Full-time, Tenure Track (177 Day 10 Month)

Representative Duties

The full-time college instructor is responsible for effective performance in the following areas:
A. General Scope of Responsibilities

• Excellence in teaching and instruction.
• Maintenance of professional growth and academic currency.
• Carrying out of area, departmental and/or program responsibilities.
• Contribution to the College as a whole in the form of College-wide service.
• Development and assessment of student learning outcomes.

• Instructor plans for and is continually well prepared to teach.
• Instructor provides organized delivery of instruction.
• Instructor communicates respectfully to students and encourages contact.
• Instruction is consistent with the stated and approved outcomes of the course.
• Instruction is relevant to the course.
• Instructor shows interest in the subject matter and student learning.
• Instructor uses strategies designed to foster student engagement with the content.
• Instructor uses standards of student evaluation that are clear, fair and followed consistently.
• Instructor requires and evaluates levels of student effort sufficient to develop mastery of the subject or skills in the course.
• Instructor grades and returns student work, assignments and tests in a reasonable period of time.
• Instructor makes effective use of teaching aids, instructional methods and materials required of students (e.g., texts, manuals, etc.).
• Instructor is an effective teacher.
• Instructor prepares complete and timely course syllabi.
• Instructor continually evaluates, updates and revises course content and instructional methods and materials.
• Instructor coordinates course contents and instructional methods with other teachers in the program/discipline.
• Instructor meets and assists students during office hours, by appointment or at other reasonable times.
• Instructor initiates and carries through with improvements to course contents and classroom teaching methods.

• Instructor demonstrates examples of activities which show a pattern of academic, professional, and/or technical updating or currency.

• Instructor is knowledgeable about and abides by College, Area and Department policies and procedures.
• Instructor meets deadlines and time targets including deadlines for reports, grades and paperwork.
• Instructor orders instructional materials, equipment and textbooks with sufficient lead times.
• Instructor assists Chair in evaluating and revising course schedules.
• Instructor collaborates to determine equitable course assignments.
• Instructor provides assistance to other full-time, part-time and/or new instructors.
• Instructor participates in departmental plans and activities with others.
• Instructor helps develop departmental budgets.
• Instructor monitors expenditures to keep within authorized budget spending appropriations.
• Instructor exercises good judgment in the use of and/or management of facilities, equipment and supplies.
• Instructor regularly attends assigned meetings.
• Instructor is punctual to assigned meetings.
• Instructor works collegially with faculty peers, classified staff and administration.
• Instructor performs their fair share of outside-of-class departmental duties and responsibilities, including contributing to unit plan and program review processes.
• Instructor initiates and/or participates in overall department-wide program development and curriculum improvements, maintenance, evaluation, revision and/or expansion.

• Serve on College committees.
• Serves on College committees and project teams.
• Serves as a sponsor to student clubs and organizations.
• Participates in faculty/college governance.
• Participates on special project teams or ad hoc committees.

• Each faculty member will prepare a Self-Reflection statement using the approved format as described in Appendix G2 V. This statement is intended to foster a conversation among colleagues that reflects on how faculty can individually and collectively work to improve student outcomes for historically under-represented and disproportionately impacted populations. The self-reflection statement should be used to help advance individual professional development and institutional dialogue on change.

Qualifications/Requirements

MINIMUM QUALIFICATIONS:

• Masters in African American Studies, Black Studies, Africana Studies, Latino Studies, La Raza Studies, Chicana/o Studies, Asian American Studies, Native American Studies, or American Indian Studies; OR
• Masters in Ethnic Studies; OR
• Possession of a current California Community College Credential that permits full-time service as an instructor in the applicable discipline; OR
• (Applicants wishing to be considered for employment under District equivalency standards must submit a detailed statement explaining how you possess the equivalent to the minimum qualifications discussed above.)

• Demonstrated understanding of and responsiveness to the diverse academic, socioeconomic, cultural, disability, gender identity, sexual orientation, and ethnic backgrounds that characterize community college students in a manner specific to the position.

• Experience teaching courses in Ethnic Studies areas (African American Studies, Chicana/o/x Studies, Native American Studies, and Asian American Studies in the United States) in a way that bridges scholarship with present-day social justice and community activism.
• Pedagogy that is rooted in student-centered, active and participatory learning.
• Experience mentoring underrepresented students, such as actively advising a student club.
• Experience implementing equity-minded and liberatory instructional strategies that contribute to the success of students of diverse backgrounds, levels of academic preparation, educational and career goals.
• Experience designing curriculum and developing and assessing Student Learning Outcomes.
• Experience working collaboratively with colleagues in department, division, and college committees, and participating in the shared governance of the college.
• Ability to communicate effectively utilizing verbal, written, and on-line communication skills.
• Experience using a variety of emerging technologies, including training and/or certification in online instruction, and a willingness to stay current with new technologies.
• Experience promoting anti-racism, equity, and inclusion across the curriculum, classroom, and campus community.
• Experience with innovative, creative teaching methodologies focused on developing student agency.

Supplemental Information