Advice from Winnipeg Technical College - Adult EAL Program (daytime)
Ruth is the program coordinator of WTC's English Language Centre. Below are some valuable suggestions for individuals considering applying to teach in the adult EAL programs offered at WTC.
1. Is there particular experiences/education that you look for on applicants’ resumes?
A TESL certificate from a program recognized by TESL Canada is the absolute minimum, and experience teaching in a CLB funded program is preferred. Since we have a policy of hiring internally for full time day positions, applicants have to start out in the evening, and often they come with little or no CLB experience. A BEd, particularly with an English or other language teaching major, is desirable but not essential.
2. Do you look for professional development or volunteering experience on applicants’ resumes?
Yes, absolutely.
3. Do you encourage ‘cold calls’ or applications for substitutes with no position posted?
Yes. However, we may not always have time to interview them right away.
4. Do you have any suggestions about where individuals can look for positions available in your program?
Our web site is the best place to look (http://www.wtc.mb.ca/wp/contact/at-wtc/). On very rare occasions ads will appear in the Winnipeg Free Press.
5. Do you typically hire someone who already has experience with your organization (practicum, volunteering, or substituting)?
Yes, provided, of course, that the feedback is positive and that the candidate's English skills are strong.
6. What would you suggest for new graduates who don’t yet have any teaching experience but are hoping to secure employment as an EAL instructor?
They could volunteer and/or make themselves available for subbing.
7. Do you have any other suggestions for individuals applying to WTC?
a) Your English needs to be at or very nearly at a Canadian native speaker level of proficiency.
b) Be prepared to speak English exclusively with the students, both in and out of the classroom, even if you know their first language. This is very important for their progress.
c) Be prepared to work hard at lesson planning, which takes a great deal of time in addition to class time. Make sure you have enough time to devote to this position.
d) Be prepared to listen to and follow your Coordinator and/or Lead Instructor's advice on lesson planning and delivery.
Advice from Red River College - Language Training Centre
Applicants need to have an education degree and TESL training. While professional development and volunteering experience on applicants’ resumes are considered value added, they are not a requirement. All teaching positions are posted on Red River College’s main Employment Opportunities page, but the English Language Centre program coordinator, Shelley Bates, says “I'm happy to meet and discuss staffing needs and to direct interested applicants to the web page or let them know when the best times to be looking are.”
Because the LTC is regulated by a union, hiring processes are quite strict. While someone who has experience volunteering or substituting at within the LTC could be offered a term position under 6 months without following the general hiring process longer terms require a specific screening process. The process for both getting an interview and being successful in an interview awards points for qualifications and experience. She suggests that applicants be sure to highlight how their training and experience matches the qualifications and experience outlined in the posting, and to address this in their cover letter, resume, and interview.
In terms of other advice for applicants, Shelley suggests that graduates volunteer, and do informational interviews with Programs. Get on a substitute list if they can. Join TEAM and network. Her final words? Do your research about the Canadian Language Benchmarks! “ Know how the CLB can be used as a framework for curriculum, instruction, assessment, evaluation and reporting. We eat and breathe CLB's” at the RRC English Language Centre.
Because the LTC is regulated by a union, hiring processes are quite strict. While someone who has experience volunteering or substituting at within the LTC could be offered a term position under 6 months without following the general hiring process longer terms require a specific screening process. The process for both getting an interview and being successful in an interview awards points for qualifications and experience. She suggests that applicants be sure to highlight how their training and experience matches the qualifications and experience outlined in the posting, and to address this in their cover letter, resume, and interview.
In terms of other advice for applicants, Shelley suggests that graduates volunteer, and do informational interviews with Programs. Get on a substitute list if they can. Join TEAM and network. Her final words? Do your research about the Canadian Language Benchmarks! “ Know how the CLB can be used as a framework for curriculum, instruction, assessment, evaluation and reporting. We eat and breathe CLB's” at the RRC English Language Centre.
Advice from Mosaic Newcomer Family Resource Centre
Mosaic Newcomer Family Resource Network has a variety of EAL programs at 5 locations throughout Winnipeg. Classes are offered for CLB 1-5, and on-site childcare is available for students.
Responsibilities of EAL instructors at Mosaic include:
Requirements for teaching at Mosaic include:
All employment opportunities are posted online at http://www.mosaicnet.ca/employment-opportunities.html; as a result, administration does not typically accept cold calls or applications to substitute. Preference is often given to internal applicants (including substitutes and volunteers).
In terms of other suggestions, professional development in the field of EAL is an important part of a successful applicant’s resume. Additionally, volunteer experience at Mosaic, or directly related to EAL, settlement, or low level learners is particularly important. Finally, Mosaic’s director shares the following:
The most important thing to us, the trump card, is "fit" how well will the candidate fit into our organization, are they good working with a small team, are they understand and share the values that the organization has, are they willing to sub, volunteer.
Responsibilities of EAL instructors at Mosaic include:
- Plan and teach settlement focused lessons each week to a group of adult learners
- Plan course content based on results of student needs assessment
- Implement collaborative language portfolio assessment (CLPA) for each learner
- Assess participants’ language learning and settlement needs on an ongoing basis
- Provide information, referral, bridging and support services to assist participants to access other community resources and programs
- Assess student progress and prepare reports based on Canadian Language Benchmarks
- Work co-operatively with the on-site child care staff and co-ordinator to provide support to parents and their children when necessary
Requirements for teaching at Mosaic include:
- Teaching English as a Second Language Certificate from a TESL Canada certified institution
- Undergraduate degree
- Knowledge of the Canadian Language Benchmarks
- Experience working with adult immigrant learners, or in a settlement capacity is very helpful
- Knowledge of and sensitivity to the settlement process for newcomers
All employment opportunities are posted online at http://www.mosaicnet.ca/employment-opportunities.html; as a result, administration does not typically accept cold calls or applications to substitute. Preference is often given to internal applicants (including substitutes and volunteers).
In terms of other suggestions, professional development in the field of EAL is an important part of a successful applicant’s resume. Additionally, volunteer experience at Mosaic, or directly related to EAL, settlement, or low level learners is particularly important. Finally, Mosaic’s director shares the following:
The most important thing to us, the trump card, is "fit" how well will the candidate fit into our organization, are they good working with a small team, are they understand and share the values that the organization has, are they willing to sub, volunteer.
Advice from Short-Term Program - The University of Winnipeg
The University of Winnipeg offers short-term, 1-month EAL programs for international students 4 times/year. Job postings are always circulated to ESL TCP graduates; candidates who are interested in 1 month positions can view the website linked below for more information about the program.
The program coordinator of these short-term programs at The University of Winnipeg offers the following advice to interested applicants:
I would say be patient and as flexible as possible when you begin seeking employment in this field. Work on presenting your credentials as a well rounded skill set. It's not just about your EAL teaching experience. Sometimes programs require a certified instructor with a background in sports, business, or theater for example. If you have something unique to offer in addition to your TCP certification, it doesn't hurt to highlight it on your resume!
The program coordinator of these short-term programs at The University of Winnipeg offers the following advice to interested applicants:
I would say be patient and as flexible as possible when you begin seeking employment in this field. Work on presenting your credentials as a well rounded skill set. It's not just about your EAL teaching experience. Sometimes programs require a certified instructor with a background in sports, business, or theater for example. If you have something unique to offer in addition to your TCP certification, it doesn't hurt to highlight it on your resume!
Advice from IRCOM
IRCOM runs a variety of programs to service new immigrants and refugees in the community. Their main EAL Program is called the Literacy Initiative Program. they gave the following information for applicants interested in working in their organization:
1. Is there particular experiences/education that you look for on applicants’ resumes?
2. Do you look for professional development or volunteering experience on applicants’ resumes?
3. Do you encourage ‘cold calls’ or applications for substitutes with no position posted?
4. Do you have any suggestions about where individuals can look for positions available in your program?
5. Do you typically hire someone who already has experience with your organization (practicum, volunteering, or substituting)?
6. What would you suggest for new graduates who don’t yet have any teaching experience but are hoping to secure employment as an EAL instructor?
7. Do you have any other suggestions for individuals applying to your school?
1. Is there particular experiences/education that you look for on applicants’ resumes?
- We really look for adult teaching experience. We know that there are a lot of retired school teachers who get their TESL and want to teach adult EAL, but we really look for specific adult experience. We also value adult language learning. If someone has learned an additional language as an adult (not immersion through school) we consider that to be important experience especially if someone has learned English themselves as an adult.
- We require TESL certification (or equivalent, from the U of W or U of M.)
- We look for experience with diverse populations and refugee experience is a huge asset. I’m not really interested in a teacher who has only taught international university students, or teachers who have taught abroad at private schools. Our students have specific needs and we love to see experience working with that.
2. Do you look for professional development or volunteering experience on applicants’ resumes?
- We like to see volunteering in specific areas i.e. if they’re applying for a Foundations Literacy class that they have volunteered in a Foundations class before.
- We like well-rounded staff, so teachers with PD related to settlement, refugees, community development receive consideration for this.
3. Do you encourage ‘cold calls’ or applications for substitutes with no position posted?
- No. We don’t really keep resumes as we receive so many when there is a posting that going back through old ones is overwhelming. We also lack the time and storage for this
- We typically use TESL certified volunteers as substitutes. They know the students and the way the teachers run their classes so this is always easiest.
4. Do you have any suggestions about where individuals can look for positions available in your program?
- All our postings are on our website (http://www.ircom.ca/about-us/employmentopportunities/)
- Occasionally we do an “internal posting” that is only open to staff and current volunteers
5. Do you typically hire someone who already has experience with your organization (practicum, volunteering, or substituting)?
- Yes, see above. We hire most often from our volunteer pool, however since we have over 20 volunteers in EAL and 100 throughout the organization, volunteering is not a guarantee of future employment. Also, we have some wonderful volunteers who have been with us a while, but for one reason or another I would not consider them for a teaching position. I value them as volunteers, but they just aren’t quite what we’re looking for as teachers.
6. What would you suggest for new graduates who don’t yet have any teaching experience but are hoping to secure employment as an EAL instructor?
- Volunteer. It’s the best way to get experience. That said, sometimes there aren’t any open volunteer positions. As I mentioned in question 2, they should try to volunteer in specific areas that they are interested in teaching in if possible.
7. Do you have any other suggestions for individuals applying to your school?
- If your resume is hard to read, not skills based, poorly formatted etc. you might not get passed the initial screening to an interview. A nice looking resume and a good cover letter with relevant information that tells me they’ve looked into IRCOM as an organization can be the best way to get an interview.
Advice from Heartland International English School
Heartland International English School is a Languages Canada accredited program that provides language training to international students in the heart of Winnipeg’s Exchange District.
As per Languages Canada’s standards, Heartland requires all applicants to have an undergraduate degree and TESL certification. While the typically do not post positions on their website, some have occasionally been posted in the past, so potential applicants could check the ‘Staff’ section of their website to view any employment opportunities. However, their program coordinator shared that qualified individuals can apply without a posting being put out for either term positions or substitute positions.
In terms of other qualifications that Heartland administration may look for on an applicant’s resume, experience is an important consideration, but evidence of professional development and volunteering experience is very important and carries a lot of weight.
As per Languages Canada’s standards, Heartland requires all applicants to have an undergraduate degree and TESL certification. While the typically do not post positions on their website, some have occasionally been posted in the past, so potential applicants could check the ‘Staff’ section of their website to view any employment opportunities. However, their program coordinator shared that qualified individuals can apply without a posting being put out for either term positions or substitute positions.
In terms of other qualifications that Heartland administration may look for on an applicant’s resume, experience is an important consideration, but evidence of professional development and volunteering experience is very important and carries a lot of weight.
Other Advice - Developing Resumes
There was a recurring theme in coordinators' advice regarding attention to detail in resumes, cover letters, and the emails sent when applying for a position. One coordinator shared the following:
"Disappointingly, we have received a number of applications with incorrect spelling and cover letters addressed to other places of employment. In fact, we see this quite often so one piece of advice is to ensure that candidates pay better attention to detail." Other times, the emails that accompany the resume and cover letter may be poorly formatted or completely absent (i.e. an email sent with no subject line, and only attachments.) Regardless of how effective the attached resume is, it will not be opened, and the applicant will not be selected for an interview.
See the section on Resumes Writing in this website for more information and help with this process.
"Disappointingly, we have received a number of applications with incorrect spelling and cover letters addressed to other places of employment. In fact, we see this quite often so one piece of advice is to ensure that candidates pay better attention to detail." Other times, the emails that accompany the resume and cover letter may be poorly formatted or completely absent (i.e. an email sent with no subject line, and only attachments.) Regardless of how effective the attached resume is, it will not be opened, and the applicant will not be selected for an interview.
See the section on Resumes Writing in this website for more information and help with this process.