Fire Instructor (Part-Time Faculty Pool) First Responders Center

About the role

The Fire Technology Instructor will provide instruction in Fire Technology in a variety of instructional settings and times, including evening and/or weekends, on-line or off-campus and large group instruction classes as needed.

Responsibilities

• Provide academic instruction to students through lecture, lab, or performance courses;
• Assess and develop cognitive abilities, communication skills, and higher order thinking skills among students through appropriate assignments and activities in one-on-one, classroom, and distance mediated instructional settings;
• Advising and instructing students regarding programs of study, other institutions of higher education, lifelong learning resources, and effective study skills;
• Assessing student learning outcomes to improve student learning;
• Referring students to support services, programs, resources, and other professionals as appropriate;
• Observing and evaluating student performance in meeting course objectives and student learning outcomes through assignments, projects, discussions, and examinations;
• Providing feedback in a timely manner to student inquiries in class, online, or during established consultation office hours;
• Planning and organizing instruction according to approved course outlines and student learning outcomes to maximize student learning in alignment with department, college, and district goals;
• Implementing the student performance objectives as listed on the official course outline of record;
• Maintaining current, accurate records of course enrollment, attendance, student academic progress, course curriculum, and student learning outcomes;
• Preparing and submitting data and reports related to course and student progress in a timely manner;
• Maintaining standards of professional conduct and ethics appropriate to the professional position and currency in teaching fire technology;
• Communicating effectively with students and staff and maintaining effective working relationships;
• Evaluating and selecting instructional materials such as textbooks, manuals, software, and tools in collaboration, as appropriate, with discipline faculty;
• Ordering instructional materials according to campus bookstore procedure to ensure timely delivery;
• Revising and updating course content and materials of-instruction in accordance with new theory, application, and industry developments within the discipline or area of specialization;
• Evaluating student progress through tests and examinations, written assignments, oral responses, etc. in keeping with course objectives;
• Providing course syllabi to students;
• Updating syllabi;
• Collaborating with discipline faculty on a regular basis to assess and revise measurable student performance indicators for each course in curriculum and program development;
• Providing input into the development of student learning outcomes;
• Using a variety of pedagogies and integrating a wide range of instructional delivery systems including innovative and creative uses of technology for face-to-face, on-line, and/or hybrid formats;
• Using effective teaching methods appropriate to the subject matter, adherence to institutionally approved curriculum course outlines of record;
• Maintaining classroom records in accordance with District Policy;
• Turning in all required student grading and evaluation reports in a timely manner;
• Teaching assignments in a variety of instructional settings and times, including classes as needed;
• Communicating effectively with students, faculty and staff;
• Participating in articulation and matriculation related activities;
• Otherwise fulfilling all of the duties and responsibilities of instructors as required by Administrative Regulation 7122;
• And other duties as assigned.

Requirements

• Bachelor’s degree and two (2) years of full-time equivalent professional experience;
• State Fire Training (SFT) / International Fire Service Accreditation Congress (IFSAC) / Pro Board Fire Instructor one (1); or Fire and Emergency Services Instructor one (1); or National Association of Emergency Medical Services Educators Instructor one (1) certifications;
• A valid California Community College Credential;
• State Fire Training (SFT)/International Fire Service Accreditation Congress (IFSAC)/Pro Board Fire Instructor one (1); or Fire and Emergency Services Instructor one (1); or National Association of Emergency Medical Services Educators Instructor one (1) certifications;
• The equivalent education and/or experience (requires an equivalency).

Qualifications

• Response to and understanding of the diverse academic, socioeconomic, cultural, disability, gender identity, sexual orientation, and ethnic backgrounds of community college students, as these factors relate to the need for equity-minded practice within the classroom;
• Related work and professional experience;
• Office of State Fire Marshalls (OSFM) Skills Evaluator or Lead Evaluator qualification;
• On-line teaching certification through Fresno City College;
• Demonstrated ability to work with computers, and other technologies, which are utilized in providing high-quality instruction and support to students;
• Demonstrated ability and desire to work collaboratively with faculty and staff to enhance instruction, curriculum, student learning support and student success;
• Demonstrated ability to communicate effectively (oral and written) and maintain effective working relationships with students, faculty, staff, and administration;
• Experience working with students of various cultural, gender, age, socioeconomic, and ethnic backgrounds, students with disabilities;
• Experience working with traditionally underrepresented student populations, such as students of color and foster youth, and the ability to support students across sociocultural and socioeconomic diversities;
• Experience and skill incorporating elements of diversity, equity, and inclusion into all areas of responsibility;
• Experience in facilitating multicultural and cross-cultural communication with sensitivity to and an understanding of the diverse academic, socioeconomic, cultural, gender, and ethnic backgrounds of community college students;
• Experience with, and sensitivity to, under-prepared and high-need students at the community college;
• Recent experience working with African American, Latinx, Native American and other racially minoritized students in the classroom and an understanding of how historical patterns of exclusions of these groups in 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;
• Knowledge of current assessment methods and materials;
• Knowledge of the community college and its mission and goals.