' coursework. The teaching is responsive and dialogic. Caring Advisors Within the seminar cohorts, SOU offers a personalized, supportive, integrated and holistic learning experience where specific skills develop as learners explore their interests and acclimate to university study. Seminar instructors, in particular, also serve as academic advisors and mentors to students enrolled in their own seminars, helping learners better navigate the many learning paths available at SOU. Even when not officially advising in a seminar cohort, those who teach in the School of Undergraduate Studies & the University Library are expected to be available for consultations as needed and committed to the growth and well-being of SOU students. Specific Courses within the School of Undergraduate Studies and the University Library - Undergraduate Studies is responsible for overseeing the following programs and courses, and Instructors may be called on to teach the learning goals within different programs via these courses, depending largely on the instructor's experience and areas of expertise: Seminar Courses Seminar (WR 121z, WR 122z, and WR 123) Seminar Support Courses (UGS 185, UGS 187, and UGS 199) Transition to College Courses Bridge Program Courses Necessary Attributes, Experience and Skills: Adjunct Instructors, Undergraduate Studies - Those who would like to be considered for positions as Adjunct Instructors in Undergraduate Studies should have the following skills, attributes, and experience to qualify for consideration: Demonstrated ability to teach process writing skills, including pre-draft, draft, revision, and final product, including being able to teach the various prose forms and the research essay. Experience working with first-year students or first-generation students Experience teaching undergraduate seminar courses, and/or writing-intensive courses. Experience with student advising, particularly in relation to helping students transition to university culture and university-level learning. Demonstrated teaching ability working with a diverse population of undergraduates, including those with mixed academic achievement who enter the university from various economic, social, and cultural backgrounds. Diversity and inclusion are key values at SOU, and Instructors must be comfortable and familiar with a diverse student population. Experience with the technology needed to teach a course that relies on electronic classroom platforms, particularly platforms like Moodle, Canvas, or Blackboard (not, however, focused on teaching via completely online delivery) and using library databases. Please note: with few exceptions, the courses in Undergraduate Studies are designed to be delivered as face-to-face instruction, not online instruction. Commitment to student learning, retention, support, and assessment is critical. Minimum Qualifications: Most positions are anticipated to be hired at the adjunct instructor level. Adjunct Instructor (term-by-term): Initial appointment at the rank of Instructor requires a Master's or terminal degree in the discipline taught or a related field; OR a Bachelor's degree in the discipline taught, or a related field, plus equivalency of Master's degree in years of professional experience in the field. Demonstrated teaching potential. Familiarity with the appropriate equipment as required for the discipline. Adjunct Assistant Professor: Initial appointment at the rank of Adjunct Assistant Professor requires a terminal degree in the discipline taught or a related field; OR a Master's degree in the discipline taught, or a related field, and is in the process of completing the appropriate terminal degree. Demonstrated teaching potential. Familiarity with the appropriate equipment as required for the discipline. Preferred Qualifications Adjunct Instructor (term-by-term): Master's degree in the discipline taught, or a related field. Demonstrated potential for excellence in teaching and active participation in the life of the institution. Commitment to student learning, retention, support, and assessment are critical. Adjunct Assistant Professor: Demonstrated potential for excellence in teaching, development of a record of scholarship, and active participation in the life of the institution and profession. Work experience that equates to one-academic year of full-time college teaching, or one-academic year of the combination of part-time teaching experience while a graduate student. Professional experience in the field related to teaching assignment, particularly if working with more advanced students. Duties (100%) The primary responsibility of a faculty member is teaching. Teaching encompasses normal instructional activities beyond the teaching of assigned courses such as academic advising, working with students outside of class, posting and maintaining appropriate office hours, course and curriculum planning, etc. Efforts associated with teaching may include, but are not limited to: preparation; direct instruction; assessment; student contact outside of class (office hours, appointments, email); presenting complex concepts to a group of diverse learners; listening; understanding and responding to student questions in real-time/in a classroom environment; and applying critical judgment to student work, both written and verbal delivery of information. Efforts associated with lab/workshop may include: providing students with practical experience using instrumentation and equipment in a way that enables student learning and ensures safety; simultaneously monitoring and managing multiple students individually and in groups; demonstrating and executing complex procedures; and using complex instrumentation and hazardous materials. Incumbents appointed to multiple terms of teaching may require professional development and service. Professional Development includes maintaining currency in the discipline taught. Service includes program and institutional administrative, committee, and student support and retention activities. In addition to teaching and service, the primary responsibilities at the professorial level include participation in scholarly and/or creative activities, including mentoring student research projects, often related to the successful candidate's research program. Physical Characteristics Activities may involve standing, sitting, working at a computer, and lecturing. Special Conditions Must be willing to travel and attend training programs off-site for occasional professional development. Must be able to work additional hours and adjust working hours to meet special jobs. May be called back periodically to perform work as needed on an emergency basis. Must be able to successfully pass a pre-employment background check. Under the provisions of the Fair Labor Standards Act (FLSA), this position classification is defined as exempt and is not subject to overtime regulations. The person holding this position is considered a “mandated reporter” under the Oregon Revised Statutes and is required to comply with the requirements set forth by the Oregon Department of Human Services. This position is intended not to be benefits eligible. Should employment conditions warrant eligibility, the incumbent will be notified by the HR Benefits Officer. For additional information, please visit **************************************** or call **************. Conditions of Employment: Workload expectations are outlined in the APSOU CBA, Article 19. Teaching assignments may include First Year Seminar, online and/or hybrid courses, Medford and Ashland campus classes, and day, evening, and weekend courses. Compensation: Any formally approved and authorized salary change shall automatically amend this contract. _________________________ SOU is an equal access AA/EOE committed to achieving a diverse and inclusive workforce In compliance with the Americans with Disabilities Act (ADA), Southern Oregon University will provide, if requested, reasonable accommodation to applicants in need of accommodation in order to provide access to the application, interviewing, and selection process. You are not required to note the presence of a disability on this application. If, however, you require a reasonable accommodation in the application and/or interview process due to disability, requests must be made in a timely manner to Human Resources. Diversity Statement: Southern Oregon University is a welcoming community committed to inclusive excellence and the celebration of diversity. Without diversity, our educational process is diminished. Working together in support of our commitment to diversity, we strengthen and enrich our role as learners, educators, and members of a tightly connected global community. We encourage those who share in our commitment to diversity, to join our community and we expect all our employees to demonstrate an ability and desire to create an inclusive campus community. SOU Land Acknowledgement We want to take this moment to acknowledge that Southern Oregon University is located within the ancestral homelands of the Shasta, Takelma, and Latgawa peoples who lived here since time immemorial. These Tribes were displaced during rapid Euro-American colonization, the Gold Rush, and armed conflict between 1851 and 1856. In the 1850s, the discovery of gold and settlement brought thousands of Euro-Americans to their lands, leading to warfare, epidemics, starvation, and villages being burned. In 1853 the first of several treaties were signed, confederating these Tribes and others together - who would then be referred to as the Rogue River Tribe. These treaties ceded most of their homelands to the United States, and in return, they were guaranteed a permanent homeland reserved for them. At the end of the Rogue River Wars in 1856, these Tribes and many other Tribes from western Oregon were removed to the Siletz Reservation and the Grand Ronde Reservation. Today, the Confederated Tribes of Grand Ronde Community of Oregon (******************* and the Confederated Tribes of Siletz Indians (**************** are living descendants of the Takelma, Shasta, and Latgawa peoples of this area. We encourage YOU to learn about the land you reside on and to join us in advocating for the inherent sovereignty of Indigenous people. Notice to Prospective Employees Section 485 of the Higher Education Act, and The Federal Crime Awareness and Campus Security Act of 1990 (now referred to as the “Clery Act”), require that prospective employees be notified of the availability of SOU's Annual Security and Fire Safety Report. The report provides the annual statistics and campus policies for the reporting of and responding to campus crimes and fires; access to campus facilities; conduct code and campus policies on the use, possession, and sale of drugs/alcohol; and educational/information programs to inform the campus community about campus security procedures and crime prevention. An electronic copy of the Annual Security Report (ASR) can be accessed at the following link: ****************************************************** A physical copy of the ASR is available at no charge upon request. To request a copy, please visit the Office of the General Counsel located in Churchill Hall, 1250 Siskiyou Boulevard, Ashland, Oregon 97520. For more information, call ************, or email ************************.