ESOL Instructor- Workforce Readiness

Revere Public School District; Revere (MA); Híbrido; USD 36.000 - 48.000; A tiempo parcial

Descripción de la vacante

Revere Public School District is seeking a part-time ESOL Instructor to deliver English for Workforce Readiness to adult learners in Revere, MA. Classes run in-person and via hybrid formats during evenings, with approximately 3 hours of instruction per session and 2 hours for preparation per class over 12 weeks.

The role focuses on ELPS 2–4 levels, healthcare and hospitality career pathways, and a strong emphasis on employability skills, digital literacy, and workplace communication.

Formación

• Bachelor's degree in TESOL, ESOL, Adult Education, or related field.
• Experience teaching English to adult learners.
• Knowledge of adult learning principles and differentiated instruction.
• Ability to contextualize instruction around workplace communication.
• Ability to develop engaging lesson plans and assessments.
• Proficiency with computers and instructional technology.

Responsabilidades

• Plan and deliver ESOL instruction for adults.
• Integrate workforce readiness with language learning.
• Assess student progress and provide feedback.
• Collaborate with staff and community partners.
• Maintain instructional records and prepare reports.

Conocimientos

ESOL Instruction

Curriculum Development

Differentiated Instruction

Assessment & Feedback

Digital Literacy

Workforce Readiness

Student Engagement

Educación

Bachelor's degree in TESOL/ESOL

Descripción del empleo

Revere Public School District Revere Community School - Revere, Massachusetts Open in Google Maps

Starting Date: Jan 11, 2027

Job Description

Position Title: ESOL Instructor – Workforce Readiness
Program Area: Adult Education, English Language Learning, and Workforce Development
Instructional Levels: ELPS 2–4 proficiency levels
Class Size: Approximately 15–20 students per cohort
Program Schedule: 2–3 cohorts per year
Program Length: 12 weeks per cohort
Instructional Format: In-person & hybrid
Employment Type: Part-time at $30.00 per hour (12 hours/week) This is grant funded position
Location: Revere Community School, 101 School Street, Revere
Reports To: Program Manager
The Revere Community School is the City of Revere's Adult Education program, serving residents of Revere and neighboring communities since 2013. Our mission is to unite lifelong learners with community and partner resources to empower adult learners and encourage workforce development.
The Revere Community School (RCS) primarily focuses on providing ESOL, Citizenship, HiSET, Computer, workforce development, financial literacy, and social services to empower immigrant communities’ speakers of other languages and economically disadvantaged people. Many of the learners are low-income, newcomer immigrants with language barriers and no job or working in low-paying jobs. Some are high school dropouts who are looking to attend college, gain employment, and/or obtain a better job. Our vision is to provide our learners with the knowledge and skills they need to be successful in their personal and professional lives and access links to vital resources. We want to empower them to engage in their community, enrich their lives and well-being, and broaden their social networks
The English for Speakers of Other Languages Instructor provides English instruction to adult English learners in the evening. This is a part-time position with a regular 2 or 4-day/week schedule on Monday through Thursday (Group A) Monday & Wednesday and (Group B) Tuesday and Thursday from 5:30 – 8:00 p.m. for a total of 3 hours of instruction plus 2 hours prep time per class. Classes are for 12 weeks per session
Position Summary
We are seeking a motivated, culturally responsive, and student-centered ESOL Instructor to deliver English for Workforce Readiness instruction to adult English language learners preparing to enter, succeed, and advance in the workforce, with a focus on healthcare and hospitality career pathways.
The instructor will teach adult English language learners at ELPS 2–4 proficiency levels. Through engaging, practical, and contextualized instruction, the instructor will help students develop English language proficiency, foundational academic and workplace skills, digital literacy, career awareness, and the confidence necessary to pursue employment and career advancement.
The Workforce Readiness curriculum integrates English language instruction with career exploration, employability skills, workplace communication, technology, and professional behaviors. Instruction will connect language development to authentic workplace situations and career opportunities in healthcare and hospitality.
The instructor will be responsible for planning and delivering instruction, assessing student progress, developing relevant learning activities, and collaborating with program staff and workforce partners to support student achievement and employment readiness.
Program Overview
The English for Workforce Readiness program is designed to equip adult learners and English language learners with the foundational skills, practical knowledge, and confidence needed to participate successfully in today's workforce.
The program combines contextualized ESOL instruction with workforce preparation, digital literacy, career exploration, and workplace professionalism. Learning experiences emphasize real-life applications, interactive workshops, project-based learning, and exposure to healthcare and hospitality career pathways.
Instruction will incorporate three core components aligned with the program's WIOA workforce preparation framework:
1. Adult Education and Literacy Activities: Development of English language skills, including speaking, listening, reading, and writing, integrated with workplace vocabulary, functional literacy, and comprehension of workplace documents.
2. Workforce Preparation Activities: Development of employability skills, communication, problem-solving, digital literacy, teamwork, professionalism, and an understanding of workplace expectations.
3. Workforce Training and Career Pathway Connections: Contextualized learning and, where applicable, collaboration with healthcare and hospitality training providers, employers, and community partners to connect students to occupational training and career opportunities.
Key Responsibilities
1. ESOL Instruction and Curriculum Delivery
•Plan and deliver engaging, learner-centered ESOL instruction adult English language learners at ELPS 2–4 proficiency levels.
•Integrate English language development with workforce readiness competencies and occupational vocabulary relevant to healthcare and hospitality.
•Differentiate instruction to accommodate varying English proficiency levels, educational backgrounds, learning needs, and digital skills.
•Develop lesson plans, instructional materials, assessments, and activities aligned with program learning objectives.
•Incorporate speaking, listening, reading, and writing practice through authentic workplace scenarios, role-playing, simulations, and collaborative projects.
•Use instructional strategies that promote learner participation, confidence, independence, and practical application of language skills.
2. Workforce Readiness and Career Exploration
•Teach essential employability skills, including communication, teamwork, problem-solving, time management, adaptability, and workplace professionalism.
•Facilitate career exploration activities introducing students to healthcare and hospitality occupations, career pathways, job requirements, and opportunities for advancement.
•Support students in identifying their strengths, interests, transferable skills, and career goals.
•Teach job search strategies, résumé development, completion of employment applications, interview preparation, and professional workplace communication.
•Help learners understand workplace expectations, including attendance, punctuality, customer service, confidentiality, workplace safety, and appropriate professional conduct.
•Incorporate real-life workplace exploration, employer-informed activities, and career awareness projects when available.
3. Digital Literacy and Technology Integration
•Teach foundational digital skills required for employment, education, and workplace communication.
•Support students in using computers, email, internet browsers, online job search platforms, and digital employment applications.
•Introduce learners to online learning platforms, virtual meetings, digital documents, and other relevant workplace technologies.
•Integrate technology into classroom activities to strengthen students' digital confidence, independence, and ability to navigate technology-enabled workplaces.
•Provide differentiated support for learners with limited prior experience using digital devices and applications.
4. Assessment, Student Progress, and Documentation
•Assess students' initial English proficiency, workforce readiness skills, and learning needs using program-approved assessment tools.
•Monitor and document student attendance, engagement, language development, skill acquisition, and progress toward learning objectives.
•Use formative and summative assessments, performance-based tasks, and student projects to evaluate learning outcomes.
•Maintain accurate instructional records, lesson plans, attendance documentation, and required program reports.
•Provide constructive feedback and individualized guidance to support student persistence and achievement.
•Contribute to program evaluation and continuous improvement efforts by reviewing student outcomes and recommending instructional adjustments.
5. Student Support and Partnership Collaboration
•Foster an inclusive, respectful, and supportive classroom environment that values students' cultural and linguistic backgrounds.
•Encourage student participation, self-advocacy, goal setting, and confidence in pursuing employment and further training.
•Collaborate with program staff, career navigators, workforce development professionals, and community partners to support student transitions into employment and occupational training.
•Participate in staff meetings, professional development, curriculum planning, and program activities as required.
•Support connections to healthcare and hospitality training opportunities, employer engagement activities, and other relevant workforce services.
Required Qualifications
•Bachelor's degree in TESOL, ESOL, Adult Education, Education, Applied Linguistics, or a related field; equivalent qualifications may be considered.
•Experience teaching English to adult learners, English language learners, or students from diverse linguistic and cultural backgrounds.
•Knowledge of adult learning principles, communicative language teaching, and differentiated instructional strategies.
•Ability to contextualize English language instruction around workplace communication, career exploration, and employability skills.
•Demonstrated ability to develop engaging lesson plans, instructional materials, and student assessments.
•Proficiency in using computers, digital learning tools, and instructional technology.
•Strong organizational, communication, collaboration, and classroom management skills.
•Commitment to adult learner success, equity, inclusion, and culturally responsive teaching.
Preferred Qualifications
•TESOL, TEFL, ESOL, or adult education teaching certification.
•Experience teaching at High Beginner, Low Intermediate, and High Intermediate English proficiency levels.
•Familiarity with the English Language Proficiency Standards (ELPS) and adult English language acquisition frameworks.
•Experience delivering contextualized ESOL, English for Specific Purposes (ESP), or Integrated Education and Training (IET) instruction.
•Familiarity with WIOA-aligned adult education and workforce preparation programming.
•Experience developing or delivering vocational ESOL curricula in healthcare, hospitality, customer service, or related occupational sectors.
•Knowledge of local workforce development systems, employer expectations, career pathways, and occupational training opportunities.
•Experience with hybrid instruction, project-based learning, digital literacy instruction, and performance-based assessment.
Instructional Approach
The successful candidate will use practical, interactive, and culturally responsive teaching methods to connect English language acquisition with real-world employment needs.
Instructional strategies may include:
•Role-playing workplace conversations and customer service interactions.
•Practicing healthcare and hospitality vocabulary and common workplace expressions.
•Reading workplace policies, schedules, instructions, and safety-related materials.
•Writing professional emails, résumés, and employment applications.
•Participating in mock interviews and job search simulations.
•Completing digital literacy exercises and online employment tasks.
•Developing career portfolios, presentations, and project-based assignments.
•Exploring local occupational opportunities and participating in employer or training partner activities when available.
Instruction should be differentiated by proficiency level to ensure that learners receive appropriate language support while working toward progressively more complex workplace communication and employability outcomes.
Program Structure and Teaching Expectations
The instructor will support the delivery of approximately three to four cohorts annually, with each cohort serving approximately 15–20 students over 12-week instructional cycle.
Students may be grouped by English proficiency level or placed in differentiated instructional groups based on enrollment, program design, and student needs.
The instructor is expected to:
•Deliver instruction according to the approved program calendar and curriculum.
•Establish measurable learning objectives for each cohort.
•Integrate language learning, workforce preparation, and digital literacy throughout the instructional cycle.
•Provide appropriate accommodations and differentiated learning opportunities.
•Track student progress and support successful program completion.
•Contribute to continuous curriculum development and alignment with employer and workforce partner needs.
Expected Outcomes
By the end of the program, students should demonstrate measurable progress in the following areas:
•English language proficiency: Improved workplace speaking, listening, reading, and writing skills appropriate to their instructional level.
•Workforce readiness: Increased understanding and application of communication, teamwork, problem-solving, time management, and workplace professionalism.
•Digital literacy: Improved ability to use essential digital tools for job searching, employment applications, communication, and workplace tasks.
•Career awareness: Increased knowledge of healthcare and hospitality occupations, job requirements, and opportunities for further education or training.
•Employment preparation: Improved readiness to develop résumés, complete applications, participate in interviews, and communicate professionally with employers.
•Career pathway engagement: Increased connection to relevant occupational training, workforce services, employer engagement opportunities, or employment pathways, as applicable.
Work Environment
The position will be based in an adult education setting. Instruction may be delivered in person or through a hybrid format, depending on program needs.
The instructor should be comfortable working with adult learners from diverse cultural, linguistic, educational, and professional backgrounds and adapting instruction to meet students' evolving needs.
Position Type: After school/Evening
Salary: $28 to $30 Per Hour
Job Categories:
Classroom Teacher > ELL / ESL / SEI / TESOL

Equal Opportunity Employer

Revere Public Schools (RPS) reaffirms its commitment to the principles of non-discrimination and equal employment opportunity for all. The School Committee subscribes to the principle of the dignity of all people and of their labors. Any individual who is responsible for hiring and/or personnel supervision must understand that applicants are employed, assigned, and promoted without regard to their race*, color, sex, sexual orientation, gender identity, religion, disability, age, genetic information, active military/veteran status, marital status, familial status, pregnancy, or pregnancy-related condition, homelessness, ancestry, ethnic background, national origin, or any other category protected by state or federal law. Every available opportunity will be taken in order to assure that each applicant for a position is selected on the basis of qualifications, merit, and ability. *race to include traits historically associated with race, including, but not limited to, hair texture, hair type, hair length and protective hairstyles.

Contact Information

• Fatou Drammeh , Revere Community School Coordinator
• 101 School Street
• Revere, Massachusetts 02151
• Phone: [phone]
• Email: [e-mail]