Learning Assistance or Learning Skills Coordinators or Instructors, and Tutoring Coordinators (Pool) San Mateo County Community College District

• 2.6 San Mateo, CA Job Details $83.09
• $103.

42 an hour 13 hours ago Benefits Retirement plan Qualifications Engaging lesson design (student motivation techniques) Cultural competency Working with students from diverse cultural backgrounds Working with students English language learner (ELL) student support Student assessment Full Job Description Learning Assistance or Learning Skills Coordinators or Instructors, and Tutoring Coordinators (Pool)

FLSA Status:

Exempt Salary Schedule:

Placement on the adjunct faculty salary schedule is based upon education and credited experience. Pending course assignment, initial placement may range as follows: Lab Courses (Salary Schedule AJ

• Laboratory Rate): $83.09
• 103.42 per hour; Special Rate Courses (Salary Schedule AJ
• Special Rate): $60.01
• 75.

10 per hour.

Months Per Year:

Semester assignments as needed

Mandated Reporter:

Yes Campus Security Authority:

No Duties and Responsibilities The duties below are representative of the duties of the classification and are not intended to cover all of the duties performed by the incumbent(s) of any particular position. The omission of specific statements of duties does not exclude them from the position if the scope of work is similar, related, or a logical assignment to this classification. Assist new, first-time students in making a successful transition to college life. Provide relevant information and engage students in exercises that will make academic requirements clearer and remove common obstacles that can delay students' progress.

Provide instruction on topics including:

knowledge of resources, study techniques, writing skills, critical thinking skills, motivation, and self-efficacy. Utilize teaching techniques that place a strong emphasis on group work and peer learning. Employment Standards (acquired through education, training, and/or experience)

Knowledge of:

Project-based learning Learning support and student development theories and relevant applications to learning development Community building and peer learning Various learning assessment tools and resources

Skills and Abilities:

Understanding of and commitment to teaching community college students Teach Learning Center courses Experience working with diverse students, including those with limited proficiency in English Use and develop teaching methods that emphasize cooperation and collaboration, and engage students Preparation for or experience in designing and preparing student success plans Demonstrate strength in interpersonal communication Organize and explain materials in ways appropriate to students with different abilities, levels of preparation, and cultural experiences Acceptance of the division's commitment to established academic standards

Job Requirements:

Any master's degree level or higher discipline in which learning assistance or tutoring is provided at the college where the coordinator is employed; OR a master's degree or higher in education, educational psychology, or instructional psychology, or other master's degree or higher with emphasis in adult learning theory (

NOTE:

Minimum qualifications do not apply to tutoring or learning assistance for which no apportionment is claimed.) 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.

Note:

If you believe your degree, academic background, or professional achievements are equivalent to the stated minimum qualifications, please complete the Application for Equivalence

• For Faculty Positions, an option during the application submission process.

The three means of demonstrating equivalency are as follows. Applicants may select more than one form of equivalency but must provide applicable evidence for each type: a) Degree Equivalence The employee or applicant possesses a degree(s) with similar content to those listed for the relevant discipline. The name of the degree is close to that specified on the Disciplines List but the degree either has a different title or area of expertise, or the coursework is slightly different. Equivalence is established through analysis of transcripts and coursework. b) Academic Background Equivalence Related to disciplines in which a Master's degree is not generally expected or available or where the degree is relatively specialized, the employee or applicant must have completed at least 24 semester units (or equivalent) of coursework in the academic field being applied for, and must possess at least the equivalent level of achievement and the equivalent in breadth, depth of understanding, and rigor in each of the following: a broad cultural education usually met by the general education requirements for any Bachelor's or Associate's degree, and a detailed study of the discipline in breadth, depth, and rigor, usually met by coursework required for the degree major. c) Professional Achievement Equivalence The employee or applicant must demonstrate equivalence to the general education requirements for any Bachelor's or Associate's degree, and show evidence of outstanding professional achievement and/or substantial training in the requested field. The employee or applicant must submit substantial evidence, which demonstrates that their preparation, teaching experience, work experience, publications, portfolios, speaking engagements, and ability are equivalent to those expected from a person who meets the minimum qualifications.

Additional Information:

Safety:

to promote a safe working and learning environment employees must report any unsafe working conditions or practices, as well as any near-miss incident to their supervisor. Position is designated as a Mandated Reporter under the Child Abuse and Neglect Reporting Act Position is a Responsible Employee under the Equity in Education Act and Title IX Work Demands The environmental, physical, and mental demands described here are representative of those that an employee must meet to successfully perform the essential functions of this class. Reasonable accommodations may be made to enable individuals with disabilities to perform these functions.

Environmental:

typical on-site office environment; in-person work expected with potential to participate in the District's telework program, as available. Frequent hearing and speaking to exchange information in person and online Comprehend speech at normal levels Upper limb dexterity to operate computers and peripheral equipment Vision sufficient for daily and frequent use of computers, databases, and written materials Sitting for extended periods of time Frequent bending at the waist Physical presence at on-site locations Communicate and interact with others Observe and interpret people and situations Learn and apply new information or skills Perform highly detailed work on multiple concurrent tasks Perform highly detailed work under changing priorities and deadlines on multiple concurrent tasks Work with frequent interruptions Self-regulate emotion and behavior

Benefits:

Academic employees participate in the State Teachers' Retirement System (STRS), a defined-benefit retirement plan through the State of California or they may choose to participate in the STRS Cash Balance program or Social Security.