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Humanities Instructor Jobs in Washington, DC (NOW HIRING)

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$13.1K

$65.1K

$121.7K

How much do humanities instructor jobs pay per year?

As of Aug 19, 2026, the average yearly pay for humanities instructor in Washington, DC is $65,130.00, according to ZipRecruiter salary data. Most workers in this role earn between $47,800.00 and $86,500.00 per year, depending on experience, location, and employer.

What is a humanities instructor?

Humanities Instructors are educators who teach subjects that explore human culture, such as literature, history, philosophy, art, and languages. They help students develop critical thinking, communication, and analytical skills by examining societal values, traditions, and ideas. Humanities Instructors often work in high schools, colleges, or universities, designing curriculums, delivering lectures, and assessing student understanding. Their work encourages students to understand diverse perspectives and the cultural forces that shape our world.

What are the responsibilities of a humanities instructor?

A humanities instructor is a professor or teacher teaches a course such as anthropology, politics, or philosophy, typically at a college or online. The duties of a humanities instructor are to develop a lesson plan, teach classes, and guide students through the material. Humanities instructors can be part of the faculty full-time or can merely be adjunct professors teaching lessons part-time.

What are the key skills and qualifications needed to thrive as a humanities instructor, and why are they important?

To thrive as a Humanities Instructor, you need a solid academic background in humanities disciplines, usually with at least a master’s degree, and experience in curriculum design and pedagogy. Familiarity with digital learning platforms, grading software, and classroom technology is often required. Strong communication, critical thinking, and cultural sensitivity are essential soft skills for engaging diverse groups of students. These skills enable instructors to foster critical inquiry, support student growth, and adapt to evolving educational environments.

What are some common challenges faced by humanities instructors, and how can they be addressed?

Humanities Instructors often encounter the challenge of engaging students with diverse backgrounds and interests in subjects like literature, history, and philosophy. Balancing curriculum requirements with fostering critical thinking and open discussions can be demanding, especially in larger or mixed-ability classes. To address these challenges, instructors can employ a variety of teaching methods, integrate current events and multimedia resources, and create inclusive classroom environments that encourage participation. Collaboration with colleagues and ongoing professional development also help instructors stay effective and inspired.

What is the difference between Humanities Instructor vs History Teacher?

AspectHumanities InstructorHistory Teacher
Required CredentialsBachelor's degree in Humanities, Education certificationBachelor's degree in History or Education certification
Work EnvironmentColleges, universities, adult education programsHigh schools, secondary schools
Employer & Industry UsageHigher education institutions, community collegesSecondary education, public/private schools
Common Search & ComparisonYesYes

While both Humanities Instructors and History Teachers focus on teaching related subjects, Humanities Instructors typically work in higher education settings and cover a broad range of topics like philosophy, literature, and arts. History Teachers usually work in secondary schools, specializing in teaching history courses. The required credentials are similar, but the work environment and student age groups differ significantly.

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The top searched job categories for Humanities Instructor jobs in Washington, DC are:

Humanities Instructor jobs near you
Infographic showing various Humanities Instructor job openings in Washington, DC as of August 2026, with employment types broken down into 1% As Needed, 70% Full Time, 26% Part Time, 1% Temporary, and 2% Contract. Highlights an 96% Physical, 2% Hybrid, and 2% Remote job distribution, with an average salary of $65,130 per year, or $31.3 per hour.

English Language Arts (ELA) Adjunct

ACADEMY OF HOPE ADULT PUBLIC CHARTER SCHOOL

Washington, DC • On-site

$5.7K/mo

Part-time

Posted 6 days ago

Job description

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
POSITION OVERVIEW
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.
ESSENTIAL FUNCTIONS AND RESPONSIBILITIES
INSTRUCTION AND SUPPORT FOR ADULT LEARNERS
  • 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.

ELA CONTENT SCOPE
  • 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.

ASSESSMENT, DOCUMENTATION, AND COLLABORATION
  • 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.

EDUCATION AND EXPERIENCE
  • 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.
SCHEDULE AND ATTENDANCE EXPECTATIONS
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.
PHYSICAL DEMANDS
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 ENVIRONMENT
Work is performed primarily in classrooms and shared professional spaces with noise levels typical of a school environment.
EQUAL EMPLOYMENT OPPORTUNITY STATEMENT
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.

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