What are the responsibilities and job description for the Vocational ESOL Program Developer position at Labouré College of Healthcare?
Labouré College of Healthcare is seeking a paid project partner with vocational ESOL expertise to join us in developing an innovative curriculum for nursing students with limited English proficiency. This short-term, project-based role is ideal for an educator or program designer with expertise in ESOL and a passion for expanding access to healthcare careers.
The Program Developer will collaborate with experienced nursing educators and Labouré student support specialists to develop a new and innovative approach to supporting students in an associate degree nursing program. They will participate by lending ESOL expertise in a planning phase and then develop a comprehensive curriculum tailored for this student population.
The result will be removing a barrier to nursing careers for more people in Massachusetts, and ultimately more multi-lingual nurses serving our communities.
Project Duration: (July 2025 – January 2026) TBD by initial discussions with candidate
Responsibilities:
- Design a high-quality and innovative vocational ESOL curriculum tailored to the academic and language needs of aspiring nursing students, addressing all deliverables listed below.
- Collaborate closely with faculty, advisors, and tutors to align language support with current support services, the nursing curriculum, and career readiness.
- Assess student needs and develop tutoring, coaching, and support strategies to help ESOL students succeed in pre-nursing and nursing coursework.
- Collaborate with SIM Coordinator to develop simulation learning experiences for ESOL students
- Coordinate stakeholder input from school administrators, community partners, and nursing faculty.
- Create implementation tools, timelines, and evaluation plans for the program's rollout.
Deliverables:
- Develop modern, evidence-based practices to support adults with limited English proficiency in becoming Registered Nurses in a 2-year degree program. The model should be adaptable for use for other academic programs or healthcare facilities and include:
- Pilot design
- Curriculum design
- Courses built (College faculty available to assist with course shell build-out, etc.)
- System of assessment for English proficiency and placement
- Support Services recommendations
- Metrics for success & evaluation plan
Qualifications:
- Bachelor’s degree or equivalent combination of education, training, and experience
- 5 years of experience teaching ESOL. Experience in including math and/or science in an ESOL class
- Experience with remote instruction, digital literacy, and distance learning
- Strong understanding of language acquisition in academic and career-technical contexts
- Background in curriculum development, ideally within healthcare education
- Experience with remote instruction, digital literacy, and distance learning
- CELTA/TESOL certification preferred
- Bilingual preferred
- Knowledge of Microsoft Office Suite, Zoom, and other technical platforms
- Knowledge of methods and materials used in ESOL instruction, and ability to advise the college on:
- Best practices in ESOL vocational education
- Support services alignment (tutoring, workshops, etc.)
- Student language assessment testing
- Curriculum length, frequency, rigor, credit
- Hybrid functionality
- Standardized testing support
- Confidence building
- Forming a positive college culture for ELLs
- Faulty training (didactic & clinical advice)
- Success tracking/program assessment strategy
- AI support tools if appropriate