Job Task Analysis

Running head: ESL TEACHER JOB/TASK ANALYSIS 1
Seminole Literacy Ministry

ESL Teacher
Job/Task Analysis

JoAnne Dalton Scott

University of Tampa

November 19, 2012

ESL TEACHER JOB/TASK ANALYSIS 2

Contents

Overview .................................................................................................................3
Chart 1: Seminole Literacy Ministry Organizational Chart
Table 1: Seminole Literacy Ministry Staffing
Setting .....................................................................................................................5

Job/Task Analysis Method ......................................................................................5
Information Collection
Sample Selection
Data Collection Procedure
Data Collection Instrument
Interview Synopsis
Data Validation

Job/Task Analysis Results ......................................................................................9
ESL Teacher Job Description
ESL Teacher Task Hierarchy
ESL Teacher Essential Knowledge, Skills & Attitude Identification

Appendix 1: Tabular Format of ESL Teacher Job/Task Hierarchy .......................15


Overview
Seminole Literacy Ministry is a local mission organization housed within
Seminole First Baptist Church. It is currently in its 12
th
year of operation. An
Executive Committee consisting of six members is the governing body for this
organization staffed entirely by volunteers.
The organizations purpose is to teach conversational English to non-English
speaking adults so that they can function more successfully in American society.
The mission goes on to promote Christian education and values so that participants
can establish and nurture a relationship with Christ.
The organizational structure of Seminole Literacy Ministry is very simple.
Two Directors equally share responsibility for administrative functions, as the job
is too large for one volunteer. Reporting to the Directors is a team of 20 teachers
and 13 support staff. Chart 1 details the structure of the organization and Table 1
details the number of volunteers and the positions they fill.
Chart 1: Seminole Literacy Ministry Organization Chart
This organizational chart details large job categories, reporting and interaction structure.
Executive
Committee
Co-Directors
Tuesday ESL
Teachers
Thursday ESL
Teachers
Tuesday
Support Staff
Thursday
Support Staff

The job/task analysis is focused on the position of ESL (English as a Second
Language) Teacher. The purpose of the position is the same as the purpose and
mission of the organization as a whole. The individual teachers are the means by
which instruction is delivered, students master language skills and learn about
Christianity. The analysis is being conducted as an informational exercise rather
than a functional tool. The goal is for the author of this paper to gain experience
and insight into the generation of a job/task analysis.
Table 1: Seminole Literacy Ministry Staffing
The table shows the specific faculty and staff positions and the number of volunteers that hold
each position. The designation (team) indicates a team teaching situation, i.e. two teachers working
with one class of students.

Co- Directors : 2
Total Teachers: 20
Total Support Staff: 13
Tuesday
Teachers (10) / Support Staff (7)
Survival Class
2 (team)
Beginner 1 Class
2 (team)
Beginner 2 Class
2 (team)
Intermediate 1 Class
1
1
Child Care
2 (team)
Greeter
1
Song Leader
1
Musician
1
Refreshments
2 (team)
Evaluation/Administration
1
Substitute
1
Total Faculty & Staff: 35
Thursday
Teachers (10) / Support Staff (6)
Survival Class
2 (team)
Beginner 1 Class
2 (team)
Beginner 2 Class
2 (team)
1
1
Child Care
2 (team)
Greeter
0
Song Leader
1
Musician
1
Refreshments
2 (team)
Evaluation/Administration
1
Substitute
1

Setting
Seminole Literacy Ministry is organized in an almost linear fashion, as
shown in Chart 1. There are no separate departments or divisions. Two teachers
teach each class of students, but there is no teamwork type of interaction between
them. The highly structured design and implementation of the curriculum make it
unnecessary. Students attend class twice weekly. One teacher is responsible for
conducting Tuesday classes and the other conducts Thursday classes. It is
important to note that lessons within a class level are sequential such that
Tuesdays lesson is followed by that of the subsequent Tuesday and the same for
Thursday lessons. Each class is held from 6:30 p.m. until 9:00 p.m. in an assigned
classroom located in the Seminole First Baptist Church building. Planning and
preparation is the responsibility of the teacher and must be completed prior to class
under the conditions of his/her choice.
Job/Task Analysis Method
Information Collection
Information relevant to the purview of the task analysis was collected prior
to the interview. The information was used to develop the interview instrument.
Seminole Literacy Ministry provides each volunteer with an annually updated
handbook. It contains information such as,
the mission statement,
ESL Teacher job description,
job requirements,

commitment expectations,
faculty/staff data.

Sample Selection
Sample Size.
Teachers at each of the five (5) developmental levels teach different
language content, but they all use the same curriculum program. The program
follows the same format at each level. Therefore, the target audience is all of
Seminole Literacy Ministrys ESL Teachers. There are a total of 20 teachers.
Only one teacher was sampled for this analysis. There are two reasons for
the small sample size. First, the job is highly structured across all levels leaving
few options for variance between teachers or classes. Second, the purpose of this
analysis is informative rather than functional. The necessary tasks were identified
when the curriculum was designed and no dissonance currently exists.
Sample Statistics.
Name: Carol Janney
Title: ESL Teacher
Organization: Seminole Literacy Ministry
Direct Supervisor: Pat Choi and Glenda Milor (Co-Directors)
Department: Intermediate 2 Class Level
Organization Location: Seminole, FL
Worksite Location: Classroom
Wage/Salary: Volunteer
Education/Certification: North American Mission Boards 14 hour Teaching
English Language Learners Workshop
Tenure in Present Position: 2 years
Prior Experience: Director of Calvary Baptist Church ESL Ministry, 6 years


Data Collection Procedure

Data collection was completed via interview. In this case, an interview was
a more expedient option than observation. As noted previously, the curriculum
program is highly structured so that the teacher was able to explain the process in
detail. A follow up observation would provide the opportunity for validation of
results. Time constraints currently eliminated this option and validation was
addressed as detailed in the Data Validation section.
The interviewee was contacted by phone and briefly told about the analysis.
She consented to participate, so an interview appointment was made. At the
beginning of the interview a complete explanation of the process and purpose of a
job/task analysis was given. The interviewee was also told that the purpose of this
particular analysis is for the interviewer to gain practical experience. During the
interview it became obvious that a detailed job/task analysis was completed as part
of the planning and design of the curriculum. The original job/task analysis
contributed to a structured framework that makes it unnecessary for teachers to
receive program specific training on how to implement the curriculum. All the
training they need is contained in the required Teaching English Language
Learners Workshop.

Data Collection Instrument
A questionnaire was used to guide the interview process and ensure that all

necessary functions and data were discussed. As the interview progressed these
were modified to better suit the situation of the ESL Teacher position. The
instrument is reproduced below.

Interview Synopsis
Interview Instrument

About the organization:
1. Describe the organizations mission and purpose.
2. How was the organization started?
3. Describe the organizations structure.
4. Describe the structure of the department in which you work.

About the job:
1. Describe the overall purpose or goal of your job.
2. Describe the daily purpose of your job; what you try to accomplish each time you
work?
3. What are the major functions necessary for you to satisfy the daily purpose?
4. Describe in sequential detail the components of one of the functions.
5. Can you break a particular duty - into simpler tasks?
6. What knowledge, skills or attitudes apply to these tasks?
7. Repeat # 4 6 until all functions have been discussed.
8. What function/duty/task do you do most often? Why?
9. What tools and/or resources do you use?
10. Were you trained to use these resources?
11. What obstacles do you face when doing your job?
12. How do you combat them?
13. What results are realized from the performance of your job?

About the interviewee:
1. What training did you receive prior to beginning this job?
2. What certifications are required to do this job?
3. Are there optional certifications?
4. Do you hold other certifications or degrees?

The interview was very informal. It took place on Monday, November 12,
2012 from approximately 12:00 p.m. until 2:00 p.m. in the home of Mrs. Janney.
During the interview Mrs. Janney related a comical anecdote regarding student
pronunciation of the newly introduced vocabulary word, choir. Fortunately, the
students are at ease in their learning environment so they feel comfortable
practicing new pronunciations.
Data Validation
As a means of validating the information I had collected, I periodically
reviewed my notes orally so that Mrs. Janney could either confirm or correct my
data. After the conclusion of the interview I compiled my notes, formatted the
information into a narrative description and task hierarchy and then emailed the
results to Mrs. Janney for her review. We met one more time so that we could
discuss the results for accuracy. There were certain inferences about the
curriculum at different developmental levels and volunteer interaction that were
important to confirm. Assumptions regarding necessary skills and attitudes were
confirmed during the original interview.
Job/Task Analysis Results
The inquiry resulted in an analysis product with three (3) distinct
components. The first is a concise job description including skill and knowledge
requirements. The second is a task hierarchy detailing functions, duties, tasks and

subtasks necessary to fulfill job requirements. The third is a list of some of the
knowledge, skills and attitudes specific to tasks listed in the hierarchy.
ESL Teacher Job Description
The academic responsibilities of an ESL Teacher working for Seminole
Literacy Ministry include preparing lessons using the prescribed curriculum and
presenting that material to the students. Teachers must also minister to the
spiritual needs of the students by presenting a Bible verse, discussing its meaning
and practical application and leading prayer. During each class period the teacher
follows the same format; lesson instruction, group worship time, lesson related
expansion activity, devotion and prayer.
In order to qualify for a position as an ESL Teacher the applicant should
meet the following requirements.
Speak, read and write English fluently
Be able to work independently
Have strong organizational and time management skills
Complete North American Mission Boards 14 hour Teaching English
Language Learners Workshop
Commit to teach one day per week for a period of one school year
Profess acceptance of Jesus Christ as Savior

ESL Teacher Job/Task Hierarchy

The most complex level of behaviors in the hierarchy is labeled as a
function. These behaviors are subdivided into less complex duties, which are
further subdivided into tasks and where appropriate, into subtasks.
Hierarchy Numbering:
1.0 Function
1.1 Duty
1.1.1 Task
1.1.1.1 Subtask

1.0 Preparation
1.1 Become Familiar with the Lesson Content
1.1.1 Study Teacher Manual and Corresponding Student Manual
1.1.2 Study Student Workbook
1.1.3 Create or Reproduce Student Handouts, if Applicable
1.2 Prepare Expansion Activity to Compliment Lesson Content
1.2.1 Review Ideas Given in Teacher Manual
1.2.2 Research Ideas from Online Sources
1.2.3 Generate Expansion Activity
1.2.3.1 Choose or Develop a Learning Game or Activity
1.2.3.2 Create Corresponding Materials and/or Handouts
1.3 Prepare Devotion Materials
1.3.1 Pray for Guidance in Choosing Devotion Content
1.3.2 Consult the Bible for a Topically Appropriate Verse
1.3.3 Prepare Short Lesson Related to Verse
1.3.4 Prepare and Reproduce Student Devotion Handout
1.4 Write Lesson Plans
1.4.1 Organize Materials in Order of Presentation
1.4.2 Write Notes to Guide Lesson Presentation

2.0 Teaching
2.1 Write Applicable Verb Conjugation, Vocabulary Words or Other
Pertinent Information on the Chalkboard Prior to Student Arrival
2.2 Review Homework from Previous Class
2.2.1 Monitor Students Performance as They Take Turns Reading
Homework from Workbook
2.2.2 Correct Student Performance, When Applicable
2.2.2.1 Correct Vocabulary Word Pronunciation
2.2.2.2 Correct Student Inflection

2.2.2.3 Explain Grammar Principles
2.3 Introduce New Model Conversation Lesson
2.3.1 Read the Model Conversation from the Text
2.3.2 Explain New Vocabulary
2.3.2.1 Pronounce the Word
2.3.2.2 Define the Word
2.3.2.3 Spell the Word Phonetically on the Chalkboard
2.3.2.4 Teach Grammar/Spelling Rules, As Applicable
2.3.3 Monitor Students Performance as They Participate in Model
Conversations
2.4 Attend Group Worship Time with all Classes
2.5 Introduce Expansion Activity
2.5.1 Explain How to Complete the Activity
2.5.2 Monitor Students Performance as They Participate in
Expansion Activity
2.6 Assign Homework
2.6.1 Explain How to Complete the Homework
2.6.2 Answer Questions
2.7 Present Devotional Material
2.7.1 Read Bible Verse
2.7.2 Explain the Meaning of the Verse
2.7.3 Share Lesson Related to the Verse
2.8 Lead Prayer
2.8.1 Ask for Prayer Requests
2.8.2 Pray

3.0 Administrative Tasks
3.1 Maintain Attendance Records
3.1.1 Take Roll at Each Class Meeting
3.1.2 Contact Students that are Absent for Two Consecutive Weeks
3.1.3 Submit Attendance Records at End of School Year
3.2 Attend Staff Meetings and/or Workshops


ESL Teacher Essential Knowledge, Skills & Attitude Identification
Specific abilities are necessary to successfully complete some of the
identified tasks. This is a representative sample, not a complete list, of the
knowledge, skills and attitudes that an ESL Teacher must utilize.
1.0 Preparation
Duty Knowledge, Skills and Attitudes
1.1 Become Familiar with the Lesson Content
Strong reading comprehension
skills
Ability to cognitively manipulate
information from multiple sources

1.0 Preparation
1.2 Prepare Expansion Activity to Compliment Lesson Content

2.0 Teaching
2.2 Review Homework from Previous Class
Task Subtask Knowledge, Skills and Attitudes
2.2.1 Monitor Students Performance as They Take Turns Reading Homework from
Workbook
Patience to listen attentively to
each student
Attention to detail to recognize
student errors
Knowledge of basic English
grammar
1.2.2 Research Ideas from Online Sources
Ability to surf the internet
1.2.3 Generate Expansion Activity
1.2.3.1 Choose or Develop Learning Game or Activity
Ability to match learning activities
with lesson content
Ability to create effective teaching
materials from variable sources

1.2.3.2 Create Corresponding Materials and/or Handouts
Ability to manufacture or reproduce
learning materials using computer
and/or copying equipment

Knowledge of proper word
pronunciation and inflection
Appropriate technique for
correcting student performance
Knowledge of grammar rules
Ability to concisely explain
grammar concepts
Ability to generate applicable
examples of grammar usage

2.0 Teaching
2.3 Introduce New Model Conversation Lesson
2.3.2 Explain New Vocabulary
2.3.2.3 Spell the Word Phonetically on the Chalkboard
Neat, readable handwriting
Knowledge of phonetic spelling
rules

3.0 Administrative Tasks
3.1 Maintain Attendance Records
Task Knowledge, Skills and Attitudes
3.1.1 Take Roll at Each Class Meeting
3.1.3 Submit Attendance Records at End of School Year
Ability to consistently maintain
accurate records
Ability to meet deadlines


Appendix 1: Tabular Format of ESL Teacher Job/Task Hierarchy
The tabular format is included in the analysis as an alternative to the outline presentation.
Both formats contain the same data.

Function Duty Task Subtask
1.0
Preparation
1.1
Become Familiar with the
Lesson Content
1.1.1
Study Teacher Manual and
Corresponding Student
Manual

1.1.2
Study Student Workbook

1.1.3
Create or Reproduce Student
Handouts, If Applicable

1.2
Prepare Expansion Activity to
Compliment Lesson Content
1.2.1
Review Ideas Given in
Teacher Manual

1.2.2
Research Ideas from Online
Sources

1.2.3
Generate Expansion Activity
1.2.3.1
Choose or Develop a Learning
Game or Activity
1.2.3.2
Create Corresponding Materials
and/or Handouts
1.3
Prepare Devotion Materials
1.3.1
Pray for Guidance in Choosing
Devotion Content

1.3.2
Consult the Bible for a
Topically Appropriate Verse

1.3.3
Prepare Short Lesson Related
to Verse

1.3.4
Prepare and Reproduce
Student Devotion Handout

1.4
Write Lesson Plans
1.4.1
Organize Materials in Order of
Presentation

1.4.2
Write Notes to Guide Lesson
Presentation

2.0
Teaching
2.1
Write Applicable Verb
Conjugation, Vocabulary
Words or Other Pertinent
Information on the
Chalkboard Prior to Student
Arrival


2.0
Teaching
2.2
Review Homework from
Previous Class
2.2.1
Monitor Students
Performance as They Take
Turns Reading Homework
from Workbook

2.2.2
Correct Student Performance,
When Applicable
2.2.2.1
Correct Vocabulary Word
Pronunciation
2.2.2.2
Correct Student Inflection
2.2.2.3
Explain Grammar Principles
2.3
Introduce New Model
Conversation
2.3.1
Read the Model Conversation
from the Text

2.3.2
Explain New Vocabulary
2.3.2.1
Pronounce the Word
2.3.2.2
Define the Word
2.3.2.3
Spell the Word Phonetically on
the Chalkboard
2.3.2.4
Teach Grammar/Spelling Rules,
As Applicable
2.3.3
Monitor Students
Performance as They
Participate in Model
Conversations

2.3.4
When Applicable
2.3.4.1
Pronunciation
2.3.4.2
2.3.4.3
2.4
Attend Group Worship Time
with all Classes

2.5
Introduce Expansion Activity
2.5.1
Explain How to Complete the
Activity

2.5.2
Monitor Students
Performance as They
Participate in Expansion
Activity

2.5.3
When Applicable
2.5.3.1
Pronunciation
2.5.3.2


2.0
Teaching
2.5.3.3
2.6
Assign Homework
2.6.1
Explain How to Complete the
Homework

2.6.2
Answer Questions

2.7
Present Devotional Material
2.7.1
Read Bible Verse

2.7.2
Explain the Meaning of the
Verse

2.7.3
Share Lesson Related to the
Verse

2.8
Lead Prayer
2.8.1
Ask for Prayer Request

2.8.2
Pray

3.0
Administrative
Tasks
3.1
Maintain Attendance Records
3.1.1
Take Roll at Each Class
Meeting

3.1.2
Contact Students that are
Absent for Two Consecutive
Weeks

3.1.3
Submit Attendance Records at
End of School Year

3.2
Attend Staff Meetings and/or
Workshops

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Running head: ESL TEACHER JOB/TASK ANALYSIS 1

Seminole Literacy Ministry

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