Immediate Opportunity Teaching English in Australia

Date posted:2018-11-01 | Writer: The Intensive English Language Institute | Email: [email protected]au

The Intensive English Language Institute is currently seeking experienced ESL teachers for relief teaching and casual employment (6 to 26 contact hours per week) for both our Flinders University and Adelaide CBD campuses. Casual employment may be for short-term study tours, General English classes, and/or English for Academic Preparation classes. With the exception of study tours, which may be for high school groups, all classes are for adult learners.

KEY RESPONSIBILITIES:

Relief teaching:

• Follow lesson plans provided by the regular class teacher;

• Adapt lesson plans to student needs as appropriate;

• Maintain student satisfaction in all aspects of teaching and classroom interaction.

Study tours:

• Work with the Study Tour Coordinator to create lesson plans and deliver lessons appropriate to the specific study tour group;

• Work with study tour chaperones as required and as directed by the study tour coordinator;

• Maintain student satisfaction in all aspects of teaching and classroom interaction.

General English and English for Academic Preparation

• Prepare and deliver lessons in accordance with the IELI curriculum;

• Prepare and mark assessments in accordance with the IELI curriculum;

• Contribute to moderation of assessments;

• Identify students at risk and provide individual advice and study plans to help students progress;

• Maintain student satisfaction in all aspects of teaching and classroom interaction;

• Complete administrative tasks in a timely manner and to a high standard of quality and accuracy.

IELI Expectations:

All staff at IELI are responsible for understanding their obligations and responsibilities as set out in the IELI Staff Policies and Procedures and are expected to:

• contribute to the efficient and effective functioning of the team in order to meet the organisation’s objectives. This includes demonstrating appropriate and professional workplace behaviours;

• promote and support an inclusive workplace culture which values diversity and embraces the principles of equal opportunity;

• perform their responsibilities in a manner which reflects and responds to continuous improvement.

SKILLS AND EXPERIENCE:

• Minimum qualifications: an undergraduate degree (three year minimum) plus a recognized TESOL certificate (CELTA, TESOL, TEFL);

• Minimum 1-year experience teaching TESOL to adults (teachers without TESOL experience will be considered for relief teaching only);

• Highly developed written and oral communication skills;

• Strong interpersonal skills and the ability to communicate with and relate to staff and students from a range of cultural backgrounds.

TO APPLY:

Please contact us via email at the address given on the job heading and include your current CV.

Closing date for the current position: 9am, Monday 5th of November.      

IELI, Flinders University

GPO Box 2100

Adelaide, SA 5001

Australia

Phone: +61 8 8201 5084

Below you can read feedback from an ITTT graduate regarding one section of their online TEFL certification course. Each of our online courses is broken down into concise units that focus on specific areas of English language teaching.

 

Reflecting upon this unit, I have had the most troubles so far. This unit has been very difficult for me to learn and get used to. I believe the exercises are helpful when practicing pronunciation, although, I believe the phonetic scripts would make thing a bit more difficult to under stand for a person learning english as a foreign language. I believe it would confuse them greatly.Having your lessons planned are important because it helps you to keep track of what you are doing, also keeping notes on how students are doing is just as important. As you gain confedence perhaps tracking absolutely everything may not be as important, but in my case I have to say that I like to be organized and I like to keep track of everything so for me this lesson was helpful.

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