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PT Instructor, Japanese Pool

Job Description

Chabot College

Hayward, CA

PT Instructor, Japanese Pool

Salary: To Be Determined Based on PT Faculty Salary Schedule

Start Date: Spring 2023
Closing Date: Open Until Filled, First Review Date – October 2022
Location: Chabot College, 25555 Hesperian Blvd., Hayward, CA 94545

The Chabot-Las Positas Community College District is seeking a Part-Time Instructor, Japanese. We offer first and second-year Japanese. Our courses integrate listening, speaking, reading, composition, and culture. The immersion approach to second-language learning is the desired approach for our world-language courses.

We currently have two full-time instructors in Spanish and one in French, as well as 10 part-time instructors (Chinese, French, Japanese, and Spanish). Our World Languages program is in the Language Arts Division.

Please feel free to visit our division website at:

Duties and Responsibilities:

  1. Teach Japanese 1A (Beginning Japanese), Japanese 1B (Elementary Japanese), Japanese 2A (Intermediate Japanese) and Japanese 2B (Advanced Japanese).
  2. Participate in Japanese curriculum development in coordination with the World Language department when necessary.
  3. Assess, develop and review Student Learning Outcomes (SLOs) and Program Learning Outcomes (PLOs) when necessary.

Minimum Qualifications:

Master’s in the language being taught OR Bachelor’s in the language being taught AND Master’s in another language or linguistics OR the equivalent.

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

Applicants applying under the “Equivalent” provision must provide details that explain at time of application how their academic preparation is the equivalent of the degree listed above.

Desirable Qualifications

  1. Effective usage of sole target language in the classroom
  2. Familiarity with American Council of Teaching Foreign Language’s 5 C’s and other current strategies for effective world language teaching
  3. Living and/or travel experience in Japan
  4. Enthusiastic approach to working collaboratively with students, faculty and staff
  5. Recent linguistic training in Japanese
  6. Experience in Distance Education
  7. Experience in developing curriculum
  8. Experience in working with the community

Physical Demands and Working Environment

Individuals with disabilities who are unable to carry out the physical activities of the position will receive reasonable accommodations to enable them to perform the essential functions of the positions.

Notification to Applicants

The Chabot-Las Positas Community College District reserves the right to close or not fill any advertised position.

TO APPLY, please send the following application materials to the contact listed below:


Cover Letter




Transcripts (Un-officials accepted for application purposes).


Supplemental Questionnaire: Discuss some particular challenges you faced in teaching Japanese on-campus, hybrid and/or online and how you adapted your teaching to it. Please limit your discussion to 250 words.

If you are invited to an interview, you will be asked to bring a completed CLPCCD district adjunct faculty employment application – (which may be found on our website at: and to give a brief teaching demonstration.

Contact Name: Sienna Dalton


Phone: 510 723-6804

Department: Language Arts Division

Special Instructions to Applicants: The Board of Trustees has implemented a vaccine mandate for all employees. Accordingly, finalist(s) must comply with the vaccine mandate prior to being forwarded to the Board of Trustees for approval. See vaccine mandate information at

It is the policy of this District to provide equal opportunity in all areas of employment practices and to assure that there shall be no discrimination against any person on the basis of sex, ancestry, age, marital status, race, religious creed, mental disability, medical condition (including HIV and AIDS), color, national origin, physical disability, family or sexual preference status and other similar factors in compliance with Title IX, Sections 503 and 504 of the Rehabilitation Act, other federal and state non-discrimination regulations, and its own statements of philosophy of objectives. The District encourages the filing of applications by both sexes, ethnic minorities, and the disabled.

The Chabot College Community Equity Statement

Chabot College is committed to educational equity in its academic programs and college services so that students may achieve their personal, educational, and career goals. Our equity work today builds upon a strong history: the Puente and Umoja programs were first created at Chabot College, and have since been replicated across the state. These programs have paved the way for a series of additional educational and student support programs intentionally focused on equity that thrive at Chabot College today. Chabot College is located in Hayward, California, the third most diverse city in the United States. We serve a highly diverse student population and are proud to be designated as a Hispanic Serving Institution. Information about the demographics of our campus community can be found here. Serving our diverse community requires a culturally-responsive approach that recognizes the myriad strengths and assets that our students bring to the campus community. We do so by promoting a classroom and co-curricular learning environment that is inclusive, collaborative, engaging, and challenging, and where respect, dignity, and integrity are core values. We see students as producers of knowledge, not just consumers of knowledge. We work to reframe inequities as a problem of practice, and view the elimination of inequities as an individual and institutional responsibility.

Joining Our College Community

We seek equity-minded applicants who demonstrate they understand the benefits diversity brings to an educational community. We look for applicants who:

  1. Value and intentionally promote diversity and consciousness of difference
  2. Demonstrate cultural humility and an ongoing desire to improve cultural competence
  3. Are dedicated to addressing issues of social justice
  4. Accept their shared role and responsibility in addressing opportunity and achievement gaps experienced by students
  5. Have experience and success in closing student equity gaps and engaging in equitable practices, or are knowledgeable and enthusiastic about implementing practices that achieve these goals
  6. Actively seek to identify, disrupt, and remove institutional and/or systemic barriers that adversely impact historically marginalized communities
  7. Empower the underrepresented and underserved
  8. Foster students’ potential to become global citizens and socially responsible leaders
  9. Believe that all people have the right to an education and work environment free from fear, harassment, or discrimination

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