CTY Online Instructor - Writing: Grammar and Visual Fluency for CTY at Johns Hopkins University
Summary(Review): For this job, you must be authorized to work in the United States. There are no exceptions so please do not apply if you do not meet this requirement. You will need a Bachelor’s degree from an accredited college or university in English, Creative Writing, or Composition. Additional (graduate) education may substitute for experience to the extent permitted by the JHU Equivalency Formula. They have a formula for hiring: 18 graduate degree credits may substitute for one year of experience. For jobs where equivalency is permitted, up to two years of non-related college course work may be applied towards the total minimum education/experience required for the respective job. Two years of teaching experience in teaching composition or literature at either the college or secondary level is desirable. Experience working with the 9-17 age group and with gifted students from diverse backgrounds.Preferred Requirements:
Master’s degree in English, Creative Writing, or Composition and Rhetoric is strongly preferred.
Experience teaching Grammar and Visual Fluency courses is preferred.
Work hours vary and are flexible; including weekends and evenings as determined with supervisor.
Applicants must be authorized to work in the US.
Job Overview for CTY Online Instructor - Writing: Grammar and Visual Fluency
Pay Rate per Hour:
Elementary & Junior (age 5-15)
High School & College Prep (age 15-18)
Late Afternoon (3pm-6pm)
Job Details for CTY Online Instructor - Writing: Grammar and Visual Fluency
Native North American
Native Australian/New Zealand
Native South Africa
Bachelor or above
Min Hours Week:
Min Uploading: 5 MB/s
Min Downloading: 10 MB/s
CTY Online Instructor - Writing: Grammar and Visual Fluency Job Description
The instructor supports academically talented students enrolled in Johns Hopkins University Center for Talented Youth (CTY) online writing courses, especially “Grammar Matters”.
Note: This position is not benefits eligble.
Note: Multiple positions available.
- Develop and teach lessons within curriculum defined by CTY.
- Monitor student progress and assist students in accomplishing established learning objectives.
- Critique student writing.
- Provide students with appropriate assignments.
- Respond to student metacognitive reflections on the experience of writing an assignment.
- Interact independently with students using distance education technologies, primarily Moodle, Adobe Connect, Skype and e-mail.
- Provide timely feedback to students and their parents on coursework and progress.
- Compose progress reports and final evaluations of student progress.
- Manage student behavior and discipline in the online classroom.
- Help students use the online course management system (web-based courses)
- Report concerns with students, courseware, or systems to supervisor.
- Suggest improvements to course contents.
- Submit hours worked via established system according to schedule provided by CTY.
- Please note this job description is not designed to cover or contain a comprehensive listing of activities, duties or responsibilities that are required of the employee for this job. Duties, responsibilities and activities may change at any time with or without notice.
A Brief History
The Online Programs Humanities group was formerly the Expository Writing Tutorial (EWT) and Young Students Writing Tutorial (YWT). The EWT began in 1983 with assistance from the National Endowment for the Humanities. The YWT began 10 years later to serve students younger than 7th-grade age.
In 1997, we merged the programs as part of Online Programs. More recently, with the introduction of Language Arts (Grammar Matters, Art Meets Science, Young Readers’ Series, Young Adult Readers’ Series critical reading courses), Visual Storytelling and Visual Literacy, and Music, the Writing Program has begun growing into a Humanities Program. More than 44,000 students worldwide have taken part in this unique experience.
How the Courses Work
For Writing courses, instructors comment on students’ writing, noting what works and what needs work, mixing praise with constructive criticism. Students apply these extensive comments to subsequent assignments. Students and instructors also carry on a meta-cognitive conversation about writing and the experience of writing. The work is done in three formats: email, web-based, and flexi-paced. Frequency of contact varies from about bi-weekly (email) to daily (web-based) to extended periods of silence (flexi-paced).
In Grammar courses, the focus of Building Blocks and From Structure to Style is on meta-cognitive discussions regarding how grammar affects writing. Since some assignments require substantive grammatical changes that may not improve the prose, the quality of the writing is less important than the quality of the thinking about writing. Both courses contain 5 lessons, requiring 5 instructor responses. All courses are web-based format with frequent contact (no less than every other day).
For the Critical Reading courses, discussion of the readings is the primary focus. Instructors act as guides on the side. Students produce short creative writing assignments for each lesson. The Art Meets Science Series contains 5 lessons requiring 5 instructor responses. All courses are web-based with frequent contact (no less than every other day).
Students do not receive grades unless especially requested by parents or schools. Instead, instructors write a one-page evaluation of each student’s progress at the end of the course.
Term lengths for students:
- Writing Series – 20 weeks (academic year), 12 weeks (winter and early summer sessions), 6 weeks (Intensive late summer), up to 9 months (flexi-paced).
- Language Arts – 10 weeks (fall), 12 weeks (winter and early summer sessions), and 5 weeks (intensive late summer).
- AP Language and Composition – 30 weeks (academic year) and 12 weeks (intensive winter, early summer, and mid-summer sessions).
Review the academic calendar for session dates.
CTY Online Instructor - Writing: Grammar and Visual Fluency Job Requirements
- Bachelor’s degree from an accredited college/university in English, Creative Writing, or Composition and Rhetoric is required.
- Additional (graduate) education may substitute for experience to the extent permitted by the JHU Equivalency Formula. JHU Equivalency Formula: 18 graduate degree credits may substitute for one year of experience. For jobs where equivalency is permitted, up to two years of non-related college course work may be applied towards the total minimum education/experience required for the respective job.
- Two years teaching experience in teaching composition or literature at either the college or secondary level. Experience working with 9-17 age group and with gifted students from diverse backgrounds.
- Preferred Requirements:
- Master’s degree in English, Creative Writing, or Composition and Rhetoric is strongly preferred.
- Experience teaching Grammar and Visual Fluency courses is preferred.
- Work hours vary and are flexible; including weekends and evenings as determined with supervisor.
- Applicants must be authorized to work in the US.
- The successful candidate(s) for this position will be subject to a pre-employment background check.
- All employees participating in or serving children in University programs must participate in mandatory Child Abuse Prevention online training on the appropriate conduct around children, protecting children from abuse and neglect, and reporting of known or suspected child abuse and neglect.
Required Special Skills and Knowledge:
- Excellent communication skills.
Computer or Other Special Needs for the Position:
- Must have a computer with broadband Internet access; familiarity with Online education technologies a plus, such as Moodle, Zoom and Skype.
Physical Requirements for the Job:
- Ability to sit in a normal seated position for extended periods of time.
- Dexterity of hands to operate a computer keyboard, mouse pad and other office machinery.
- The incumbent will be required to communicate regularly via telephone and face to face with internal and external customers and must be able to exchange accurate and timely information in these settings.
- Position also requires a degree of mobility common to working in an office environment; bending, kneeling or standing during events and presentations may be required.
CTY Online Instructor - Writing: Grammar and Visual Fluency Salary and Compensation
Working Title: CTY Online Instructor – Writing: Grammar and Visual Fluency
Starting Salary Range: $19.9 to $27.5 per hour
Employee group: Casual / On Call
Exempt Status: Exempt
Department name: 10000114-DE Writing Humanities Social Science
Personnel area: Academic and Business Centers
How to Apply to CTY Online Instructor - Writing: Grammar and Visual Fluency?
CTY Online Instructor - Writing: Grammar and Visual Fluency Interview Process & Tips
Applicants must provide a written response to the prompt “Required Writing Sample for Prospective Writing Instructors. Link: http://cty.jhu.edu/jobs/ctyonline/hiring/WritingSampleWriting.doc
We hire the majority of our instructors during late spring, and those instructors typically work during our summer sessions. To be included in the first round of consideration, it is best to get your complete application to us by March 1. We occasionally hire at other times and will keep all applications on file in case other hiring needs arise. You will be notified of a decision on a rolling basis. A criminal background check is part of our employment process.
- February: We begin reviewing new applications.
- March-May: We conduct telephone interviews for new applicants, review incoming applications, and continue to recruit as needed.
- May-February: Because our staff comes from such an outstanding pool, occasionally positions become available as people receive fellowships or full-time employment. Consequently, the hiring process continues throughout the year. Applications are kept on file for a minimum of one year and are reviewed as openings arise.