POSITION BACKGROUND
Orange Coast College (OCC) is seeking a full-time, equity-minded, tenure track faculty member in ESL/ELL commencing with the 2020 fall semester. The primary teaching assignment involves all areas of ESL/ELL.  This assignment also includes curriculum and program development, participation in department, division, college committees, and participatory governance activities assuming leadership roles both within the department and in the institution as a whole; collaboration across disciplines and the leveraging of student support resources; and participation in ongoing professional development.
 
The assignment may be day, evening, weekend, online, hybrid, or off-campus and is subject to change as needed. The ideal candidate for this position embraces the overall mission of Orange Coast College and the Coast Community College District, with a clear, focused commitment to supporting individualized student and employee goals through the work of ESL/ELL.

The English as a Second Language (ESL) department at OCC is committed to providing a comprehensive education in English reading, writing, and oral skills to speakers of other languages so that they can reach personal, educational and professional goals and enjoy success as members of the global community of English speakers. Serving both resident and international students, the ESL program promotes cultural diversity, good citizenship, global awareness, and human dignity.

About Orange Coast College (OCC)
Orange Coast College's 164-acre campus is located in Costa Mesa just minutes from Southern California's beautiful beaches. Founded in 1947, with classes beginning in 1948, OCC has grown into one of the nation's largest -- and finest -- community colleges, enrolling more than 25,000 students each semester. OCC has an unwavering commitment to equitable outcomes; inclusive practices; and rich racial, ethnic, and socioeconomic diversity. Ideal candidates for this position share OCC's devotion to educating and improving the lives of our representative student, employee, and community populations. We currently enroll 21,498 students, the majority of whom are from racially minoritized populations: 35% of OCC's students are Latinx, 2% are African- American, 23% are Asian, less than  1% Native American, 31% are White, and 6% are multiracial. OCC engages in a variety of professional development opportunities and partnerships so that we can serve disproportionately impacted groups. Faculty have the opportunity to enhance their classroom methods during two professional development days during the academic year, which include learning sessions like "Digital Accessibility", "Basic Skills: Helping students help themselves" and "Taking a skills-based approach to teaching college students". Student-centered activities that support OCC's mission include campus-wide student success projects funded by the Office of Student Equity; partnerships with local Hispanic Serving four-year institutions; active programs that work to improve the academic achievement of racially minoritized students, such as PUENTE and UMOJA; Extended Opportunity Programs and Services (EOPS) and Disabled Student Program and Services (DSPS).
 

EXAMPLES OF DUTIES:
Duties may include, but are not limited to, the following:

• Teach assigned courses in English as a Second Language at all levels--including credit and non-credit ESL (ELL)--addressing all skills: grammar, reading, composition, pronunciation (APA), listening, conversation, and academic note-taking.
• Participate in curriculum review and revision as well as program development.
• Participate in the Program Review process to assess the ESL/ELL Department's level of need for resources and support.
• Develop, maintain, and coordinate ESL/ELL instructional materials and other resources.
• Assist in the assessment, placement, and norming of ESL/ELL students.
• Participate in the development and assessment of student learning (SLOs).
• Actively participate in campus-wide committees.
• Actively work with the Global Engagement Center and other campus and District resources.
• Embrace diversity and actively collaborate effectively with a variety of students, staff, and the public from diverse cultural, social, economic, and educational backgrounds.
• Assist with the design and delivery of program events, activities, training, meetings, and orientations for part-time faculty, staff, and students.
• Actively and effectively collaborate with faculty, staff, and administrators in the regular program, department, college, and district functions, including scheduled meetings.
• Assist in all aspects of coordinating externally-funded programs: assess, advise, and place students; maintain attendance records; track and report student progress; administer exit tests, and provide additional services as mandated by the programs.
• Use appropriate technology as instructional, communication, and data gathering tools, and integrate technology into curriculum and instruction.
• Fulfill the professional responsibilities of a full-time faculty member, including, but not limited to the following: teach all scheduled classes unless excused under provisions of Board Policy; follow the department course outlines; keep accurate records of student enrollment, attendance, and progress; post and maintain scheduled office hours, and participate in departmental meetings and college and/or district-wide committees as assigned. Assist in curriculum and assessment development and norming.    

1. Valid California Community College instructor credential, appropriate to the subject, per Education Code 87355 (issued prior to July 1, 1990); OR
2. Master's degree from an accredited institution in TESL, TESOL, applied linguistics with a TESL emphasis or education with a TESL emphasis; OR
3. Bachelor's degree in TESL, TESOL, English with TESL certificate, linguistics with TESL certificate, applied linguistics with a TESL certificate, or any foreign language with a TESL certificate AND a Master's degree in linguistics, applied linguistics, English, composition, bilingual/bicultural studies, reading, speech or any other foreign language from an accredited institution; 
4. Or, possess a combination of education and experience that is at least equivalent to the above. Candidates making an application on the basis of equivalency must submit an Application for Equivalency in addition to all other required materials. Please see Additional Information below to determine if you need to submit an Application for Equivalency.

• Evidence of responsiveness to and understanding of the racial, ethnic, disability, gender identity, sexual orientation, socioeconomic, academic and cultural diversity within the community college student population, including students with different ability statuses (e.g., physical and/or learning) as these factors relate to the need for equity-minded practice within the classroom.
• Ability to contribute to campus and district-wide professional responsibilities and activities.
• Ability to complement existing staff, student and community demographics in terms of professional and personal skills.

• Demonstrated ability to teach ESL students at the beginning, intermediate, and advanced levels in listening, speaking, pronunciation, reading, grammar, and composition courses.
• At least two years of successful ESL teaching experience at a community college.
• Knowledge of and experience working with ethnically and linguistically diverse student populations.
• Knowledge of and sensitivity to the student populations served.
• Work with and motivate students from a variety of cultural, socioeconomic, and language backgrounds
• Adapt methodologies for students with special needs and different learning styles
• Draw on expertise in using current best practices for instructional effectiveness
• Collaborate in a collegial team setting and work effectively on department, campus, and District committees
• Knowledge of and experience adapting and integrating lab and online resources for instructional enhancement
•  Experience with or willingness to develop and teach hybrid and/or online courses, using computers, software, the Internet, and/or distance-learning methodologies.
•  Knowledge of second language methodologies to teach and explain 2nd language errors.
•  Knowledge of and proficiency in teaching advanced writing (summaries and essays) by integrating reading comprehension and minimizing second language interference.
•  Proficiency in a second language.
• Experience and expertise in culturally responsive teaching in ESL/ELL, particularly as it relates to the relevance of ESL/ELL to students' lives, interests, and communities.
• Demonstrated ability to address equity gaps within ESL/ELL courses and classrooms.
• Evidence of an ability to self-reflect and respond to an evidence-based assessment of student learning.
• Desire and demonstrated the ability to participate actively in the department, division, and college committees and in the shared governance of Coast Community College District.
• Desire and evidence of an ability to take on leadership roles both within the department (which includes scheduling, evaluating, heading meetings, and interviewing full time and part-time faculty members)
• and in the institution as a whole.
• Evidence of an ability to communicate effectively both orally and in writing.  

For a full-time, two-semester, tenure track position a maximum starting range of $54,626 to $93,132 is offered, based on the 2020-2021 salary schedule of $54,626 to $130,233. In addition, an annual stipend of $3,186 is offered for possession of an earned doctorate from an accredited institution. The District provides medical, dental, and vision insurance for the employee and eligible dependents and life insurance for the employee.
 

• Regular attendance is considered an essential job function; the inability to meet attendance requirements may preclude the employee from retaining employment.
• The person holding this position is considered a mandated reporter under the California Child Abuse and Neglect Reporting Act and is required to comply with the requirements set forth in Coast Community College District policies, procedures, and Title IX. (Reference: BP/AP 5910 ).
• The Coast Community College District celebrates all forms of diversity and is deeply committed to fostering an inclusive environment within which students, staff, administrators, and faculty thrive. Individuals interested in advancing equity and inclusion goals are strongly encouraged to apply. Reasonable accommodations will be provided for qualified applicants with disabilities who self-disclose.

• All online applications received by the deadline date will be screened to determine which applicants meet the minimum qualifications as stated in the job announcement. Please note: Possession of the minimum qualifications does not ensure an interview.
• Applicants who meet the minimum qualifications and who are also deemed to possess the highest degree of desirable qualifications will be invited to discuss their qualifications in an interview at the college. If any travel is required for an applicant to participate in person during the interview process, this will be done so at the candidate's own expense. During the campus visit, each candidate will be interviewed and may be asked to conduct a short teaching demonstration/presentation on a previously announced topic as well as participate in a writing exercise, or hands-on practical.
• The search committee will rate the candidate's responses to the interview questions, the demonstration/presentation, and the applicable writing exercises and/or hands-on practical. Based on this rating, a number of candidates will be recommended to move forward and will be invited to the campus for a second-level interview.
• The campus President will make the final recommendation for employment to the Board of Trustees.
• The successful candidate will be offered the position and placed on the current salary schedule based on their education and experience.
• The start date will be determined by the hiring manager depending on the needs of the campus and the conditions of employment as posted in the job announcement/recruitment.

• To be considered in the initial committee review, all materials requested in this vacancy notice must be received no later than the filing deadline. Submission of all application materials is the responsibility of the applicant.
• The District does not contact nor employ outside agencies or headhunters to assist us in the recruitment process for our vacant positions.
• Applicants wishing to apply for more than one position must submit separate application materials for each desired position.
• During the interview process, consideration will be given to factors in addition to education and experience, including but not limited to: professional development, ability to work with others, and commitment to meet student needs.
• Applicants who are eliminated from consideration will be notified by email. All applicants are requested to provide an email address in their online application. Candidates should not expect official notification of the status of their candidacy until the Board of Trustees has acted upon the College's recommendation for employment.
• The District reserves the right to contact the current or most recent employer and to investigate past employment records of applicants selected for interviews.
• The District reserves the right to extend the deadline, re-advertise the position or delay filling this position based on the needs of the District and the student population we serve.
• The College does not return materials submitted in the application for a position. (Copies of original supporting documents are acceptable).
• Official transcripts will be requested by Human Resources during the 'new hire' process.