Intensive English Program Coordinator (Teaching, Learning, & Scholarship)

Posting Details

Position Information

Posting Number S180034P
Posting Date 10/31/2017
Closing Date 12/01/2017
Title Program Coordinator
Working Title Intensive English Program Coordinator (Teaching, Learning, & Scholarship)
Employee Class Administrator
Department International Programs
Salary Range
Full-time/ Part-time Full-time
Specialization

Teaching, Learning, & Scholarship. Intensive English Program.

Hours Per Week 40
Standard Work Week 9 a.m. - 5 p.m.
Anticipated Start Date 02/01/2018
If Temporary, End Date
Job Summary

This position will create and oversee a new Intensive English Program (IEP). The responsibilities for this position will include developing and maintaining the curriculum for the Intensive English Program. In addition, the position will also be responsible for IEP student learning outcomes, methods of assessment, proficiency test preparation, and all other day-to-day operations of the program. Also, the position will help coordinate global teaching, learning and scholarship opportunities at the institution. These include but are not limited to helping faculty internationalize the curriculum, providing conversation clubs and tutoring for IEP students, creating and organizing special and summer programs, and delivering IEP courses online.

Job Description

A. 40% Develop and maintain curriculum for the Intensive English Program (IEP). Develop IEP course objectives, student learning outcomes (SLOs), and methods of assessment (MOAs) for all levels and course taught. Develop summer special programs’ curriculum including course objectives, SLOs, and MOAs. Create and provide Computer Assisted Language Learning (CALL) curriculum and materials. Develop IELTS and TOEFL test preparation courses and/or materials. Research, evaluate, and create and/or choose appropriate materials and textbooks that meet objectives and SLOs in IEP courses and summer special program courses. Research and prepare for future accreditation of Intensive English Program through CEA by creating quality instruction, faculty practices, and alignment of curriculum to accreditation standards.

B. 30% Research, analyze, evaluate, develop, and provide student assessment processes for placement and evaluation processes. Research standardized English proficiency tests currently accepted by Chicago State University (and future tests that may be accepted) and analyze and evaluate their scales, levels, items in order for IEP curriculum to be aligned with the proficiency expected by the university. Research, analyze, and evaluate Common European Framework of Reference (CEFR) for IEP curriculum to be aligned with the placement and exit tests, as well as proficiency expected by the university. Research, analyze, and evaluate ideal placement and exit tests from the market in the TESOL field. Create in-house reading and listening placement and exit tests to measure proficiency levels of IEP students. Create in-house writing and speaking placement and exit tests to measure proficiency levels of IEP students. Develop placement and exit exam rubrics. Develop faculty norming system for placement and exit exams.

C. 10% Supervise (and potentially hire) adjunct faculty, create professional development opportunities for faculty, and participate in the evaluation of courses and faculty. Assign appropriate faculty to teach course sections. Possibly recruit future adjunct faculty for IEP. Maintain recurring faculty meetings throughout the semester. Share documents related to courses, curriculum, students and professional development through email and a shared drive (i.e. Google Drive). Offer professional development and workshops to faculty members. Mentor adjunct faculty to help their professional development. Evaluate adjunct faculty once a semester. Provide student/course evaluations.

D. 10% Create course schedules, create student schedules, and enroll students in appropriate courses. Act as an advisor to all IEP students. Assist students in successful completion of the IEP and transition into CSU’s undergraduate and graduate programs. Meet with students and help resolve their concerns.

E. 10% Coordinate with various units around the campus. Attend local, national, and international conferences and workshops to engage in professional development. Keep current in best practices for the professional fields of TESOL, International Education, Applied Linguistics, Higher Education Teaching and Learning, Intercultural Communication, and Second Language Acquisition. Create and maintain quality programming in IEP. Occasionally chaperone program excursions. Occasionally work outside normal 9 a.m. – 5p.m. Monday to Friday schedule.

Minimum Qualifications

a. Master’s degree in English with a TESL emphasis, TESOL, applied linguistics with a TESL emphasis, linguistics with a TESL emphasis, or education with a TESL emphasis from an accredited college or university.

b. Three years of recent ESL experience working in Higher Education (within last six months of start date).

c. U.S. citizenship or U.S. permanent residency as required by the Department of Homeland Security and the Department of State to serve as a DSO or an ARO for the F-1 & J-1 visa programs.

d. Computer savvy and a high comfort level with technology.

e. Knowledge of FERPA.

f. Demonstrated ability to communicate effectively in international situations.

g. Demonstrated persistence in overcoming obstacles and achieving challenging goals.

h. Demonstrated ability to communicate effectively in intercultural situations.

i. Ability to work independently and as a member of a team.

j. Demonstrated commitment to diversity.

k. Must have sensitivity working with a diverse student body.

Preferred Qualifications

a. Doctoral degree.

b. Experience living or traveling abroad.

c. Experience with Ellucian data systems, especially Banner or Colleague.

d. Knowledge of SEVIS processes and procedures.

Knowledge, Skills and Abilities

1. Responsibility
a. Supervisory Controls: This position operates under the supervision of the Director of Global Engagement. This position may hire and supervise student employees, interns, graduate assistants, and adjunct faculty.
b. Guidelines: This position adheres to university policy, immigration rules and regulations, all federal, city, and state laws, and FERPA regulations.

2. Difficulty
a. Complexity: Ability to work in a fast-paced office with rapidly changing laws and regulations. Must understand the impact of many different sectors upon international education and vice versa. Complete day-to-day task in a way that supports the university’s larger global vision. Must continue to learn about the changing global landscape of international education, including TESOL best practices.
b. Scope of Effect: This position will directly impact the ability of students to study inside the United States. This position will directly impact the university’s ability to recruit, admit, and enroll globally-minded students who require intensive English study.

3. Personal Relationships
a. Personal Contacts: The TLS Coordinator will represent the university to key constituencies and serve as a liaison between the Global Engagement Office, the academic colleges, and other CSU support units.
b. Purpose: To protect students and the university by complying with best practices. To legally comply with reporting requirements. To coordinate efforts with other units across campus.

4. Environmental Demands
a. Physical Requirements: Performs standard office duties sitting or standing at a computer. Will also be responsible for filing and interacting with students, scholars, faculty and staff. Occasionally lift up to 20 lbs. Occasional physical or outdoor on-campus and off-campus activities.
b. Work: Most work can be completed sitting down.

Special Instructions to Applicants

Posting Specific Questions

Required fields are indicated with an asterisk (*).

Applicant Documents

Required Documents
  1. Resume
  2. Cover Letter
Optional Documents
  1. Curriculum Vitae
  2. Reference
  3. Teaching Philosophy