Pitt Community College
- Instructional (Faculty)
Closes: Sunday, March 3, 2024
Target Start Date
Expected Work Hours
Bachelor's degree from an accredited 4-year institution, a minimum of three (3) years of teaching in an adult education setting; or any equivalent combination of training and experience which provides the required knowledge, skills, and abilities. Preferred experience in teaching adult learners and ability to communicate and offer instruction in Spanish.
Physical Requirements: Requires the ability to operate a variety of types of office, and instructional equipment including computer, copier, calculator, audio-visual equipment, etc. Physical demands are in excess of sedentary work. Requires the ability to walk, stand, stoop, reach, crouch, kneel, finger, grasp, etc. for extended periods of time. Ability to withstand elevated heat and cold settings as needed.
Data Conception: Requires the ability to compare and/or judge the readily observable functional, structural, or compositional characteristics (whether similar to or divergent from obvious standards) of data, people, or things.
Interpersonal Communication: Requires the ability of speaking and/or signaling people to convey or exchange information, including the giving and receiving of instructions, assignments, or directions.
Language Ability: Requires the ability to read a variety of electronic and hard-copy documents, reports, and forms such as manuals, student handbook and catalog, various texts, etc. Requires the ability to prepare various documents and reports such as lesson plans, grade/evaluation reports, attendance reports, book orders, budgets, assessment plans, etc., using the proper format, punctuation, spelling and grammar. Requires the ability to communicate with others with poise, voice control, and confidence. Requires the ability to be conversant in the theory, principles, and methods of effective and persuasive speaking, voice and diction, phonetics, and discussion and debate.
Intelligence: Requires the ability to apply principles of logical thinking to a wide range of intellectual and practical problems, deal with nonverbal symbolism in its most difficult phases, deal with a variety of abstract and concrete variables, and comprehend the most abstruse classes of concepts.
Attention: Requires the ability to demonstrate good selective, sustained, alternating, and divided attention when interacting with others.
Verbal Aptitude: Requires the ability to record and deliver information, explain procedures, and follow verbal and written instructions.
Numerical Aptitude: Requires the ability to utilize mathematical formulas to add, subtract, multiply, and divide; determine percentages and decimals; apply algebraic principles; and utilize descriptive statistics.
Form/Spatial Aptitude: Requires the ability to inspect items for proper length, width and shape.
Motor Coordination: Requires the ability to coordinate hands and eyes rapidly and accurately when utilizing a variety of equipment including automated office equipment, or instructional equipment, etc.
Visual Acuity: Requires the ability to have close visual acuity to perform activities such as preparing and analyzing data and figures, viewing a computer terminal, expansive reading, visual inspection involving small defects, small parts and/or operation of equipment, using measurement devices, etc.
Color Discrimination: Requires the ability to differentiate colors and shades of color.
Interpersonal Temperament: Requires the ability to deal with people beyond giving and receiving instructions. Must be adaptable to performing under high stress when confronted with an emergency.
Physical Communication: Requires the ability to talk and hear (talking - expressing or exchanging ideas by means of spoken words; hearing - perceiving nature of sounds by ear).
See Minimum Qualifications
Under limited supervision, instructs in the HEP program class site (Bilingual) (may include non-traditional classroom settings). Responsible for planning, implementing, and coordinating contextualized instruction and assessment to support HEP eligible students (primarily migrant and seasonal farm-workers and their immediate families) through the completion of a High School Equivalency diploma. This is a time-limited, grant funded position through June 30, 2028, pending legislative renewal.
Essential Job Functions:
- Instruction and Assessment
- Plan, organize, and develop culturally sensitive lessons, units, and programs to enhance students' functional, cultural, and academic competencies while preparing students for high school equivalency assessments.
- Coordinate and provide instruction to adult learners. Teach high school equivalency content in a variety of settings, including non-traditional settings and both synchronous and asynchronous online settings. These sites and settings may include classrooms, churches, migrant farm camps and other settings as identified.
- Teach classes in-person on and off main campus, virtually or hybrid online platforms, and in nontraditional settings for instruction. These settings may include heat, gnats, mosquitoes, and other possible outdoor hazards. Saturday and Sunday teaching off campus required.
- Possess knowledge/experience in working with adult learners and/or migrant and seasonal farm-worker populations.
- Assess student skill and achievement levels. Conduct initial assessment and monitor assessment of student's progress, maintaining files and assisting students in goal setting and goal attainment.
- Assess student needs and provide equitable resources for the success of all students. Work the assigned schedule.
- Perform related administrative and record-keeping duties.
- External Relations and Outreach
- Ability to communicate and teach farm-workers with diplomacy and to demonstrate cultural sensitivity to provide a safe and productive learning environment. Possess excellent interpersonal skills including ability to interact positively with
public and private organizations and agencies and with individuals from various backgrounds and language proficiency.
- Possess a willingness to travel for on-site instruction for migratory populations. Travel can include non-conventional days and hours, including weekends to accommodate student schedules. (This may include churches, schools, and/or migratory work camps that may or may not include exposure to heat, cold, insects, or other environment and/or weather conditions.) Saturday and Sunday teaching off-campus is required.
- Work effectively with team members and stakeholders to assess potential barriers for student success and find and implement solutions.
- Develop strong interpersonal relationships with stakeholders and students to promote retention and completion of the program.
- Professional Development:
- Attend a minimum of 10 hours professional development per year as offered locally, through NCCCS or HEP, and other opportunities as approved by the program coordinator.
- Remain abreast of current developments in Adult Education and/or HEP and utilize research based best practices.
- Possess a willingness to travel for professional development.
- Reporting and Documentation:
- Develop, plan, implement and coordinate various reports and forms related to classes including progress noted, attendance, and individual student records, according to NCCCS Program policies. This includes updating attendance for each class session and tracking attendance hours.
- Receive, review, process, file and submit a variety of documents and reports such as student records, attendance, progress data, quarterly reports, etc.
- Manage adequate inventory of instructional supplies and equipment.
- Proficiently utilize and incorporate various types of technology, i.e., computers, calculators, smart boards, etc., for both instruction and record-keeping.
Perform other related duties as required/assigned by supervisor.