Information for Prospective Instructors of Writing and Language Arts Courses

Hiring for CTYOnline is very competitive. Each year, we receive many more applications than we have positions available.

Applicants most likely to be selected for interviews submit materials that focus on the following qualifications:

• Virtually all our instructors hold at least one advanced degree. We consider graduate students, but rarely hire outside the above disciplines (i.e., Comp Lit, International Languages, etc. should not apply without several years of college-level experience in one of the areas above and very strong college-level student evaluations and supervisory recommendations).
• 2 semesters experience teaching in the relevant area at the college level, or 2 terms of CTY Summer Programs teaching experience
• familiarity with the age group (age varies by course)
• distance education experience
• excellent self-motivated organizational skills
• must have email and the basic tech skills we expect of students. Our primary mode of communication with instructors is through email. Instructors check their email at least twice a day.
• Web-based courses use a course management system (currently Moodle 1.9+). Experience with such systems is highly desirable, but lack of experience does not exclude applicants. Training takes about 2 hours.

A Brief History

The CTYOnline's writing and language arts 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 CTYOnline. This unified structure gives appropriate weight to upper-level courses and allows students to represent more accurately a full writing curriculum on Official Academic Records. More than 29,000 students worldwide have taken part in this unique experience.

With the introduction of the Language Arts courses, the Writing Program has begun growing into a Humanities Program.

For Writing and Grammar courses, instructors comment on students' writing, noting what works and what needs work, mixing praise with constructive criticism. Students apply these extensive comments to their next assignment. Students and instructors also carry on a meta-cognitive conversation about writing and the experience of writing. Students do not receive grades. Instead, instructors write a one-page evaluation of each student's progress at the end of the course.

For Art Meets Science courses and the Young Readers Series, discussion of the readings is the primary focus. Instructors act as guides on the side. Although students produce a final writing assignment for each lesson, it is shorter.

The work is done in two formats: email and Web-based. Frequency of contact varies from about bi-weekly (email) to daily (Web-based).

Term lengths:

• Writing Series -- 20 weeks (academic year) and 12 weeks (early summer session)
• Language Arts  -- 10 weeks (academic year) 12 weeks (early summer session)
• AP Language and Composition & Crafting the Essay for Bilingual Students -- 30 weeks (full academic year)

The Midsummer Intensive Session are

• 6 weeks long for students, 8 weeks for instructors (Writing Series), and
• 5 weeks long for students, 7 weeks for instructors (Language Arts Short Courses).

The instructor's time commitment varies with experience and course format. Do not apply if you are employed full-time.

• Email
  Typically, each student requires one hour per assignment every 10 to 14 days (academic year) or every week (early summer). (See also midsummer intensive session). The work tends to cluster into traditional "grading days."
  Beginning instructors often invest 1½ hours per student. This represents creating assignments, critiquing assignments, record keeping, photocopying, and so forth. By the fourth or fifth assignment, this commitment usually averages only 1 hour. Note: CTY provides sample assignments for most levels that instructors are welcome to use or adapt. Critiquing assignments demands the most time for email courses.
• Web-based
  Typically, each student requires a cumulative one hour and 20 minutes per lesson spread over 10 to 14 days (academic year or early summer session). The interactive, collaborative nature of our Web-based courses requires a daily time commitment as instructors respond to short exercises that build to a final writing assignment and manage a Web-based peer workshop. Instructors in this format are not responsible for creating lessons: these are provided on a CD-ROM or in the Web classroom.
• Special circumstances
  Our Midsummer Intensive  Session is particularly demanding. This is also when most new hires work.

Writing Series
Starting pay is $250 per student. During the academic year, the average load in Levels 1 - 5 is 15 students. We recommend that new instructors request no more than the average load.

Short Courses
Starting pay is $125 per student. During the academic year, the average load is 13 students, and the minimum is 7. We recommend that new instructors request no more than the average load.

Instructors are paid weekly, typically from one week after the course's start to two weeks after its end. Because instructors are classified as part-time temporary employees, JHU subtracts the usual Federal and state withholding and FICA.

Compare Midsummer Intensive Session paychecks.

The CTYOnline offers a Writing Series (Levels 1 - 5); shorter, specialized courses (Language Arts); and two full academic year courses -- Advanced Placement English Language and Composition and Level 3: Crafting the Essay for Bilingual Students.

Please read our course and format descriptions.

First, go to jobs.jhu.edu, login, and apply for Requisition Number 26974. At "Step 9 Attach a Resume" of the online application, attach the following documents

• A cover letter
• A current resume or vita
• Writing Sample (you cannot be considered until we have the writing sample)

Note: If you have a complete application on file with CTY Summer Programs Employment, state so in your cover letter. We'll review those credentials with the above materials. However, because the hiring processes are entirely separate and different, you must upload the three documents.

Second, we'll either invite you for a phone interview or say, "No thank you."

Third, if the interview goes well and we have a space for you, we'll offer you a position.

If you have any questions about these requirements, email writingadmin@jhu.edu or phone (410) 735-6140.

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 15. 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.

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The Johns Hopkins University does not discriminate on the basis of race, color, gender, religion, age, sexual orientation, national or ethnic origin, disability, marital status or veteran status in any student program or activity administered by the university or with regard to admission or employment. Defense Department discrimination in ROTC programs on the basis of sexual orientation conflicts with this university policy. The university continues its ROTC program, but encourages a change in the Defense Department policy.

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