Modesto Junior College

Instructor of Elementary Teacher Education/Coordinator, Full-Time 1 year Temporary - School of Language Arts and Education

Salary: $69,893 to $130,472 per year or $82,359 to $133,410 with an earned doctorate

Closing Date: 06/26/2025

To apply, submit your application and required documents on-line via our applicant system at: http://50.73.55.13/counter.php?id=303956

MINIMUM QUALIFICATIONS

• Master’s in Education OR the equivalent. Determined by California State Chancellor’s Office.

The District has adopted an equivalency procedure that enables consideration of applications by individuals who may not directly meet the qualifications listed above. For more information on equivalency, you may access the link below:

https://www.yosemite.edu/recruitment/equivalency_policy_and_procedures

It is the applicant’s responsibility to provide proof of equivalency.

• Knowledge of and ability to appraise the diverse academic, socioeconomic, cultural and ethnic backgrounds of community college students. Sensitivity to the needs, problems and challenges associated with the diversity of the community college student population.

GENERAL JOB DUTIES AND RESPONSIBILITIES

All full-time faculty are expected to participate actively in their disciplines, department activities, and the general intellectual life and governance of the college. Part of the teaching assignment may be online, in the evening, and/or on Saturdays. Duties and responsibilities include but are not limited to:

• Teaching lower division college courses in Education

• Coordinate programmatic aspects such as recruitment, assist students find placement for education hours, working with other faculty to contextualized courses, etc.

• Serve as the advisory for a student club and activities including field trips, conferences, etc.

• Develop STEM, Language Arts, and Especial Education pathways for Elementary Teacher Education students

• Advancing equitable student learning through dedicated, exemplary instruction in accordance with established course outlines.

• Informing students of course requirements, evaluation procedures and attendance requirements.

• Preparing and grading class assignments and examinations and informing students of their academic progress.

• Maintaining attendance, scholastic, and other records and submitting them according to published policies and deadlines.

• Attending department, division, and college-wide meetings on a regular basis.

• Posting and holding sufficient and regular office hours in accordance with prevailing policy.

• Developing, implementing, and assessing student-learning outcomes for courses and programs and using the results for improvement.

• Engaging in data inquiry and self-assessment to develop strategies for student success, persistence, and equity.

• Collaborating in the development and revision of curriculum and in program review.

• Engaging in department program improvement initiatives.

• Participating in professional development activities, both departmental and college-wide, especially connected to closing disproportionate impact gaps and improving completion goals.

• Maintaining current knowledge in the subject matter area and effective teaching/learning strategies to meet the needs of all learning styles.

• Maintaining appropriate standards of professional conduct and ethics.

• Engaging in the college’s participatory governance processes.

• Perform other duties as assigned.

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.

PREFERRED QUALIFICATIONS

• Education and/or experience in teaching Education courses or Counseling students at the community college or the elementary school level.

• Current knowledge of Education practices in the State of California and the transfer process to CSUs, UCs, or private universities.

• Experience developing educational programs that include but are not limited to student field trips, conferences, and contextualized learning and pathways to completion

• Current understanding of assessment processes for improving student success at the course, program, and degree level.

• Competent in new pedagogies, such as contextualized and accelerated learning, supplemental instruction, on-line or hybrid teaching, 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 classroom;

• Experience and expertise in culturally responsive teaching in Education or Counseling, especially as it relates to the teaching profession and students’ lives, interests, and communities;

• Demonstrated ability to address equity gaps within coursework and the classroom;

• Demonstrated knowledge of the Hispanic-Serving designation for institutional, departmental, and instructional practices.

DESIRABLE CHARACTERISTICS

• Experience in the K-12 system and the college-university transfer process

• 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.

• Capable of instructing using teaching methods that accommodate various student-learning styles.

• 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.