POSITION IDENTIFICATION
TITLE Teacher Training Specialist
CLASSIFICATION NUMBER 2567
GRADE 43
CLASSIFICATION Exempt
IMMEDIATE SUPERVISOR Executive Director, English Language Institute (ELI)
MAJOR ADMINISTRATOR Associate Vice President for International Education and Training
GENERAL FUNCTION
The Teacher Training Specialist assists in writing proposals for programs, develops
schedules and manages educational events and training sessions, serves as liaison
with public schools, arranges networking opportunities for participants, provides
information for program reports, develops curriculum for English courses and/or teacher
training courses and workshops, and instructs English as a Second Language (ESL) courses,
teacher training courses, and workshops.
ESSENTIAL DUTIES AND RESPONSIBILITIES
Education: A bachelor’s degree with 18 credit hours of TESOL (Teachers of English
to Speakers of Other Languages) or TESL (Teaching English as a Second Language) courses
is required. A Master’s degree in Educational Leadership or a related field is preferred.
Experience: At least three years of experience teaching English to speakers of other
languages is required. Overseas teaching experience is required. Administrative experience
in education is required. Demonstrated professional involvement in the field as evidenced
by presenting at conferences and/or publishing in TESOL/TESL-related journals is preferred.
Skills: Effective verbal and written communication skills are required. Effective
interpersonal skills are required. The ability to develop knowledge of, respect for,
and skills to engage with those of other cultures and backgrounds is required.
Other: A valid Missouri driver’s license and proof of automobile insurance as required
by the state of Missouri is required.
ESSENTIAL DUTIES AND RESPONSIBILITIES
1. Researches potential grants and assists in writing proposals for teacher training
and other customized programs in the English Language Institute (ELI) and International
Leadership and Training Center (ILTC).
2. Develops program schedules and manages educational events and training sessions.
3. Liaises with local school administrators and staff to provide school observations
and immersion experiences for participants in ELI and ILTC teacher training programs.
4. Arranges opportunities for participants in ELI and ILTC teacher training programs
to network with peers in public schools and leaders of local educational organizations.
5. Collects data and other information for program reports for sponsoring agencies.
6. Develops curriculum and instructional materials for English as a Second Language
(ESL) courses and for teacher training courses and workshops.
7. Instructs ESL courses and teacher training courses and facilitates workshops.
8. Contributes to a work environment that encourages knowledge of, respect for, and
the development of skills to engage with those of other cultures or backgrounds.
9. Remains competent and current through self-directed professional reading, developing
professional contacts with colleagues, attending professional development courses,
and attending training and/or courses as directed by the supervisor.
10. Helps to assure the overall success and growth of the ELI and the ILTC by performing
other duties as assigned.
SUPERVISION
The Teacher Training Specialist is supervised by the Executive Director, ELI.
OFFICE OF HUMAN RESOURCES
SEPTEMBER 2018
JOB FAMILY 4
Factor 1: Professional Knowledge, Skill, and Technical Mastery
Level 3.0 - 1500 Points: Entry-level knowledge of the principles, concepts, practices, and methods of an administrative, managerial, technical, or professional specialty. Knowledge permits employee to carry out basic recurring tasks and routine portions of assignments or to carry out less demanding professional elements of assignments in professional or technical areas including accounting or auditing, financial management, business administration, human resources, law, engineering, science, or medicine, while gaining familiarity with the University's policies and goals, business practices, and/or accounting systems. This level of knowledge permits the employee to schedule and carry out the steps of a limited operation or project, or to complete stages of a multi-phase project. Alternatively, knowledge at this level might also permit the employee to carry out recurring tasks and routine assignments requiring moderate experience in specific areas within higher education. Knowledge at this level is typically acquired through a combination of formal education and/or training and experience that includes a requirement for a college degree in a specific technical or professional specialty. Knowledge requirements may also include a limited amount of related work experience. Alternatively, equivalent knowledge requirements at this level include a non-technical or general Bachelor's degree requirement with a moderate level of additional related work experience or a non-specific Master's degree requirement with some related work experience.
Factor 2: Supervisory Responsibility
Level 2.0 - 130 Points: Regular, but limited, supervision, training, or directing the work assignments of (a) small numbers of student, part-time or temporary workers, or (b) one or more permanent, full-time employees. The nature of supervision is largely confined to scheduling work and assigning tasks. Supervision at this level typically does not include a full range of supervisory responsibilities, and supervisory duties typically do not consume a large portion of the work day.
Factor 3: Interactions with Others
Level 3.0 - 250 Points: The purpose of interactions is to advise or counsel others to solve recurring and structured problems, and/or to plan or coordinate work efforts with other employees who are working toward common goals in situations where relationships are generally cooperative. Interactions are moderately structured and routine and may involve employees in different functions, students, and/or the general public. These types of interactions require normal interpersonal skills.
Factor 4: Job Controls and Guidelines
Level 3.0 - 500 Points: The employee operates under general supervision expressed in terms of program goals and objectives, priorities, and deadlines. Administrative supervision is given through statements of overall program or project objectives and available resources. Administrative guidelines are relatively comprehensive and the employee need only to fill in gaps in interpretation and adapt established methods to perform recurring activities. In unforeseen situations, the employee must interpret inadequate or incomplete guidelines, develop plans, and initiate new methods to complete assignments based on those interpretations. Assignments are normally related in function, but the work requires many different processes and methods applied to an established administrative or professional field. Problems are typically the result of unusual circumstances, variations in approach, or incomplete or conflicting data. The employee must interpret and refine methods to complete assignments. Characteristic jobs at this level may involve directing single-purpose programs or performing complex, but precedented, technical or professional work.
Factor 5: Managerial Responsibility
Level 3.0 - 850 Points: Work involves providing significant support services to others both within and outside of the department that substantially influences decision-making processes. Work activities are complex and others rely on the accuracy and reliability of the information, analysis, or advice to make decisions. Work activities have a direct, but shared, impact on further processes or services, affect the overall efficiency and image of the department, and may have material impact on costs or service quality within the cost center. Incumbents may be responsible for identifying areas of need and for developing proposals that request funding to fulfill those needs.
