Director of ELL Curriculum / ELL Faculty F/T

The School of Critical Studies at CalArts welcomes applications for the post of a 1.0 FTE faculty hire to develop and teach the English Language Learning courses, as well as to serve as Director of ELL Curriculum for CalArts, working across the Institute to research the curricular needs of CalArts language learners and to plan and lead the curriculum accordingly. This post, dedicated to English Language Learning instruction, involves working with a dynamic team of faculty and staff to serve a diverse group of students in a unique arts school context. We invite candidates to look at our CalArts Institute Fact Book to learn about our student demographics.

Our approach to teaching language skills and learning methods is anti-racist, decolonial, creative, and experimental. We understand ELL/ESL language support and instruction to be integral to students' success as artists; in addition to English for general academic purposes, our students need support in English for specific artist practice-based learning such as participating in critique or collaborating on projects. Therefore we are looking for an experienced candidate to develop and lead innovative curricula in this growing area of pedagogy that compliments the rich and creative milieu of CalArts. The Director of ELL will work closely with the Director of First Year Writing Curriculum and the Critical Studies faculty and staff to create ELL coursework and pathways that integrate into the path to degree for both BFA and MFA students at CalArts. The ELL Director role requires planning and work over the summer with a stipend appropriate to that work. 

We seek to employ faculty who can engage our diverse communities of learners at the highest levels of artistic endeavor and critical thinking. We welcome candidates who possess a demonstrated worldview and cultural competency to support teaching and mentoring undergraduate and graduate students of varied backgrounds, capabilities, perspectives, social identities and gender expressions. CalArts is an equal opportunity employer.  

Critical Studies Faculty Responsibilities:

• Develop and teach twelve units (typically four classes) of credit-bearing Critical Studies ELL courses per year—primarily at the intermediate level of language acquisition that contribute in content and mode of instruction to our multi-disciplinary arts institution. Currently our ELL course offerings are focused on first year students in the BFA and MFA, though we hope to see our ELL curriculum grow to meet the distinct needs of students as they near degree completion. Note: The full-time teaching load for Critical Studies faculty is six courses (up to 18 units) per year, but this faculty position receives two course releases for ELL director administrative duties as detailed below 
• Adapt inclusive and high-impact practices to create a dynamic learning environment for students from a range of academic, linguistic, cultural, and artistic backgrounds using an English for Academic Purposes and/or English for Specific Purposes framework, with the aim of promoting student success in both their Critical Studies coursework and their métier degree program
• Maintain expertise and knowledge in the fields of multilingual literacy and ELL pedagogy, demonstrating an investment and involvement with the contemporary cultures of ESL/ELL pedagogy
• Pursue an independent artistic or scholarly practice (including literary translation), publishing and making contributions to the field/s in question regularly

ELL Director Responsibilities:

• Develop and implement an ELL curriculum plan and various coursework pathways for different ELL students across the BFA and graduate levels including creating curriculum frameworks that will be used for classes taught by other faculty; conducting routine program review and ongoing assessment of student outcomes
• Develop and implement a summer assessment process to determine initial course placement for incoming International and ELL students, working with the Director of First Year Writing Curriculum, the Office of International Students, and the Office of Enrollment and Admissions 
• Develop and contribute to the pedagogy coursework and training of graduate student TAs and post-grad faculty fellows who teach in BFA first year instruction 
• Develop and lead ongoing training and professional development sessions for Institute faculty on ELL pedagogy and inclusion/equity best practices in teaching international and language learner students, in consultation with the Director of Faculty Affairs 
• Review and guide the development of Writing Center tutor training around ELL pedagogy, working with the Writing Center Director and post-grad Faculty Fellows 
• ​​Create an annual program report to Institute stakeholders about the current state of ELL programming and propose changes and/or expansions as needed
• Participate in research and planning related to international student recruitment and retention along with the Provost’s Office, Dean’s Council, and Admissions/Enrollment, and work with Schools and the Office of Advancement to facilitate program implementation
• Participate and sometimes lead in Critical Studies and Institute committees, specifically those related to BFA1 curriculum, Writing Center, International students, Accreditation, Extended Studies, Gateway, and other appropriate sessions

Minimum Qualifications:

• M.A. Applied Linguistics, Composition and Rhetoric, or similar, with demonstrated specialization in English Second Language Instruction
• Two years of ESL/ELL teaching experience at an accredited college/university, or three or preferably more years of combined ELL teaching, including some accredited college/university level experience
• Experience designing ELL courses for different levels of language learner instruction, with defined and measurable student learning outcomes (SLOs) and assessment strategies to measure progress 
• Experience developing content and lessons for students from a range of academic and linguistic backgrounds within either an English for Academic Purposes (EAP) or English for Specific Purposes (ESP) curriculum framework 
• Experience in mentoring and/or training of ELL instructors (such as peer trainings, workshops, and/or teaching pedagogy courses)
• Commitment to equity, diversity and inclusion through an antiracist pedagogy that motivates and empowers students across the breadth and depth of their curricular experience.

Additional Preferred Qualifications:

• Experience developing ELL courses at the graduate level
• Ongoing arts practice and/or committed involvement in visual, performing, or literary arts
• Scholarly or professional contributions to the field of ELL studies, especially connected to decolonial or antiracist pedagogy
• Experience of advocacy for  immigrants, asylum seekers and/or undocumented students and workers, within or outside higher education
• Experience developing and using written assessment tools for course level placement purposes
• Demonstrated knowledge of pedagogical and institutional best practices in ESL/ELL curriculum and ability to scale and adapt previous experience to the logistical and pedagogical complexities of a small multi-discipline arts college
• Additional subject area MA/MFA/PhD in the arts, humanities, or education
• Experience working at the operations and administrative level with international students regarding ELL student needs
• Experience contributing to institution or program accreditation review
• Expertise in decolonial and antiracist approaches within English Language Learner pedagogy and scholarship specifically

Application Instructions
Start date: July 2022
To apply, submit the following materials electronically to Interfolio. A review of applications will begin December 19, 2021 and continue until position is filled:

• Letter of interest indicating appropriateness of candidate’s approach to ESL/ELL pedagogy and to working with international students at a leading multi-disciplinary arts college, including a reflection on your potential to contribute to a diverse and inclusive environment through teaching, research, and/or service 
• Current Curriculum Vitae
• Minimum two confidential letters of recommendation, with at least one addressing leadership experience or potential (letters may be submitted after application deadline and will be requested of all semi-finalists); 
• List of five professional references 
• Teaching Portfolio with as many of the following as possible: sample syllabi; lesson plans; assessment strategies/grading rubrics; selected student evaluations; examples of graded student work; a statement of teaching philosophy; a statement on anti-racist pedagogy and/or diversity, equity, inclusion and justice.