Part-Time Instructor of Non-Credit English as a Second Language (ESL) – School of Language Arts and Education -Modesto Junior College

Part-Time Instructor of Non-Credit English as a Second Language (ESL) – School of Language Arts and Education -Modesto Junior College at Yosemite Community College District

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Application Deadline

6/30/2026 11:55 PM Pacific

Date Posted

9/18/2025

Contact

Recruitment Department

209-575-6900

Number of Openings

1

Salary

Pay Range

$78.15 – $128.22 Per Hour

Add’l Salary Info

Salary: The Hourly Range: $78.15 to $124.94 Doctorate Range: $92.09 to $128.22

Length of Work Year

see in job descripton

Employment Type

Part Time

Job Description / Essential Elements: Print

Modesto Junior College

Part-Time Instructor of Non-Credit English as a Second Language (ESL) – School of Language Arts and Education – Modesto Junior College

Salary: The Hourly Range: $78.15 to $124.94

Doctorate Range: $92.09 to $128.22

(2025-2026 Certified Part-time Instructor/Overload Hourly Salary Schedule)

Part Time Faculty office Hours are paid at a flat rate of $30 per hour.

Closing Date: Tuesday, June 30th, 2026 at 11:59pm

To apply, submit your application and required documents on-line via our applicant system at: http://50.73.55.13/counter.php?id=309342

The successful candidate will join an English as a Second Language program that continues to create curriculum responsive to student needs, increasing student completion through the implementation of strategies geared to increase student equity.

MINIMUM QUALIFICATIONS

Bachelor’s degree in teaching English as a second language, or teaching English to speakers of other languages

OR

Bachelor’s degree in education, English, linguistics, applied linguistics, any foreign language, composition, bilingual/bicultural studies, reading, or speech; and a certificate in teaching English as a second language, which may be completed concurrently during the first year of employment as a noncredit instructor

OR

Bachelor’s degree with any of the majors specified in subparagraph (2) above; and one year of experience teaching English as a second language in an accredited institution; and a certificate in teaching English as a second language, which may be completed concurrently during the first two years of employment as a noncredit instructor

OR

Possession of a full-time, clear California Designated Subjects Adult Education Teaching Credential authorizing instruction in English as a second language.

Determined by California State Chancellor’s Office. Click link below for discipline applicable Minimum Qualifications:

Minimum Qualifications for Faculty and Administrators in California Community Colleges (cccco.edu)

The District has adopted an equivalency procedure that enables consideration of applications by individuals who may not directly meet the qualifications listed above. For more information on equivalency, you may access the link below:

https://www.yosemite.edu/recruitment/equivalency_policy_and_procedures

Knowledge of and ability to appraise the diverse academic, socioeconomic, cultural and ethnic backgrounds of community college students. Sensitivity to the needs, problems and challenges associated with the diversity of the community college student population.

PHYSICAL AND MENTAL STANDARDS

• Mobility: ability to sit or stand for long periods, move about an office, and reach above and below desk level.
• Dexterity: fine manipulation sufficient to operate a keyboard, handle individual papers, write and take notes.
• Lifting: occasional lifting of papers, files, equipment and material weighing up to 25 pounds.
• Visual Requirements: close vision sufficient to read files, documents, and computer screens and do close-up work; ability to adjust focus frequently.
• Hearing/Talking: ability to hear normal speech, speak and hear on the telephone, and speak in person.
• Emotional/Psychological Factors: ability to make decisions and concentrate; frequent contact with others including some public contact; frequent deadlines and time-limited assignments.
• *Reasonable accommodation may be made to enable individuals with disabilities to perform the essential functions of the position.

DESIRABLE CHARACTERISTICS

• Ability to develop curriculum or services that stress innovation and improve student equity.
• Enthusiasm for the learning process.
• Commitment to supportive relationships with students and colleagues.
• Participate in professional growth and remain current in subject area and major state initiatives.
• Ability to operate effectively in an environment of change and ambiguity.
• Vision and energy to plan and organize programs to enhance student success.
• Willingness to participate effectively in shared governance and to work collaboratively.
• Personal qualifications such as effective interpersonal communication skills, participation in community affairs, ability to conduct effective public presentations.

PREFERRED QUALIFICATIONS

• Education and/or experience in teaching adult education English Language courses, preferably at the community college level.
• Current understanding of assessment processes for improving student success at the course, program, and degree level.
• Teach English language life and work skills competencies for beginning through intermediate English for Life and Work courses; preparation of materials; grading student work; maintaining an effective classroom environment and workspace. Some teaching assignments may take place in area communities.
• Competent in new pedagogies, such as English Language, and other pedagogies directed at improving student success and student equity.
• Recent experience working with African American/Black, Hispanic, Native American, and other minoritized students in the classroom, and an understanding of how historical patterns of exclusion of these groups within higher education shape patterns of participation and outcomes;
• Willingness to examine and remediate one’s instructional, relational, and classroom practices to more effectively engage and support racially minoritized students;
• Experience and skill with addressing issues of equity in the classroom;
• Experience and expertise in culturally responsive teaching in Adult Education, especially as it relates to the relevancy of students’ lives, interests, and communities;
• Demonstrated ability to address equity gaps within coursework and the classroom;
• Demonstrated knowledge of the Hispanic-Serving designation for institutional, departmental, and instructional practices.

Example of Duties

GENERAL JOB DUTIES AND RESPONSIBILITIES

Part of the teaching assignment may be online, in the evening, and/or on Saturdays. Duties and responsibilities include but are not limited to:

• Teaching lower division college courses in Non-credit English Language.
• Advancing equitable student learning through dedicated, exemplary instruction in accordance with established course outlines.
• Informing students of course requirements, evaluation procedures, and attendance requirements.
• Preparing and grading class assignments and examinations and informing students of their academic progress.
• Maintaining attendance, scholastic, and other records and submitting them according to published policies and deadlines.
• Developing, implementing, and assessing student-learning outcomes for courses and programs and using the results for improvement.
• Engaging in data inquiry and self-assessment to develop strategies for student success, persistence, and equity.
• Participating in professional development activities to fulfill mandatory FLEX requirements
• Maintaining current knowledge in the subject matter area and effective teaching/learning strategies to meet the needs of all learning styles.
• Maintaining appropriate standards of professional conduct and ethics.

Requirements / Qualifications For more information on Requirements/Qualifications, please contact the employer. Comments and Other Information For more information on Comments and Other Information, please contact the employer.

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