Las Positas College Adjunct Faculty Hiring Workshop Everything

Las Positas College Adjunct Faculty Hiring Workshop Everything You Need to Know to Secure a Tenure-Track Position Saturday, November 1, 2014 1: 00 PM – 3: 00 PM Room 2420

Las Positas College Adjunct Faculty Hiring Workshop Presented by Howard Blumenfeld (Math Faculty) Ernie Jones (Psychology Faculty) Dr. Karin Spirn (English Faculty) Dr. Richard Grow (Chemistry Faculty) Gregory Daubenmire (Math Faculty) Heike Gecox (Counseling Faculty) Debbie Fields (CIS Faculty/FA Rep) Dr. Lisa Everett (Academic Dean)

Topics & Presenters Full-time vs. Adjunct Teaching Ø Ø Ø Preparing your application The right resumé & cover letter Ø Ø The teaching demonstration Ø Ø The first interview The second interview Open panel and Q&A session

Hold your Questions Ø Please save your questions until the end of the presentation. We will have a question and answer panel as soon as the presentation is over. Ø Currently at LPC there are seven positions which will be announced for Fall 2015 hire (3 non-tenure track one year only counseling positions, men’s basketball coach/kinesiology, physics, music/piano) Ø More positions than those mentioned above may become available. Stay tuned.

Full-Time vs. Adjunct Teaching Ø Annual Teaching Load Full Time Faculty = 30 units Range of Courses Ability and willingness to teach full range of classes within discipline as well as evening and weekends. Ø Scheduling Participate in department course scheduling. Select classes ahead of adjunct faculty. Ø Develop curriculum Participate in department textbook selections

Full-Time vs. Adjunct Teaching Ø Meetings Attend and participate in department, division, campus-wide meetings (e. g. , convocation, division day, mandatory flex days, and graduation) and various committees. Ø Ø Ø Department Chair/Coordinator positions

Full-Time vs. Adjunct Teaching Ø Participate in professional development activities Ø “Reassigned time. ” Ø such as seminars, conferences, and workshops. A portion of your annual teaching load may be replaced by reassigned time Student Learning Outcomes Write, assess, and close the loop on SLOs. Ø Program review Ø Faculty Evaluations and annual program review updates for department Evaluate adjunct and full-time faculty

Organizational Chart

Getting Tenure Ø Professional review Written each year during first four probationary years. Ø Level 1 tenure-evaluation committee Meets and conducts classroom visits and student evaluations. Consists of one faculty from discipline, one from division, and division dean. Ø Supervisory review Supervisor (Dean) provides a written review of candidate during first four probationary years. Ø Level 2 tenure-evaluation committee Confirms work of Level 1 committee. Consists of discipline/division faculty and the VP of Academic Services.

Ongoing Triennial Evaluations Ø Tenured Faculty Evaluation Once every three years, tenured faculty undergo a faculty-led evaluation process involving: Ø Writing a professional review Ø Classroom visits and student evaluations Ø Supervisory review from Dean

Committee Assignments Ø Academic Senate Ø Health and Safety Ø Curriculum Ø Program Review Ø Resource Allocation Ø Student Learning Outcomes Ø Technology Ø Hiring Prioritization Ø Distance Education Ø Facilities Ø Basic Skills Ø Bookstore Ø Scholarship

Other Professional Duties Ø Club Advisor Ø Committee Chair Ø Major fair, transfer day, club day, high school nights, honors workshops Ø Scholarship review committees Ø Hiring committees Ø Giving talks at conferences or on campus Ø Serving on the Faculty Association

Finding the right college to apply to Ø Ø Most colleges list their available openings on their district website. Applications are typically done entirely online. Some other good places to look include Higher. Ed Jobs, Chronicle of Higher Education, CCC Registry, and CATESOL. Ø Submit complete applications Make sure you have turned in everything they asked for and met minimum qualifications or your application will automatically be withdrawn from the pool. Make sure you submit applications on time.

Meeting Qualifications Ø Must meet minimum qualifications for position (set by state) Ø CCC Minimum Qualifications (State Standards) Ø Desired Qualifications (set by hiring committee) Ø Address how you meet minimum and desired qualifications in personal qualifications statement and cover letter

Supplemental Questions Ø Are typically content and subject specific. Ø Take time to answer these questions carefully and completely. Use specific examples from your teaching and professional experience. Ø Make sure you double check your spelling and grammar prior to submitting.

Transcripts Ø Ø Unofficial transcripts are usually fine, and can be obtained from your institution’s website. Contact your undergraduate and graduate institutions and order official transcripts, as it can take several weeks to receive these. H. R. will need these to officially verify your educational background if hired.

Letters of Recommendation & References Ø Ø Ø Have a few general letters on file just in case you are asked for them. Some colleges require as many as three letters. Make sure you only list references who are easy to get a hold of and who know your experience and qualifications well. Keep in mind that the first level hiring committee does not see the letters of recommendation, nor any unsolicited material.

Faculty Contracts Ø Find out about the Faculty Union representing your contract and tenured faculty. Ø Here is a copy of the CLPCCD Faculty Contract Ø Find out about health benefits Ø Contract and tenured faculty in California are members of the CALSTRS retirement system.

Salary Schedules Ø Ø The Human Resources section on the district website can usually provide you with an academic salary schedule, although actual placement cannot be determined until after being hired. In general, placement on the salary schedule is dependent on numerous factors, including number of graduate units beyond those required for a MA degree, whether or not the candidate has a Ph. D. , and relevant teaching or industry experience.

Interviews Ø Ø Most colleges require two interviews, so be prepared to travel at least twice in the event you secure both interviews. First Level Interview First level interview committee typically consists of four or five full time faculty and the division dean. This committee will typically select about 3 finalists. Ø Second Level Interview Finalists are typically interviewed by the college president, division dean, and a member of the first level interview committee.

Other Information Ø Confidentiality during the hiring process is paramount. Do not question committee members or anyone else about the position or your application. All questions and concerns should be directed to Human Resources.

Other Information Ø Apply to as many colleges as you can. Ø Experience counts. Ø Have backup plans in place. Ø Use a checklist to make sure you submit a complete application.

CVs and Cover Letters

CVs and Cover Letters n n The paperwork for your application (cover letter, CV, application, and any other requested materials such as supplemental question responses or statement of qualifications) will be used to screen applicants and decide whom to interview. Your paperwork must explain how you meet all of the minimum and desirable qualifications for the position.

What to Emphasize n n n Community college teaching experience Other teaching experience Courses you have taught Variety of levels and topics The ways you meet the minimum and desirable qualifications for the position

What to Emphasize (Continued) n n n Experiences that show your ability to teach a diverse student body Experiences that show your ability to work with students with learning disabilities and other struggling learners Experience teaching with technology

What to Emphasize (Continued) n n n Work supporting your department (SLO Projects, creating teaching materials, other projects) Staff development you have led or participated in Participation in college committees or collaborative college projects

What to Emphasize (Continued) n n Industry experience if you are applying for a career technical position Professional experience that might be useful to the college (e. g. grant writing, event planning)

What Not to Emphasize n n n Academic scholarship and publications Academic papers presented The argument of your thesis or dissertation Any job experience not related to the position you’re applying for Anything that might sound negative or make the reader uncomfortable

Use Templates for Cover Letter and CV n n n Some versions of Microsoft Word provide template options when you select “New document. ” Other versions require you to select “New From Template” to reach the same menu. Try to pick a very simple template; no flashy colors or designs.

Preparing

Curriculum Vitae (CV) n n n Explain what courses you taught (not just numbers, but topics/levels) Put particular emphasis on California Community College teaching Make sure to include anything “above and beyond” your teaching; SLO work, writing curriculum, special projects for the department or college

CV (Continued) n n No objective necessary; it will be assumed that you want the position you are applying for and aim to hold that position for a long duration Any listed objective should be to obtain a full-time community college teaching position

Sample CV Entry 2012 -Present Biology Instructor, Diablo Valley College Courses taught: Biology 101, Fundamentals of Biological Science (Spring 2012, 2013; Fall 2013, 2014; Summer 2013) Biology 118, Fundamentals of Microbiology with Lab (Fall 2012; Spring 2013, 2014) Biology 120, Introduction to Human Anatomy and Physiology (Fall 2013) Duties: Prepare and deliver lectures, design lab assignments and teach laboratory courses, coordinate with lab technicians, hold one office hour per week, attend monthly department meetings, assess and record SLOs.

Cover Letters • • • NOT a regular business cover letter Should specifically address how you meet all the minimum and desirable qualifications (unless the job announcement asked you to do this as a supplemental question/qualifications statement) Can be up to three pages

Statement of Qualifications • • • Some colleges/departments ask for a statement of qualifications or include a supplemental question about how you meet the qualifications for the position In this case, you should specifically address how you meet all the minimum and desirable qualifications in the statement of qualifications/supplemental question response rather than the cover letter. Your cover letter could then be a shorter letter simply introducing yourself.

Supplemental Questions n n n Some positions may have supplemental questions for you to answer. Teaching philosophy and sample assignments should generally reflect that you are a positive, accessible, and encouraging. Most departments value an interactive teaching style that allows students to work hands-on and collaborate in groups.

Writing Style n n n Always be positive in your phrasing. All information should support your ability to teach the subject matter in a community college setting and to participate in duties to support the college Make sure to proofread!

Use Positive Language Negative Language Positive Language working with this student population. ” • “I was not offered any classes but Statistics, so my experience teaching at other levels is unfortunately limited. ” working with this student population. ” • “While I have so far only had the chance to teach Statistics, I have a background in Calculus and attended department trainings on basic skills instruction and am excited to teach those courses when the opportunity arises. ” • “I had some initial problems • “I faced some initial challenges

The First Interview Ø Ø The questions for the interview will already be written before your interview. The amount of points given for each question will be determined before the first interview. The interviewers are not supposed to tell you anything different from what they tell everyone. They usually will just read the questions to you.

During the interview Ø Ø Make sure you answer the question that was asked. Do not try to steer the conversation to another issue. Look at the members of the committee and try to make eye contact. They may not make eye contact while they are taking notes.

When you are in the interview Ø Ø Ø Watch your time. The interviewers will not stop you to save time. If you do not get to all of the questions you will lose all of the points associated with those answers.

Be prepared to answer some common questions Ø Ø How are you a team player? How do you deal with a diverse population? How would you deal with a difficult student? How would you deal with a difficult co-worker?

Try to come up with possible questions Ø Ø What kinds of questions would you ask a new hire if you were the chairperson of the department? When working on your answers, try to have examples that actually result in a positive ending.

The make up of a committee Ø Ø Ø Represented in the hiring committee will be each of the main 4 groups of the college. Take all 4 groups into consideration when you answer the questions. The 4 groups are Administrators, other instructors, classified workers and students.

Relax Ø Ø Let the committee know you want to be part of their college community. Share your teaching style with the committee.

At the end of the interview Ø Ø Ø You will be asked if you have any questions. It does not improve your score, but it is nice to seem knowledgeable about their college and ask a question about the department you want to join. The head of the committee will then explain what happens next.

The Teaching Demonstration Ø Ø Ø The teaching demonstration is usually at the end of the first interview. You are usually given 10 – 15 minutes. Try to engage the committee like they were your students not your peers.

Know what equipment is available Ø Ø Ø You can usually ask what equipment will be available. Sometimes you can request the equipment you need for your demonstration. Sometimes it is just a blackboard or white board and other times it is a smart classroom.

The topic of your Teaching Demonstration Ø Ø Ø Before the interview you will be given the topic or sometimes you are given a list of possible topics. It can help not to pick the most common topic. The committee may have heard the same topic numerous times from other candidates.

What to be aware of Ø Ø Ø It is difficult to cover most topics in 10 – 15 minutes. Any visual aid you plan to use should be quick to set-up. Practice and time yourself. Try not to talk too fast. Always have enough material to cover if you do find you have presented the material too fast.

Be Faithful To Your Teaching Style Ø Ø Do not use methods or tools that you are uncomfortable or unaccustomed with to merely impress the committee, it will show, and work against you. If your teaching style includes writing on the board be careful not to talk to the board and write clearly. Afterwards face your audience and repeat or paraphrase what you have written on the board.

Keep It Simple And On Topic Ø Ø Ø A good teaching demo is prepared and rehearsed. It has a logical flow and makes sense. Your demonstration should have a beginning, middle and an end. You are teaching in a discipline you love, let that come through in your teaching demonstration.

Would Your Students Understand? Ø Ø Ø Consider carefully the level of your students; your demonstration must be geared to this level. Consider how much experience with the subject material they will have had at this level. Consider carefully your assumptions of what your students should already know.

How to Start Ø Ø Ø You can start with a quick statement like “I will assume the class has already covered the introductory information such as …” You may want to give a quick overview. It sometimes helps you relax and begin. Remember your time restraint of 10 – 15 minutes.

How to end Ø Ø Ø Try to end well by letting your audience know you are done. If you want to give a summary, be sure to leave enough time for it. The committee would like to see how you manage your time.

The Second Interview Ø Committee composition Ø Ø President, Vice President, Dean, 1 -2 Faculty Type of questions Ø Ø Assume you are a discipline expert (this was vetted at First Interview) Higher level questions Example: What is your experience with curriculum development? How do you go about planning curriculum? Example: What is your experience with assessing student learning? How do you know if the students in your class are really learning the material?

The Second Interview Ø Do you have any questions for us? Ø Ø Ø Reference checks Ø Ø Ø Do your homework; ask good questions Finish with a strong closing statement! Faculty colleagues AND supervisors Make sure references can be reached, and will respond quickly Hiring Recommendation goes to College President

Question & Answer Session n We will conduct a Q&A session moderated by Howard Blumenfeld. Please fill out the last page of your handout (the “Feedback Form”) and turn it in to us at the end of the session. You can also leave it on the outside table in the 2400 lobby. Thank you for attending our workshop and we hope you feel more confident about applying and securing a full-time position.