Part-Time Instructor of Family - School of Language Arts and Education - Modesto Junior

Part-Time Instructor of Family Life - School of Language Arts and Education - Modesto Junior College

Location:

Modesto Junior College

Salary Range:
Hourly Range: $78.15 to $124.94
Doctorate Range: $92.09 to $128.22

Benefits: Not Eligible for Benefits (with exception of Workers’ Compensation coverage).

Scope Of Assignment: The successful candidate will join a Family Life program that continues to create curriculum responsive to student needs, increasing student completion through the implementation of strategies geared to increase student equity.

Minimum Qualifications: Master’s in family and consumer studies, life management/home economics or home economics education OR Bachelor’s in any of the above AND Master’s in child development, early childhood education, human development, gerontology, fashion, clothing and textiles, housing/interior design, foods/ nutrition or dietetics and food administration OR the equivalent. Demonstrated ability to effectively work with persons of diverse socioeconomic, cultural, disability, and ethnic backgrounds.

Qualifications: The District has adopted an equivalency procedure that enables consideration of applications by individuals who may not directly meet the qualifications listed above. Knowledge of and ability to appraise the diverse backgrounds of community college students. Sensitivity to the needs, problems and challenges associated with the diversity of the community college student population.

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.

Reasonable accommodation may be made to enable individuals with disabilities to perform the essential functions of the position.

Desirable

Qualifications:

• 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.

Preferred Qualifications:

• Education in teaching Family Life courses at the community college level.
• Current understanding of assessment processes for improving student success at the course, program, and degree level.
• Teach Family Life competencies for college level Family Life courses; preparation of materials; grading student work; maintaining an effective classroom environment and workspace. Some teaching assignments may take place in area communities.
• Competent in new pedagogies, such as Family Life, 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…