2025-2026 School Year

     (Posted: 04/25/2025)

POSITION:   Part-time AEL Instructor – ESL and High School Equivalency
     

QUALIFICATIONS:  A 4-year college degree in education or related field required, master’s preferred and two or more years in adult teaching and training capacity. AEL teacher certification (earned on the job).

Application Submission Procedure – External Candidates

• To ensure full consideration, please complete our online application, https://www.ritenourschools.org/departments/human-resources/employmentjob-listings
• Applications are accepted only through this process-mailed or emailed application materials will not be considered.
• Upload letter of interest and resume.
• All documents are required-partial or incomplete application materials will not be considered or reviewed; please make sure that all documents are uploaded appropriately.

Application Submission Procedure – Internal Candidates

• To ensure full consideration, please complete the online application.
• Navigate to https://www.ritenourschools.org/departments/human-resources/employmentjob-listings 
• Click on Internal Applicants. New applicants will then create an internal profile by clicking Yes, I am an employee.
• Click on your initials in the top right corner, select Internal Job Settings, and verify your employee status to access internal job postings.
• Once logged in, click on “Job Listings” and apply for the position.

SALARY SCHEDULE: Adult Education & Literacy Instructor  

POSITION HOURS: Monday - Friday, 9:00 a.m. - 1:00 p.m. (20 hours per week)

DEADLINE: May 9, 2025

JOB DESCRIPTION 

JOB TITLE:   AEL Part-Time Lead Instructor

POSITION SUMMARY: The AEL part-time Lead Instructor assists the AEL Coordinator in developing, executing, and evaluating the total Adult Education and Literacy Program. This will entail day-to-day oversight of teaching sites in both AEL and ELL, as well as other planning and training responsibilities.

The Lead Instructor will also work closely with teachers, volunteers, students, and community-based organizations to support the instructional program for students.

REPORTS TO:   AEL Coordinator

EXAMPLE (S) of WORK PERFORMED:

• Conducts the following AEL student orientation duties through virtual or in-person instruction:
  • Using Google Calendar and Ritenour assigned Gmail
  • Assisting Students to log into and use the Essential Education and Burlington English learning platforms
  • Assisting students in creating a HiSET user account
  • Using LACES database to retrieve student data
  • Using DRC Insight testing service database to retrieve student data and to create student testing accounts
  • Proctor student testing in accordance with Missouri DESE AEL policies
  • Enrolls new students through enrollment paperwork and testing
• Substitutes in the AEL and EL classrooms occasionally, as schedule allows.
• Coordinates with the AEL Office Professional to administer the Test of Adult Basic Education (TABE) and CASAS Steps to students ready for post-testing monthly.
• Trains volunteers and student interns.
• Coordinates with the AEL Coordinator on issues of program and project development.
• Visits AEL and EL classrooms for observations and to provide teacher assistance weekly, as schedule allows.
• Supports teachers with classroom planning development as needed.
• Attends professional monthly staff meetings and provides insight to the AEL Coordinator on the needs and concerns of students and instructors (program improvement).
• Assists with monthly or bi-monthly professional development opportunities for AEL and EL teachers on an as-needed (possible travel required with occasional overnights)
• Assists the AEL Coordinator in maintaining the Ritenour AEL webpage and monthly outreach.
• Represents the AEL Program at community-based organization functions, including public speaking occasionally, when schedule allows.
• Assists the AEL Coordinator in creating and maintaining written and visual communications with AEL teachers.
• Instructs virtual or in-person lessons per 8-week term.
• Coordinates with the Ritenour AEL Coordinator and AEL Office Professionals to assist with student outreach, data entry, data evaluation, RSD and DESE reporting, and other duties as needed.
• Supports the AEL program in educating the staff and students on mental health issues and wellness activities to precede every staff meeting and AEL instructional class.
• Supports the AEL program in educating the staff and students on social equity issues to precede every staff meeting and AEL instructional class.
• Provides real-time data entry of the category one duties, such as student attendance hours and new student entry into LACES.
• Conducts new student enrollment.

ESSENTIAL FUNCTIONS: (*)

• (*)  When a specific assignment has additional or different ESSENTIAL FUNCTION requirements, the differences will be discussed at the time of assignment.
• Orients new students as they enter the program.
• Assists students requesting forms and information on the testing process.
• Proctor tests, assessing student progress and specific content needs, and communicates progress to teachers and the AEL Coordinator promptly.
• Maintains familiarity with content of subject areas, learning styles, resources, and essential program technology.
• Reviews and interprets data reports to obtain information necessary for decision-making, planning, and managing in assigned area(s)—particularly where grant and state/federal targets and progressions are concerned.
• Operates specialized software and platforms, such as Google Suite, LACES, DRC, and miscellaneous learning platforms used in AEL.
• Maintains familiarity with AEL instructional standards and how they are integrated into a lesson plan.
• Creates all lesson plans with AEL CCRS standards delivered in the context of the DOK model to ensure differentiation.
• Remains certified in all required testing subjects
• Ensures that all personal lesson plans cover the required content over 8 weeks.
• Takes responsibility for ensuring his or her AEL certification is current.
• Supports program and procedure changes as they occur.
• Demonstrates flexibility to meet program needs.
• Adheres to district and state policy and administrative procedures.
• Substitutes in AEL classroom occasionally (schedule allowing).
• Assists in staff training.
• Suggests program improvements.
• Submits written reports for all site visits monthly.
• Assist with curriculum development, as needed.
• Represent AEL Coordinator, as needed, at community outreach events, schedule allowing.
• Assists in marketing of the Ritenour AEL program.
• Other related work as needed and delineated by RSD and DESE.

Physical Demands (Strength)

                -Exerts 20 to 50 pounds of force occasionally, and/or

                -Exerts 10 to 25 pounds of force frequently, and/or

                -Exerts 10 to 20 pounds constantly.             

KNOWLEDGE, SKILLS, CREDENTIALS and ABILITIES:

• A 4-year college degree in education or a related field is required, a master’s preferred, and two or more years in adult teaching and training capacity.
• AEL teacher certification (earned on the job).
• Willingness to become familiar with LACES, Google Suite, Essential Education, TABE, CASAS, and miscellaneous virtual learning platforms and testing software.
• Willingness to gain an understanding of the ETS HiSET testing system and procedures.
• Understanding of the basic components of a high-quality lesson plan and how to implement lesson plan components in the virtual and in-person classroom environment.
• Ability to travel when needed.
• Ability to work a flexible schedule.
• Ability to work with limited supervision.
• Demonstrated knowledge of adult learning pedagogy.
• Willingness to learn about curriculum development and design.
• Detail-oriented with the ability to multitask.
• Strong oral and written communication skills, including the willingness to provide written and oral presentations when necessary.
• Ability to work with diverse populations and to perform all work equitably with an understanding of social equity issues that impact students and staff in the AEL environment.
• Demonstrated patience working with staff, students, and community partners under the foundational principles of trauma-informed schools, general mental health and wellness principles, and the willingness to participate in staff activities and program procedures that support those principles.
• Flexibility and understanding that AEL is a developing field and that changes must be implemented as they align with the improvement and development of AEL.