Part-Time Foreign Language Instructor, Spanish Emphasis (Pool)

Duties And Responsibilities

• Teach courses offered in the Spanish 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 Spanish

The Spanish 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 Spanish, ranging from beginning to advanced level
• Commitment to staying abreast of the latest developments in Spanish 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
• Ensure consistent and appropriate monitoring of student progress
• 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 Spanish OR Bachelor's in Spanish 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.