Modesto Junior College

 

Instructor of English (2 positions)

Tenure Track 

Salary: Placement on the Yosemite Community College District salary schedule dependent upon education and experience. 2018 – 2019 Salary Schedule – $59,926 to $112,199 per year, plus an annual $2,568 stipend for an earned doctorate.

 

New personnel limited to a maximum tenth step initial placement based on previous experience – maximum equals $93,028.

Deadline: 03/27/2019

 

Complete job description and application available online at: https://yosemite.peopleadmin.com/postings/3704

 

Minimum Qualifications:

Master’s Degree in English, literature, comparative literature or composition OR Bachelor’s degree in any of the above AND Master’s Degree in linguistics, TESL, Speech, education with a specialization in reading, creative writing or journalism OR a California Community College Instructor credential appropriate to the subject OR the equivalent.

Determined by California State Chancellors Office. Click link below for discipline applicable Minimum Qualifications:

http://californiacommunitycolleges.cccco.edu/Portals/0/Reports/2016-Minimum-Qualifications-Report-ADA.pdf

 

EQUIVALENCY: 

District has adopted equivalency procedures which enables applications by individuals who may not meet the qualifications listed above. If the applicant does not directly meet for minimum qualifications, the equivalency form must be included with application. For more information on equivalency, go to https://www.yosemite.edu/recruitment/equivalency_policy_and_procedures 

Choose: Equivalency Policy and Procedures. When requesting equivalency, attach a completed “Determination of Equivalency” form along with the equivalency application documents required.

 

Knowledge of and ability to appraise the diverse academic, socioeconomic, cultural and ethnic backgrounds of community college students. Sensitivity to the needs, problems and challenges associated with the diversity of the community college student population.

 

Job Description Summary    

GENERAL JOB DUTIES AND RESPONSIBILITIES:

All full-time faculty are expected to participate actively in their disciplines, department activities, and the general intellectual life and governance of the college. Part of the teaching assignment may be online, in the evening, and/or on Saturdays. Duties and responsibilities include but are not limited to:

•    Teaching lower division college courses in composition and literature.

•    Advancing equitable student learning through dedicated, exemplary instruction in accordance with established course outlines.

•    Informing students of course requirements, evaluation procedures, and attendance requirements.

•    Preparing and grading class assignments and examinations and informing students of their academic progress.

•    Maintaining attendance, scholastic, and other records and submitting them according to published policies and deadlines.

•    Attending department, division, and college-wide meetings on a regular basis.

•    Posting and holding sufficient and regular office hours in accordance with prevailing policy.

•    Developing, implementing, and assessing student-learning outcomes for courses and programs and using the results for improvement.

•    Engaging in data inquiry and self-assessment to develop strategies for student success, persistence, and equity. 

•    Collaborating in the development and revision of curriculum and in program review.

•    Engaging in department program improvement initiatives.

•    Participating in professional development activities, both departmental and college-wide, especially connected to closing disproportionate impact gaps and improving completion goals. 

•    Maintaining current knowledge in the subject matter area and effective teaching/learning strategies to meet the needs of all learning styles.

•    Maintaining appropriate standards of professional conduct and ethics.

•    Engaging in the college’s participatory governance processes.

•    Perform other duties as assigned.

 

PHYSICAL AND MENTAL STANDARDS

• Mobility: ability to sit or stand for long periods, move about an office, and reach above and below desk level.

• Dexterity: fine manipulation sufficient to operate a keyboard, handle individual papers, write and take notes.

• Lifting: occasional lifting of papers, files, equipment and material weighing up to 25 pounds.

• Visual Requirements: close vision sufficient to read files, documents, and computer screens and do close-up work; ability to adjust focus frequently.

• Hearing/Talking: ability to hear normal speech, speak and hear on the telephone, and speak in person.

• Emotional/Psychological Factors: ability to make decisions and concentrate; frequent contact with others including some public contact; frequent deadlines and time-limited assignments.

    

PREFERRED QUALIFICATIONS

• Education and/or experience in teaching in English at the community college level, with a particular emphasis in basic skills.

• Current knowledge of the English discipline.

• Current understanding of assessment processes for improving student success at the course, program, and degree level.

• Competent in new pedagogies, such as accelerated learning, supplemental instruction, on-line or hybrid teaching, and other pedagogies directed at improving student success and student equity.

• Recent experience working with African American/Black, Hispanic, Native American, and other minoritized students in the classroom, and an understanding of how historical patterns of exclusion of these groups within higher education shape patterns of participation and outcomes;

• Willingness to examine and remediate one’s instructional, relational, and classroom practices to more effectively engage and support racially minoritized students;

• Experience and skill with addressing issues of equity in the classroom;

• Experience and expertise in culturally responsive teaching in the English discipline, especially as it relates to the relevancy of writing and literature in students’ lives, interests, and communities; 

• Demonstrated ability to address equity gaps within coursework and the classroom;

• Demonstrated knowledge of the Hispanic-Serving designation for institutional, departmental, and instructional practices.

    

DESIRABLE CHARATERISTICS 

• Ability to develop curriculum or services that stress innovation and improve student equity.

• Enthusiasm for the learning process.

• Commitment to supportive relationships with students and colleagues.

• Participate in professional growth and remain current in subject area and major state initiatives.

• Ability to operate effectively in an environment of change and ambiguity.

• Vision and energy to plan and organize programs to enhance student success.

• Willingness to participate effectively in shared governance and to work collaboratively.

• Personal qualifications such as effective interpersonal communication skills, participation in community affairs, ability to conduct effective public presentations.

 

YCCD is an Equal Employment Opportunity Employer.