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English Language Arts (ELA) Adjunct Instructor

Reports to: Campus Assistant Principal

Functional Area: Academics

FLSA Status: Exempt

Job Location: Ward 5, Ward 8 and Sycamore

Classification: Teacher

Salary: $5,750 Per Term

Direct Reports: None

Employment Type: Part-Time / Adjunct

Schedule: Monday/Wednesday; 8 Hours Weekly

The English Language Arts (ELA) Adjunct Instructor teaches ELA courses that support adult learners in preparing for and passing High School Equivalency exams, including the GED and National External Diploma Program, and in developing the literacy and communication skills needed for postsecondary education, training, career pathways, and everyday life. Instruction may span foundational literacy through complex-text analysis, evidence-based writing, research, and applied communication. Using Academy of Hope's approved curriculum, pacing guidance, and assessment expectations, the adjunct designs and delivers equitable, inclusive, and responsive instruction that builds learner confidence, independence, and academic persistence.

• Plan and deliver engaging, standards-aligned ELA instruction for the assigned adult literacy, adult basic education, or adult secondary education course, level, schedule, and campus.
• Teach reading comprehension, vocabulary, grammar, writing, speaking, listening, research, and critical analysis through clear, coherent, and appropriately sequenced lessons.
• Use modeling, guided practice, discussion, collaborative learning, independent application, and frequent checks for understanding to strengthen learner mastery.
• Differentiate texts, tasks, pacing, writing supports, and instructional strategies for varied literacy levels, learning needs, language backgrounds, and prior educational experiences.
• Select culturally responsive, age-appropriate texts and real-world content that reflect adult learners' experiences and connect literacy skills to civic participation, family life, employment, training, and postsecondary education.
• Integrate workplace communication, informational text, media literacy, digital literacy, and appropriate instructional technology into lessons and assignments.
• Deliver simultaneous hybrid instruction when scheduled, engaging learners who are physically present and learners participating live through Zoom in the same class session.
• Maintain an inclusive, respectful, and well-managed classroom where learners develop voice, participate in productive discussion, take academic risks, and persist through challenging reading and writing tasks.
• Provide timely, specific, and actionable feedback on reading responses, writing assignments, presentations, and other learner work, along with targeted academic support connected to the assigned course.
• Communicate promptly with the Assistant Principal about learner attendance, persistence, performance, safety, or support concerns.

• Foundational literacy, including phonemic awareness, phonics, decoding, fluency, vocabulary, grammar, sentence construction, and comprehension of literary and informational texts.
• Reading comprehension and analysis, paragraph and essay development, written language conventions, research, source integration, speaking, listening, and digital and media literacy.
• GED-aligned Reasoning Through Language Arts skills, including analysis of complex texts, evidence-based responses, informational and argumentative writing, critical thinking, and communication for postsecondary, training, workforce, and everyday contexts, as assigned.

• Align lesson plans and instructional materials to the College and Career Readiness Standards for Adult Education, Academy of Hope's approved curriculum and pacing expectations, and applicable GED Reasoning Through Language Arts requirements.
• Administer assigned diagnostic, formative, benchmark, and summative assessments and use results to identify learner needs, monitor growth, and adjust instruction.
• Prepare learners for applicable assessments, including CASAS, GED Ready, the GED Reasoning Through Language Arts test, Accuplacer, and internal reading and writing benchmarks.
• Enter complete and timely attendance, grades, progress notes, writing samples, assessment results, and other required classroom records in designated systems.
• Review learner work and course-level data with the Assistant Principal and instructional colleagues; implement and document targeted interventions when progress or persistence is below expectation.
• Use common rubrics, writing expectations, curriculum resources, and pacing guidance to support consistency across courses and learner transitions.

• Bachelor's degree in English, English Education, Literacy, Humanities, Adult Education, Secondary Education, or a closely related field; master's degree preferred.
• Demonstrated knowledge of reading, writing, language, research, speaking, listening, and communication skills appropriate to the assigned adult education level.
• Experience planning and delivering instruction, tutoring, training, or academic support and assessing learner progress.
• Ability to differentiate instruction and engage adults with varied literacy skills, learning needs, and backgrounds.
• Strong classroom management, oral and written communication, organization, data-use, and instructional technology skills, including the ability to facilitate simultaneous in-person and Zoom participation when assigned.
• Demonstrated cultural responsiveness and commitment to equity, adult learner dignity, and high expectations.
• Reliable availability for the complete recurring Monday/Wednesday assignment and required preparation and meetings.
• Ability to satisfy all Academy of Hope and District of Columbia pre-employment, background, and suitability requirements.

This is a part-time, primarily on-site assignment consisting of two four-hour weekday shifts, normally Monday and Wednesday, for eight scheduled hours per week. This position reports to the Assistant Principal. Required preparation, recordkeeping, meetings, and training must be completed within the compensated schedule unless otherwise approved.

The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this role. Reasonable accommodations may be made to enable qualified individuals with disabilities to perform essential functions.

• Frequently sit, stand, walk, speak, listen, read, write, and use a computer and instructional equipment.
• View computer screens for extended periods and move throughout a classroom or campus.
• Reach, bend, and occasionally lift or move materials weighing up to 25 pounds.

Work is performed primarily in classrooms and shared professional spaces with noise levels typical of a school environment.

AoH is an Equal Opportunity Employer and does not allow discrimination with respect to employment or any of the terms or conditions of employment because of actual or perceived race, color, religious creed, sex, national origin, ancestry, ethnicity, citizenship status, pregnancy, childbirth (or related medical conditions, including but not limited to lactation), physical disability, mental and/or intellectual disability, age, military status or status as a Vietnam-era or special disabled veteran, marital status, registered domestic partner or civil union status, gender (including sex stereotyping and gender identity or expression), medical condition (including but not limited to cancer-related or HIV/AIDS-related), genetic information, sexual orientation, or any other characteristic protected by applicable federal, state, or local law.