English Instructor Tenure Track Madera Community College

English Instructor (Full-Time, Tenure Track) Madera Community College

This is a full-time, tenure-track position. The District may fill more than one position from this pool.

• Posting Number: AA
• Title:
  
  English Instructor (Full-Time, Tenure Track) Madera Community College
• Campus
  
  Location:
  
  Madera Community College
• Start Date:
  
  08/05/2026

At Madera Community College we value the ability to serve students from a broad range of cultural heritages, socioeconomic backgrounds, genders, abilities and orientations. We prioritize applicants who demonstrate they understand the benefits a diverse student population brings to a community college. The successful candidate will be an equity-minded leader committed to student success achieved through collaboration with faculty, classified staff, administration, students and community partners who are also dedicated to closing equity gaps.

An equity-minded individual is a person who:

• Understands the importance of holding ourselves accountable as educators for closing equity gaps and engaging in equitable practices;
• Reframes inequities as a problem of practice and views the elimination of inequities as an individual and collective responsibility;
• Encourages positive race-consciousness and embraces human difference;
• Supports institutional practices that both develop and sustain culturally responsive teaching and learning environments;
• Strategically builds support for and participation in equity-related initiatives across both our internal and external communities.

Madera Community College seeks leaders who value placing the student at the center of everything we do, mentorship and working in a collegial, collaborative environment. Leaders should be open and willing to participate in culturally relevant professional development that will help them prepare for the population of students who attend Madera Community College.

Providing instruction in English on the Madera Community College campus and/or at off‑site community campus locations, the instructor will be responsible for:

• Teaching a full schedule of English composition and English composition support courses as needed;
• Implementing appropriate practices to develop writing skills at all levels;
• Serving on and attending department, college, and district committees, as needed;
• Participating in program review, student learning outcome development, and assessment to improve student learning;
• Teaching assignments in a variety of instructional settings and times, including evening and/or weekends, on‑line or off‑campus, as needed; this may include off‑campus instruction at local high schools for dual enrollment;
• Otherwise fulfilling all of the duties and responsibilities of instructors as required by Administrative Regulation 7122;
• Other duties as assigned.

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 practice within the classroom.

• Master’s in English, literature, comparative literature, or composition;
• Bachelor’s in any of the above and Master’s in linguistics, TESL, speech, education with a specialization in reading, creative writing or journalism;
• A valid California Community College Credential;
• The equivalent education and/or experience (requires an equivalency).

Note: If the degrees posted on your transcript(s) do not match exactly as stated above, you must petition for equivalency. For example:
If your qualifying degree is in creative writing and you do not have a bachelor’s in English, you will need to petition for equivalency.

• Experience and skill incorporating elements of diversity, equity, and inclusion into all areas of responsibility;
• Recent experience working with African American, Asian/Pacific Islander, 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 participation…