English Second Language Instructor

Kawartha Pine Ridge District School Board; Peterborough; On-site; CAD 30,000 - 60,000; Part time

Job summary

A school board in Ontario seeks an English Second Language Instructor to develop language skills in adult learners. The role involves planning activities, conducting assessments, and creating a supportive learning environment. Ideal candidates should possess a high school diploma, specialized teaching certifications, and experience with adult education principles. The position offers a part-time schedule with competitive pay, aimed at facilitating learner autonomy and engagement.

Benefits

Community partnership opportunities

Qualifications

• Experience teaching adult learners in literacy, numeracy, and employability skills.
• Underlying knowledge of Portfolio Based Language Assessment.
• Commitment to service excellence and advocacy for learners.

Responsibilities

• Plan and implement lesson plans reflecting the Canadian Language Benchmarks (CLB).
• Conduct assessments to track learner progress and set goals.
• Provide a nurturing and inclusive learning environment.

Skills

Knowledge of Canadian Language Benchmarks

Pedagogical skills

Interpersonal skills

Advanced computer skills

Experience with virtual learning tools

Education

High School diploma

Teaching and Training Adults Certificate

Teacher of English as a Second Language (TESL) certification

Job description

English Second Language Instructor

Workdays: Tuesdays and Wednesdays, 7hrs a week (5:30pm – 8:00pm, additional 2hrs of prep time TBD)

Pay Band 10A: $29.95 – $33.28

Location: PETERBOROUGH ALTERNATIVE & CONTINUING EDUCATION (PACE) 413 201 McDonnel Street Peterborough K9H 2W1

Posting Closing Date: February 6, 2026

About The Position

The purpose of the English Second Language Instructor is to develop English language skills in all areas of language acquisition (listening, speaking, reading, writing), literacy, numeracy, and Essential Skills that facilitate individuals in achieving goals related to Canadian Language Benchmarks, Citizenship, high school credit and/or further education, training, employment and/or increased independence.

Main Responsibilities

• Plan daily learning activities/lesson plans to reflect short- and long-term goals through the implementation of the Canadian Language Benchmarks (CLB) framework and Portfolio Based Language Assessment (PBLA) protocol.
• Ensure that Portfolios include evidence of performance related to CLB standards, together with observation, records, and feedback related to specific criteria and use this information to discuss the progress being made toward the learner’s goals.
• Provide real-world tasks instruction in compliance with CLB standards and curriculum developed.
• Instruct according to learner’s needs in accordance with individual goal paths, levels and needs using appropriate and relevant resources and methods of delivery, in accordance with the relevant curriculum frameworks and guidelines.
• Develop, in collaboration with the learner, a Learner Plan, which outlines competencies and activities in which the learner will engage to goals.
• Adapt and create materials and resources to provide individual, small group, and/or remedial instruction as to meet the needs of individual learners.
• Develop and deliver content and learning materials that utilize a broad range of appropriate techniques and strategies, including hybrid training models.
• Develop short term and long-term goals appropriate to the needs and interests of learners.
• Conduct regular learner assessments in order to determine learners’ progress as appropriate to individual learners and programs.
• Report, record and maintain accurate and up-to-date attendance registers as an English Second Language Instructor appropriate to the program.
• Ensure maintenance of accurate documentation of all learner files to meet the required standards.
• Encourage clients to become autonomous, active, and self-aware learners, engaged in and responsible for their learning.
• Provide a safe, nurturing, bias-free, positive and respectful learning environment that recognizes individual differences.
• Accommodate diverse backgrounds and cultural and religious needs of learners.
• Support learners with IEPs through differentiated instruction and by developing/implementing programming accommodations, as required.
• Advocate for and assist learners to remove barriers to learning i.e. Transportation, homelessness, medical and disability issues, learning disabilities, financial support by connecting them to appropriate community resources.
• Collaborate and be part of effective planning by sharing best practices with colleagues.
• Network and develop partnerships with community partners and agencies.
• Develop and implement/facilitate targeted training workshops for both learners, employers and other community agencies, possible in other employer’s/community agency’s place of employment.
• Embrace and promote Adult Learning principles in practice and program design.
• Complete all required paperwork and/or reports.
• Other duties as assigned.

Reports to

Principal for Alternative, International Languages, and Continuing Education

Supervision

This position does not supervise.

Main Contacts

• Internal: Staff and learners
• External: Community agencies

Education and Experience Required

• High School diploma.
• Two (2) year Teaching and Training Adults Certificate or Adult Learning and Development Certificate.
• Certified, or in process of being certified, or eligible for certification, with Teacher of English as a Second Language (TESL) Ontario.
• Minimum of one (1) year recent experience teaching adult learners in a variety of skills, including but not limited to Literacy, Numeracy, Independent Living Skills and Employability Skill Development.
• Ontario Teaching Certification is considered an asset.

Specialized Skills Required

• Proven knowledge of Canadian Language Benchmarks
• Proven knowledge of Portfolio Based Language Assessment
• Strong pedagogical skills.
• Advanced level computer skills, including experience integrating technology in the learning environment.
• Experience using virtual learning tools to facilitate instruction.
• Excellent interpersonal and critical thinking skills.
• Valid G-level Ontario driver’s license and access to a reliable vehicle
• A commitment to service excellence.

Expected Competencies

• Works on projects as part of a team, exchanging ideas and contributing skills that complement those of the other team members. Fulfills commitments to team members.
• Works independently to solve problems.
• Meets standards of productivity as defined for the level and the position.
• Demonstrates concern for the accuracy and quality of work, and takes steps to correct mistakes and improve the overall task.
• Able to take on a variety of different tasks and roles within the organization.
• Can be relied upon to handle a fair workload, meet deadlines and commitments, and accept responsibility for actions. Demonstrates an ability to work independently.
• Accepts changes and responds to setbacks with minimal disruption.
• Demonstrates a sense of responsibility and commitment to the public perception of the organization. Follows through on commitments, and admits to mistakes.
• Maintains organized records, and makes efficient use of resources.
• Manages time and prioritizes tasks to ensure that deadlines are met.
• Works with an aim to assist the system in achieving the Areas of Emphasis, including making decisions and taking actions that will positively affect student achievement and demonstrating our Character attributes.

Police Records Check Requirement

A police records check, with a Vulnerable Sector Search and Pardoned Sexual Offenders Database Search, dated within 6 months prior to the date of hire, is a requirement for employment with this Board.

Application Instructions

All applicants are strongly encouraged to provide both a cover letter and resume that are tailored to the position being applied to. Only those selected for interview will be contacted.

Diversity Statement

• First Nations, Métis and Inuit peoples, and all other Indigenous peoples;
• Members of groups that commonly experience discrimination due to race, ancestry, colour, religion and/or spiritual beliefs, or place of origin;
• Persons with visible and/or invisible (physical and/or mental) disabilities;
• Persons who identify as women; and
• Persons of marginalized sexual orientations, gender identities, and gender expressions.

AODA Statement

KPRDSB is committed to providing barrier‑free and accessible employment practices compliance with the Accessibility for Ontarians with Disabilities Act (AODA). Should you require accommodation through any stage of the recruitment process please make them known when contacted and we will work with you to meet your needs.