Instructor of Child Development, Full-Time Tenure Track - School of Language Arts and Education - Modesto Junior College 2024-2025

Modesto Junior College

Instructor of Child Development, Full-Time Tenure Track - School of Language Arts and Education - Modesto Junior College 2024-2025

Salary: Placement on the Yosemite Community College District salary schedule dependent upon education and experience. 2023-2024 Salary Schedule – $66,367 to $123,891 per year, plus an annual $2,789 stipend for an earned doctorate. New personnel limited to a maximum tenth step initial placement based on previous experience – maximum equals $103,027.

Closing Date: Monday, June 10th, 2024 at 11:59pm

To apply, submit your application and required documents on-line via our applicant system at: http://50.73.55.13/counter.php?id=283224

MINIMUM QUALIFICATIONS

Master’s in child development, early childhood education, human development, home economics/ family and consumer studies with a specialization in child development/early childhood education or educational psychology with a specialization in child development/early childhood educationOR Bachelor’s in any of the above AND Master’s in social work, educational supervision, elementary education, special education, psychology, bilingual/bicultural education, life management/ home economics, family life studies or family and consumer studies OR the equivalent

Determined by California State Chancellors Office. Click link below for discipline applicable Minimum Qualifications:

Minimum Qualifications for Faculty and Administrators in California Community Colleges (cccco.edu)

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

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.

Job Description Summary

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 Child Development

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

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

Supervising and mentoring students in child development labs and in off campus sites as necessary.

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.

Grant facilitating and writing.

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 teaching Child Development at the community college level

Current knowledge of trauma informed care, inclusive practices, and cultural competence/cultural humility theories.

Two years’ experience working with community college students.

Four years’ experience working with young children, which may include inclusive infant and toddler, preschool, Head Start, and state-funded programs.

Experience in supervising adults in a classroom setting.

Background and specialized training/expertise in areas such as Infant and Toddler, Curriculum Development, Observation and Assessment, Lab Practicum, Children with Unique Needs, Diversity in Education.

Expertise or experience with State Department of Human Services licensing regulations; state, local and federal categorical grant programs; childcare food programs; health and safety regulations; preparation of applications for child care funding; early child career education program management; NAEYC accreditation; PITC; and recruitment and supervision of staff.

Evidence of the ability to incorporate a variety of teaching methods.

Ability to advise new and continuing students through the application process for child development permits.

Bilingual.

Experience with the development and oversight of community-based childcare programs.

Knowledge and awareness of State and federal ECE and K-12 initiatives.

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

Competent in new pedagogies, such as understanding of the affective domain; 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 students who have been disproportionately impacted 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 anti-racism practices and remediate one’s instructional, relational, and classroom practices to more effectively engage and support students who have been racially minoritized;

Experience and skill with addressing issues of equity in the classroom;

Experience and expertise in culturally responsive teaching in Child Development, especially as it relates to the relevancy of diversity in 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

DESIRABLE CHARACTERISTICS

Model NAEYC best practices, including respectful relationships, child-first language, philosophy of inclusion, and professional ethics.

Ability to develop curriculum or services that stress innovation and improve student equity.

Willingness to work closely with laboratory school staff.

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.