Jobs in TESOL

 (Michigan Employers)

Welcome to our list of Michigan jobs available in the field of TESOL.  

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  • 08/14/2019 9:14 AM | Jennifer Musser (Administrator)

    ESL High School Teaching Position

    • Position Type:
        High School Teaching/ESL
    • Location:
        Ypsilanti Community High School
    • District:
        Ypsilanti Community Schools - website

    Position Title:        ELA - Secondary Teachers

    Building:                Ypsilanti Community High School

    Reports to:            Building Principal and/or designee

    Salary:                   Per negotiated contract



    1. Bachelor’s Degree or higher in Education 

    2. Valid Michigan Teaching Certificate with ESL certification required and ELA certification preferred


    District Description:


    Ypsilanti Community Schools is a small urban district conveniently centered around the major freeways (I-94 & US-23) within 5 minutes of Eastern Michigan University, 15 minutes from the University of Michigan. We have approximately 3,900 students, 3 Early Childhood Learning Centers, 1 International Baccalaureate with Prek-5, 3 Elementaries, 1 Middle School, and 1 High School which features 2 programs within the building STEM and AC Tech, and 1 Alternative Education building (ACCE). YCS is a systemic reconfiguration Blueprint District which aims to dramatic improve student learning in short amount of time anchoring a culture of collective responsibility that is collegial, collaborative, and professional. It aims to ground a safe orderly and respectful environment for all students that promotes excellence.


    Position Description: 


    The classroom teacher will be responsible for planning and implementing high-quality instruction to all students.  He or she will use a variety of methodologies and curriculum resources to ensure that all students meet grade level content expectations.


    Position Responsibilities:

    • Deliver engaging high-quality instruction to all students;

    • Utilize a variety of researched-based instructional techniques, strategies, and methods;

    • Implement a tiered system of instruction within the classroom to meet the needs of all students;

    • Hold ongoing instructional-specific conversations focused on improving student learning;

    • Collaborate to create and execute clear, logical instructional plans that produce strong results in student learning;

    • Integrate technology in instruction, planning, and communication;

    • Coordinate instruction within and across grade levels;

    • Demonstrate successful teaching techniques and classroom management skills as defined by the District’s evaluation tool;

    • Create a learning environment that is conducive for learning;

    • Design a physical environment that uses classroom space, walls and room arrangement to support effective learning and communication;

    • Build meaningful, caring relationships with students;

    • Motivate students and influence their behaviors;

    • Use appropriate tone and language when redirecting students;

    • Actively participate in the teaching for learning cycle which requires analyzing data, completing action plans, delivering re-teach lessons and reflecting on the instructional learning cycle;

    • Participate and adhere to all specialized student plans i.e. Individual Educational Plans (IEPs), 504, Behavior Plans, etc.

    • Utilize the multi-tiered system of support to identify and address barriers to learning;

    • Design and utilize formative assessments to modify and adjust instruction on a daily basis;

    • Collect and analyze data to inform instructional decisions;

    • Contribute to a professional environment that is one of mutual respect, teamwork, and accountability;

    • Adheres to the District’s and School’s policies, expectations, and protocols as outlined in the District’s Policies and Procedures Manual and School’s Procedures Manual.

    Required Competencies & Skills:

    • Achieve results by taking risks and reflecting and acting on lessons learned;

    • Maintain his/her drive for results by demonstrating persistence, directness, and the ability to monitor and plan ahead;

    • Possess the aptitude to discuss subject-specific content instruction and the drive to try out new ideas to improve student learning;

    • Achieve outstanding student achievement results in a short amount of time;

    • Strong attention to detail;

    • Strong analytical, critical thinking and problem-solving skills;

    • Ability to build strong interpersonal relationships and work effectively in a collaborative environment;

    • Possess a track record of leadership, integrity, initiative, curiosity, and perseverance;

    • Ability to communicate effectively (verbal and written), interpret policy and procedures, maintain emotional control under stress;

    • Desire to continuously learn and increase effectiveness as a professional;

    • Excellent computer skills, including Microsoft Word, Powerpoint, Excel, and the Google Suite;

    • Express a commitment to the relentless pursuit of increasing student learning; and 

    • Ability to skillfully challenge the status quo.

    Additional Qualifications: 


    As a Blueprint district, we are seeking a turnaround teacher that is committed to leading the systemic reconfiguration of the district at the classroom level, while sustaining the organization’s sense of urgency in realizing dramatic improvement in student and teacher performance in a short amount of time. 


    Qualified candidates should skillfully demonstrate the following turnaround competencies: 

    • the ability to prioritize student-learning needs over the customs, routines, and established relationships that can stand in the way of necessary change; 

    • the strong desire to achieve outstanding results in a short amount of time; 

    • the strong desire and ability to build meaningful, care relationships with students in order to exert academic press and influence; 

    • the skill and willingness to leverage the student support network to ensure that students’ social, emotional, nutritional, and health needs are addressed; 

    • the ability to collaboratively create and execute clear, logical instructional plans that produce strong results in student learning; 

    • the capacity to rigorously create and sustain a well-orchestrated system of ongoing data collection and analysis to inform a continuously responsive and adaptive system of tiered instruction attentive to students’ specific academic needs; 

    • the capacity to align curriculum, instruction, and assessments while responding to individual needs of students; 

    • the ability to seek out knowledgeable peers, coaches, or administrators for instructional support in the never ending quest to deliver the vision of high quality subject-specific instruction in every class period every day. 

    The Board of Education does not discriminate on the basis of race, color, national

    origin, immigration status, sex (including sexual orientation or transgender identity),

    disability, age, religion, height, weight, marital or family status, military status, ancestry, genetic information, or any legally protected category not otherwise listed, (collectively, “Protected Classes”), in its programs and activities, including employment opportunities.

    To apply, please follow the link below:

  • 08/06/2019 5:47 PM | Trisha Dowling (Administrator)

    The Adult Tutoring Program (ATP) at the Literacy Center of West Michigan is seeking a highly-competent Literacy Coordinator in Grand Rapids, MI to manage a caseload of adult literacy and ESL students, to coordinate our early childhood, family literacy partnerships, and to lead related activities and events.

    For more information, see the attached document or go to


  • 08/06/2019 5:45 PM | Trisha Dowling (Administrator)

    Teach three to four ESL courses per 8-week part of term for students of varying English proficiency levels in reading, writing or speaking/listening. Work closely with the Director of the ESL Institute to provide administrative support as assigned in the areas of curriculum development, assessment, advising, marketing, recruitment, research and more. Additionally, this position will be required to work collaboratively with other specialists and staff in the ESL Institute to provide consistent programming that promotes student learning. This is a ten month position from September through June.

    Job posting here

  • 07/31/2019 3:05 PM | Trisha Dowling (Administrator)

    2019 - 2020 School Year - ESL/Bilingual Paraeducator 

    This is a Bloomfield Hills Schools Paraeducator bargaining unit position.

     Responsible to:  B uilding Administrators 



    32.50 hours per week - 9a – 4p

    The ESL/Bilingual paraprofessional supports and reinforces the English language acquisition and content instruction provided by both the ESL and general education teachers. Bilingual candidates with fluency in Arabic, Spanish, German, Japanese, Urdu and/or Russian are preferred. Proficiency in both written and oral communication is preferred.

    This position is subject to change in order to meet the needs of the school, students and the instructional programs. Planned for supporting ELs at two district elementary schools.



           Assist ESL teachers and general education teachers in providing content instruction and language development.

           Meet regularly with ESL teachers and general education teachers to determine the academic needs of English learners (EL) enrolled in their classes.

           Assist with teaching basic language skills to beginning level English proficient students.

           Provide general education teachers with cultural and linguistic background of the language minority students in their classes.

           Provide input to staff regarding curriculum development.

           Assist in identification, assessment, teaching, and counseling each EL.  

           Assist in providing staff development on English language instruction and cultural awareness


    RATE:  $11.02 - $16.87 (additional hourly rate for an Associates or Bachelors degree)

    Full Posting and application are on the Oakland Human Resources Consortium :

  • 07/19/2019 8:34 PM | Jennifer Musser (Administrator)

    University of Detroit Mercy seeks Part-time ESL Instructors (Aug 28 - Dec 14) 

    The American Language and Culture Program (ALCP), a subdivision in the International Services Office at the University of Detroit Mercy is looking for an innovative and dynamic adjunct faculty member to teach English as a Second Language to newly-arrived Detroit Mercy non-immigrant international students who lack sufficient English proficiency. Duties consist of assignments in the Fall 2019 semester (August 28-December 14) at the main McNichols campus. ALCP classes meet on different days and times throughout the week (Monday – Friday), so we are asking applicants to send their availability. There will be 2-3 adjunct positions available, each teaching up to 3 classes. 

    Other duties include: providing copies of syllabi and course materials to their supervisor upon request; assigning and submitting grades; using computer and multimedia technology; participating in curriculum development and revision; attending monthly meetings (in-person or remotely); and supporting the proctoring of the final exams. 


    Applicants should have a Master's degree or be a candidate for a Masters degree in teaching English as a second language or in teaching English to speakers of other languages or in a closely related field. Strong cross-cultural communication skills and ability to communicate with speakers with limited English skills are necessary. ESL university teaching experience is preferred. 

    Interested candidates should send a resume and a cover letter to Catherine Franklin, ALCP Program Manager at the following email address: Please include your availability during the specified dates (August 28-December 14). 

    We will be accepting applications through Friday, August 2nd

  • 07/18/2019 11:19 AM | Jennifer Musser (Administrator)

    Job Opportunity: Part-Time ESL Instructor In Ann Arbor

    July, 2019


    MLC is accepting resumes and applications for part-time and full-time instructors – preferably those who live within 25 miles of the University of Michigan, Ann Arbor.  We are looking for qualified, dynamic, creative, and enthusiastic ESL instructors to work with our adult students at varying English levels from over 50 different countries. There are opportunities to teach in a classroom environment, at a corporate location, in private tutorials  and online. Responsibilities include, but are not limited to: 

    • Prepare for and teach scheduled classes and/or private tutorials.

    • Meet with the Academic Director to consult on classes, students, and administrative duties throughout the session.

    • Maintain attendance and grade records in each class and submit them at the end of each session.

    • Attend a teacher's meeting and/or all hands staff meeting during the session if one is scheduled. 

    • Create, administer, and grade assessments and exams according to MLC Assessment Guidelines. 


    • Bachelor’s degree and ESL certification or enrollment in graduate degree program in ESL or linguistics

    • At least 3 years of ESL classroom experience is preferred

    • MA degree in TESOL or related field is preferred

    • Ability to work with people in various roles (instructors, students, administrators)

    • Comfort level with technology and knowledge of how to use a variety of educational  tools

    • A “no task is too small” attitude! 

    COMPENSATION: Compensation is competitive and  based on experience and qualifications. 


    The Michigan Language Center’s mission is to teach English and American Culture to people from around the world and empower them in their university, career, and personal pursuits. We treat students and staff as family – with hospitality and genuine care for each individual.


    Please keep applications brief: We want resumes with relevant experience. Be prepared to talk about your experiences. Short and personalized cover letters are welcome! Please visit our website to learn more about our teaching philosophy and our organizational values. 

    Email resumes and cover letters to:

    We’ll get in touch with you if there is a fit and a need!

  • 07/10/2019 12:40 PM | Trisha Dowling (Administrator)

    The English Language Program at Saginaw Valley State University is seeking Part-Time ESL Specialists.

  • 07/09/2019 3:08 PM | Trisha Dowling (Administrator)

    Global LT ( enables corporate employees and their families to live and work successfully anywhere in the world. We are currently looking for a private ESL tutor for our clients in St. Joseph, MI. This is a face-to-face, independent contractor position. Please note that we cannot reimburse for travel.


    These clients are the wife and 7-year-old daughter of a corporate employee from India. The wife and daughter are both at a novice-high English level, and they have been approved for lessons until they reach the B1 level on all 4 tasks (reading, speaking, writing, listening). They would have back-to-back lessons for 1.5 hours each at their apartment in St. Joseph (zip code 49085). Lessons would be on Saturday and Sunday afternoons, starting at 2:30 p.m. or 4 p.m.


    Candidates must have a bachelor’s degree and at least 2 years of experience teaching or tutoring ESL. We do not require certification or a teaching license, but formal training in language education is preferred. Global LT's tutors are independent contractors who create their own lessons and select any materials to be used. Pay is open to discussion based on experience.


    If interested, please send a resume and desired hourly rate (negotiable or non-negotiable) to Mary Tablac, Sourcing Specialist, at Thank you.

  • 06/19/2019 9:21 PM | Josie Gruber (Administrator)

    Please find the below information about this job posting from the employer based in Lansing, Michigan:

    We are seeking an ESL Instructor to relocate for one of our clients to lead a project teaching English as a second language. This role will have unlimited project involvement throughout the project. A strong sense of leadership is essential for this position. As an ESL Instructor you will be communicating and dealing with the struggles of teaching English with a group of instructees from a different culture.

    Required Qualifications:

    • ESL Certified
    • Willing to relocate to MENA region for up to 2 months as well as for future projects

    Desired Qualifications:

    • Bachelor’s Degree preferred
    • Experience with online ESL instruction
    • Arabic Language knowledge
    • Engaging classroom skills
    • Self-motivated and growth-oriented
    • High level of organization, multi-tasking, and flexibility
    • Clear, responsive, and open communication skills
    • Initiative and proactivity to problem solve
    • Well-developed research skills
    • Demonstrates solid practice of ethics and integrity
    • Experience with customer service in a professional or office setting
    • Comfortable and productive in a team environment

    As an ESL Instructor your expectations would be:

    • Plan, organize, and provide instruction in English that meet state and federal standards
    • Provide instruction that is consistent as to ensure that instructees meet and exceed learning targets
    • Develop and deliver lesson plans that utilize a broad range of appropriate teaching techniques and strategies
    • Address all aspects of communication through appropriate instruction that develops each instructees ability to read, write, speak, and listen in the appropriate content area
    • Administer academic and language assessments for the purpose of evaluating instructees progress for meeting academic learning targets and progress in language acquisition
    • Maintain complete and accurate records of instructees progress and evidence of growth and progress
    • Provide a nurturing and supportive learning environment that encourages instructees responsibility and incorporates challenging instructional strategies
    • Adapt curriculum to provide individual, small group, and/or remedial instruction as to meet the needs of individual and subgroups of instructees
    • Employ a variety of instructional techniques and strategies to meet different aptitudes and interests of instructees
    • Manage allotted learning time to maximize instructees achievement

    All applicants submit their resume's and job interest to

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