Part-Time Instructor of Non-Credit English as a Second Language (ESL) - School of Language Arts and Education - Modesto Junior College

About the role

Modesto Junior College (MJC) is seeking a part-time faculty member in the English as a Second Language department. The ideal candidate will share MJC’s commitment to educating its racially and socio-economically diverse student population. MJC currently serves about 24,000 students annually, the majority of whom are from racially minoritized populations, with the following breakdown: 53.5% Hispanic, 35.1% White, 4.9% Asian, 3.4% African-American/Black, 1.4% Filipino, 0.5% Native American, 1.1% Pacific Islander, 0.2% Multi-racial/Other. MJC is a designated Hispanic-Serving Institution, reflecting the great responsibility that the college has to the educational attainment and economic well-being of the surrounding community. The successful candidate will join a college already fully engaged in exploring new wrap-around student support services and innovative pedagogical techniques to improve equity and overall student success. The successful candidate will join an English as a Second Language program that continues to create curriculum responsive to student needs, increasing student completion through the implementation of strategies geared to increase student equity.

Minimum Qualifications

• Bachelor’s degree in teaching English as a second language, or teaching English to speakers of other languages
• OR Bachelor’s degree in education, English, linguistics, applied linguistics, any foreign language, composition, bilingual/bicultural studies, reading, or speech; and a certificate in teaching English as a second language, which may be completed concurrently during the first year of employment as a noncredit instructor
• OR Bachelor’s degree with any of the majors specified above; and one year of experience teaching English as a second language in an accredited institution; and a certificate in teaching English as a second language, which may be completed concurrently during the first two years of employment as a noncredit instructor
• OR Possession of a full-time, clear California Designated Subjects Adult Education Teaching Credential authorizing instruction in English as a second language

The District has adopted an equivalency procedure that enables consideration of applications by individuals who may not directly meet the qualifications listed above.

Qualifications

• 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

Desirable Characteristics

• 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
• 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

Preferred Qualifications

• Education and/or experience in teaching adult education English Language courses, preferably at the community college level
• Current understanding of assessment processes for improving student success at the course, program, and degree level
• Teach English language life and work skills competencies for beginning through intermediate English for Life and Work courses; preparation of materials; grading student work; maintaining an effective classroom environment and workspace
• Some teaching assignments may take place in area communities
• Competent in new pedagogies, such as English Language, 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 Adult Education, especially as it relates to the relevancy of 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

Responsibilities

• Teaching lower division college courses in Non-credit English Language
• 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
• 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
• Participating in professional development activities to fulfill mandatory FLEX requirements
• 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

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