Desirable Qualifications
Post-secondary experience teaching developmental and transfer-level English; Related work and professional experience; Demonstrated teaching ability; Willingness to teach on-line classes; Experience in computer assisted instruction and other instructional technologies; Knowledge and awareness of current theories and methodology for teaching writing; Knowledge of current assessment methods and materials; Experience working with a diverse student population; Ability to communicate effectively (oral and written) and maintain effective working relationships with students, faculty, staff and administration; Experience working with students of various cultural and socioeconomic backgrounds; Recent experience working with African American, Latinx, Native American, and other racially minoritized students in the classroom and an understanding of how historical patterns of exclusions of these groups in 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; Potential for contribution to institutional vitality and growth; and Knowledge of the community college and its mission and goals.

Minimum Qualifications
Master”s in English, literature, comparative literature, or composition; OR Bachelor”s in any of the above AND master”s in linguistic, TESL , speech, education with a specialization in reading, creative writing or journalism; OR A valid California Community College Credential; OR The equivalent education and/or experience ( requires an equivalency ). ( NOTE : If the degrees posted on your transcript(s) do not match EXACTLY as stated above, you MUST petition for equivalency. For example: If your qualifying degree is in creative writing and you DO NOT have a bachelor”s in English you will need to petition for equivalency.) All candidates must have evidence of responsiveness to and understanding of the diverse academic, socioeconomic, cultural, disability, gender identity, sexual orientation, and ethnic backgrounds of community college students, as these factors relate to the need for equity-minded practice within the classroom.