Child Development Instructor; Part-Time Faculty Pool Clovis Community College

Child Development Instructor (Part-Time Faculty Pool) Clovis Community College

Title Child Development Instructor (Part-Time Faculty Pool) Clovis Community College

Campus Location

Campus Location Clovis Community College

Start Date

Essential Functions of Position

The ideal candidate will share Clovis Community College’s commitment to educating its racially and socioeconomically diverse student population. We currently enroll over 10,000 students of which 38% are Latinx, >1% are American Indian/Alaska Native, 8% are Asian, 3% are Black/African American, 42% are White, and 6% are multiracial. CCC is a Hispanic Serving Institution, reflecting the great responsibility that the College has to the educational attainment and economic well-being of the surrounding community.

The successful candidate will join a department dedicated to the use of curriculum responsive to the students it serves.

Providing instruction in information systems, on the Clovis Community College campus and at offsite community campus locations. Duties includes:

• Teaching a variety of child development/early childhood education courses which include lecture and lab components and large group instruction.
• Developing curricula, instructional methodologies and strategies.
• Advising students in both group and individual contact on academic and career goals in Child Development.
• Meeting regularly with discipline/division peers.
• Participating on advisory and campus-wide committees.
• Participating on local committees related to services and/or advocacy for children and families.

Additional responsibilities include:

• Participation in outreach activities and events with evening and weekend commitments;
• Staying current on State regulations related to early childhood programs; and
• Duties may include assignments in a variety of instructional settings and times, including evening, weekends, online or off campus; and otherwise fulfilling the duties and responsibilities of instructors as required by Administrative Regulation 7122.

Minimum Qualifications

• An earned master’s degree in child development, early childhood education, human development, home economics/family and consumer studies with a specialization in child development/early childhood education, or educational psychology with a specialization in child development/early childhood education;
  
  OR
• A bachelor’s degree in any of the above AND a master’s degree in social work, educational supervision, elementary education, special education, psychology, bilingual/bicultural education, life management/home economics, family life studies, or family and consumer studies;
  
  OR
• A valid California Community College Credential;
  
  OR
• The equivalent education and/or experience (requires an equivalency).

All candidates must have evidence of responsiveness to and understanding of the diverse academic, socioeconomic, cultural, disability, gender identity, sexual orientation, and ethnic backgrounds of community college students, as these factors relate to the need for equity-minded practices within the classroom.

Desirable Qualifications

• Ability in teaching at the post¬secondary level in child development/early childhood education;
• Background and specialized training/expertise in areas such as child growth and development, early intervention/children with challenging behaviors, diversity/equity education;
• Experience advising students or staff on academic and/or career goals in the field of child development/early childhood education;
• Demonstrated familiarity with career ladder models for early care and education personnel;
• Experience working with students of various cultural and linguistic backgrounds;
• Recent experience working with African American, Latinx, Native American, and other racially minoritized students in the classroom and an understanding of how historical patterns of exclusion of these groups in higher education shape patterns of participation and outcomes;
• Willingness to examine and re-mediate 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;
• Knowledge of student success…