Part-Time Instructors- PK-Credential; ECE​/Child Development Background ; AY

Position Overview

Position title: Part‑Time Instructor, PK‑3

Salary range: An estimated range for this position is $1,250 - $5,000 with compensation determined based on number of units per course.

Anticipated start: August 2026 through July 2027

Position duration: Beginning August 2026 through July 2027

Open date: May 25, 2026

Next review date: Monday, Jun 8, 2026 at 11:59pm (Pacific Time). Apply by this date to ensure full consideration by the committee.

Final date: Tuesday, May 25, 2027 at 11:59pm (Pacific Time). Applications will continue to be accepted until this date, but those received after the review date will only be considered if the position has not yet been filled.

The Teacher Preparation Program (TPP) at PACE (Professional and Continuing Education) invites applications for part‑time PK‑3 Instructors to teach in the Preliminary PK‑3 Early Childhood Education (ECE) Specialist Instruction Credential Program. Instructors will facilitate coursework in a hybrid format, including online synchronous instruction via Zoom and in‑person classes held in the San Joaquin Valley region.

PK‑3 Instructors prepare future early childhood educators to implement developmentally appropriate, inclusive, and culturally responsive instruction for children in preschool through grade three. Instruction will be aligned with the California Commission on Teacher Credentialing (CTC) PK‑3 ECE Teaching Performance Expectations (TPEs) and program standards.

Potential courses expected to teach:

• X320– Foundations of Education for PK‑3 (3 units)
• X321– Education and the Inclusive Classroom (2 units)
• X322– Child Development and Learning:
  Concepts through PK‑3 (2 units)
• X323– Health and Wellness:
  Education the Whole Child (2 units)
• X332– Equity, Inclusion, and Diversity (2 units)
• X331– STEAM in the P‑TK Classroom (3 units)

• Master's degree in Early Childhood Education, Child Development, or related field.
• Minimum of five (5) years of PK‑3 classroom teaching experience in a public or private setting.
• Experience in teacher education or adult learning.
• Familiarity with the California Teaching Performance Assessment (TPA) and PK‑3 credentialing requirements.
• Current knowledge of the content relevant to early childhood and PK‑3 teaching.
• Knowledge of the current context of public schooling, including California’s adopted P‑12 content standards, frameworks, and accountability systems.
• Knowledge of diversity in society, including diverse abilities, culture, language, ethnicity, and gender orientation.
• Demonstration of effective professional practices in teaching and learning, scholarship, and service.
• Demonstrated knowledge of California’s Preschool Learning Foundations, CA ELA/ELD and Math Frameworks, and culturally responsive pedagogy.
• Ability to support teacher candidates in developing an educational philosophy that fosters equitable and inclusive learning environments.
• Knowledge of California content standards (relevant to Teacher Preparation courses).
• Knowledge of the California Teaching Performance Expectations (TPEs).
• Knowledge of the California Standards of the Teaching Profession (CSTPs).
• Knowledge of current educational theory and practice.
• Demonstrated experience using effective support strategies for English learners and students with diverse learning needs.
• Experience with online instruction, including use of learning management systems and Zoom.

• A valid California Clear Credential with English Learner Authorization or CLAD (A terminal degree—e.g., Ph.D., Ed.D., or J.D. may be substituted for the credential).
• An active CTC‑issued Child Development permit at a Site Supervisor level or higher.
• Eight (8) or more years of experience in teaching, leadership, or clinical practice within TK‑12 educational settings.
• Original research or scholarly work in the relevant content area.
• Experience serving as an Academic Coach or Teacher on Special Assignment (TOSA) in the appropriate content area.
• Demonstrated pedagogical expertise, strong content knowledge, and effective communication skills.
• Understanding and appreciation of the cultural and linguistic diversity of students in…