Role overview

Role Summary

Working with the ALSD Program Coordinator, the English Language & Literacy Instructor plans and delivers learner-centred courses as part of the AHC community-based adult literacy program. The instructor teaches courses that support adults in developing practical speaking, listening, reading and writing skills for everyday life, community participation, employment and increased independence in navigating life in Canada.

Course participants include learners ages 18 to 60+, adults of all genders, and people from diverse cultural and linguistic backgrounds with significantly different English proficiency, literacy foundations, educational histories and learning goals. Some learners have limited or interrupted formal schooling; others hold post-secondary credentials. The successful instructor will design lessons for this range rather than teach single level cohorts.

Success requires strong lesson planning, differentiated instruction, inclusive classroom leadership, patience, cultural humility, adaptability and consistent learner progress tracking.

You will thrive in this role if you can:

simplify language without diminishing adult learners;
teach one objective through different levels of challenge;
combine warmth and encouragement with clear routines and boundaries; and
remain calm, observant and flexible when learner needs shift.

Key Responsibilities

1. Planning Instructional and Multi-Level Delivery

Use learner assessments to establish clear, practical and achievable learning objectives.
Develop sequenced lesson and unit plans that support multiple English language and literacy levels within the same class.
Differentiate instruction through modelling, visuals and realia, plain-language directions, scaffolded materials, tiered tasks, flexible grouping, repetition, guided practice activities.
Teach speaking, listening, reading and writing while providing support for functional vocabulary, grammar, pronunciation, literacy and everyday communication.
Use authentic Canadian contexts such as transportation, health, housing, education, employment, banking, digital services and community participation.
Select and adapt accessible print and digital resources so foundational learners can participate meaningfully while learners with stronger skills remain challenged.

2. Inclusive Classroom Leadership and Learner Engagement

Create a welcoming, respectful, culturally responsive and trauma-informed learning environment where adults feel safe to participate, practice and make mistakes.
Establish clear routines, expectations and participation structures that support equitable involvement and productive use of class time.
Facilitate interactive learning through conversation, role-play, pair and group work, problem-solving, demonstrations and hands-on practice.
Manage mixed-level dynamics, transitions, differing learning pace, dominant or quiet participation, attendance challenges, interpersonal skills, fairness and professionalism.
Encourage and foster learner voice, confidence, independence and peer learning while maintaining clear instructional direction.
Adapt delivery to space, resources and learner needs at each in-person or online location.

3. Learner Assessment, Progress and Support

Use formative assessment methods, including observation, questioning, work samples, practical tasks and self-assessment, to monitor progress and identify emerging needs.
Provide timely, clear and strengths-based feedback on learners progress and next steps.
Adjust lesson pacing, grouping, materials and follow-up support in response to learner performance and participation.
Maintain accurate attendance, lesson, participation and progress records in accordance with program and funder requirements. Communicate learner successes, concerns and potential support or referral needs to the Program Coordinator while protecting confidentiality.
Support learner surveys, program evaluations and other quality-improvement activities.

4. Collaboration and Professional Practice

Collaborate with AHC staff on learner placement, learning goals, instructional resources, referrals and consistent program delivery.
Participate in instructor orientation, meetings, PD and reflective practice activities as required.
Use digital learning tools and online platforms confidently to support instruction, communication and documentation. Prepare for classes, organize materials and complete required administrative tasks within established timelines.
Contribute ideas, resources and observations to strengthen curriculum, learner engagement and program outcomes.

Required Qualifications, Experience and Skills

Recognized credential: TESL, TESOL, CELTA, TEFL, CTESL or equivalent; or a relevant degree combined with at least two years of successful adult English language teaching experience.
Minimum 2yrs experience teaching adult English language learners, newcomers and/or multicultural groups.
Demonstrated ability to plan and teach multi-level classes, including learners with emerging English literacy or limited/interrupted formal education.
Strong knowledge of adult learning principles, differentiated instruction and practical task-based language learning.
Proven lesson-planning, facilitation, communication and classroom-management skills.
Ability to support adults with different educational backgrounds, learning pace, confidence levels and digital skills without lowering expectations or compromising dignity.
Cultural humility, patience, empathy, sound professional judgement and the ability to build trust across diverse communities.
Strong organizational skills; can maintain accurate attendance, assessment/progress records.
Proficiency with common digital learning and communication tools.
Availability for evening classes and reliable ability to travel to assigned community locations.
The Following Would Be Strong Assets
Knowledge of the Canadian Language Benchmarks (CLB), Portfolio-Based Language Assessment (PBLA) or other outcome-based adult EAL assessment frameworks.
Experience teaching foundational literacy, learners with interrupted schooling, or adults who are developing print literacy in English.
Experience in community-based, non-formal or settlement-focused adult education.
Training or practical experience in trauma-informed teaching, Universal Design for Learning, inclusive education or supporting learning differences.
Experience teaching workplace English, employment readiness, digital literacy or communication for business contexts.

Why Join AHC?

Make a direct difference as adults build language, literacy, confidence and independence.
Use your creativity and professional abilities to design responsive, community-based learning.
Teach in culturally diverse environments, collaborate with AHC staff and community partners.
Serve in a mission-driven agency committed to participation, inclusion and continuous learning.

About Action for Healthy Communities Society of Alberta (AHC)

AHC is a non-profit, charitable organization dedicated to building the capacity of individuals and groups to improve their lives and communities. Through mentorship, training, and community development, AHC supports inclusive growth, empowerment, and well-being across diverse populations. Our work is grounded in the values of collaboration, engagement, participation, personal development, Inclusivity, innovation, and excellence.

Working Conditions

4-8 hours per week, based on class assignments, enrolment and program needs.
Primarily evening instruction, with flexibility to attend occasional instructor meetings, orientation or professional development activities as scheduled.
In-person teaching at AHC and community partner sites across Greater Edmonton, with online instruction when assigned.
The role requires dependable attendance, timely preparation and documentation, and regular communication with program staff.

How to Apply

Please submit your resume and a targeted cover letter in PDF format by clicking Apply button in this posting.

In your cover letter, briefly describe:

(1) your experience teaching adults with different English and literacy levels in the same class;

(2) one strategy you use to differentiate a lesson; and

(3) your availability for evening and community-site teaching.

Application Deadline:Applications will be reviewed on a rolling basis until the role is filled.

Shortlisted candidates may be asked to share a sample differentiated lesson plan and complete a brief teaching demonstration. Only shortlisted candidates will be contacted.

We thank all applicants for their interest in working with Action for Healthy Communities.

Equity and Accommodation: AHC is committed to an equitable and inclusive recruitment process and welcomes applications from candidates who reflect the diversity of the communities we serve. Accommodation is available upon request at any stage of the recruitment process.