Part-Time Foreign Language Instructor, Filipino (Tagalog) Emphasis (Pool)
Duties And Responsibilities
Teach courses offered in the Filipino curriculum
Assist in curriculum revisions and new course development
Consult with students during regularly scheduled office and lab hours
Maintain expertise in current practice and technologies
Serve as a member of division and college committees
Perform other professional duties as required by contract and general institutional needs
Knowledge Of Employment Standards
Successful techniques and methods in teaching developmental and college-transfer level courses in Filipino (Tagalog)
The Filipino language at the native-level
Foreign language education technology
Teaching methods that engage students actively in their learning and encourage them to become self-regulated learners
Skills And Abilities
Teach the full range of community college courses in Filipino, ranging from beginning to advanced level
Commitment to staying abreast of the latest developments in Filipino education
Reflect on and evaluate one's pedagogy and examine its effect critically
Organize and explain materials in ways appropriate to students' abilities and learning styles in developmental and transfer courses
Use instructional methods that emphasize cooperation and collaboration and that reflect cultural sensitivity and interdisciplinary approaches to subject matter
Motivate students to develop higher-order thinking skills
Commitment to the teaching profession, its goals and ideals, and enthusiasm for the mission of the community college
Desire to work collaboratively with other teachers to enhance instruction, curriculum, and student success
Job Requirements
Master's or higher in Filipino (Tagalog) OR Bachelor's in Filipino (Tagalog) AND Master's or higher in another language or linguistics OR the equivalent (see below)
Demonstrated cultural competence, sensitivity to, and understanding of the diverse academic, socioeconomic, ethnic, neurodivergent, and LGBTQIA+ backgrounds of community college students, faculty, and staff as these factors relate to the need for equity-minded practice both within and outside of the classroom.