Early Childhood Full Time 12 Month Instructor (Faculty)

Recruiting for an Early Childhood full time, 12 month, instructor (faculty). Duties and responsibilities include, but are not limited to, the following:

Faculty members are expected to demonstrate and maintain competence in each of the following areas throughout their employment with the College. Mastery of Subject Matter Demonstrate a thorough and accurate knowledge of their field or discipline Demonstrate an understanding of how to use the North Carolina Foundations for Early Learning (NCFELD) guide/document Demonstrate knowledge of the National Association for the Education of Young Children (NAEYC) Display an ability to interpret and evaluate the theories of their field or discipline Connect their subject matter with related fields Stay current in their subject matter through professional development, involvement in professional organizations, and attending professional meetings, conferences and workshops Learn and use technology to enhance teaching and the educational experience when appropriate Teaching Performance Teach a course load appropriate to their field or discipline  Plan and organize instruction in ways that maximize documented student learning Employ appropriate teaching and learning strategies to communicate subject matter to students Modify, where appropriate, instructional methods and strategies to meet diverse student needs Employ available instructional technology, i.e., the Internet, telecourses and interactive technology when appropriate Encourage the development of communication skills and higher order thinking skills through appropriate assignments Incorporate core competencies into curriculum Develop, update, and post course syllabi in a timely manner in accordance with program and divisional policies Provide ADA-compliant material and other accommodations to students with proper documentation Evaluation of Student Learning Establish meaningful student learning outcomes for courses/programs Develop and explain methods that fairly measure student progress toward student learning outcomes Evaluate student performance fairly and consistently and return student work promptly to promote maximum learning Maintain accurate records of student progress and submit final grade rosters each semester according to established deadlines Demonstrate sensitivity to student needs and circumstances Support of College Policies and Procedures Teach classes as assigned in a multi-campus environment Teach classes days, nights, weekends as needed Maintain confidentiality of student information Exercise stewardship of college facilities and materials Respond in a timely fashion to information requests from college, division, and program administrators Post all final grades no later than the required date for each term as listed on the College academic calendar On campus/Seated Class Expectations It is recommended that faculty, when scheduling allows, be available before and/or after each class for discussions with students.  Faculty are also expected to be available for scheduled appointments with students at other times. Adequately prepare for each class session, which may include, but is not limited to, reviewing/creating appropriate material for instructional delivery, appropriate assessments and classroom activities to provide professional hands-on in-classroom instruction and training  Take attendance in each class which includes posting for the census date, posting at least weekly after the census date and finalizing the attendance at the end of the applicable term Online/Hybrid Class Expectations Have an active presence in online and hybrid classes. This can be accomplished through regular announcements in the News forum, instructor contributions in forums and journals, scheduled chats, substantive feedback on student work, lesson summaries, and email and/or messages to individual students. Reply to student questions within 48 hours on instructional days. Due to the number of students accessing online content on the weekend, instructors are encouraged to respond on the weekend or adjust due dates so they do not fall on the weekend or on Mondays. Grade and return all assignments (which include all quizzes, tests, written assignments) within 5 instructional days of the due date for all 8-week courses, and within 10 instructional days of the due date for courses longer than 8 weeks Utilize the Moodle gradebook (or other academic department pre-approved gradebook) to post grades for students so they can easily view their progress in the course Use at least one form of assessment other than the online quizzes and tests that are automatically graded via Moodle’s assessment manager. Assessments may include a variety of activities or assignments that are completed in Journals, Blogs, Wikis, Assignments and Forums.  These alternative assessments provide an avenue for instructor feedback to the student and do not rely solely on automatic grading in Moodle Monitor attendance in each class, which includes posting to Self-Service for the census date, submitting appropriate notifications when a student is inactive in a class for a week and finalizing the attendance at the end of the applicable term

Qualifications
Master’s Degree in Early Childhood Education, Child Development, or Child and Family Studies or a master’s degree in a related discipline with 18 graduate hours in Early Childhood Education, Child Development, or Child and Family Studies *Course descriptions and/ or assignments may be accepted/required to justify Early Childhood Education focus. 

 Five (5) years' experience as lead teacher, Birth to age 8.

PREFERRED QUALIFICATIONS Experience teaching high school students and postsecondary students  Experience with online course development and teaching  Experience in teaching children at various ages, Birth to age 8  Lead teacher experience for more than 5 years, Birth to age 8  Experience with coaching/mentoring of adults  Leadership involvement in the field of Early Childhood at the local, state, and/or national level  Knowledge of and experience implementing the Reggio Emilia educational philosophy   Knowledge Adult learning theory, concepts and teaching methodologies Curriculum design and development Learning-centered values and student success initiatives Demonstrated understanding of advising and competency-based learning College educational philosophy, management and administrative practices and procedures Principles, procedures and practices of data collection and analysis Knowledge of, ability to develop, and commitment to use emerging technologies and alternative delivery methods appropriately, including online delivery, hybrid course options, content software, web-enhancements, etc. Southern Association of Colleges and Schools (SACS) accreditation and standards as it relates to assigned curriculum programs Skills Design learning opportunities that promote student life skills development while enhancing discipline learning Develop and implement diverse teaching strategies that accommodate the learning styles of students and that promote both acquisition and applications of knowledge and understanding   Use consistent, timely formative and summative assessment measures to enhance learning Design learning opportunities that acknowledge, draw upon and are enriched by student diversity in the learning environment Design and implement curriculum that aligns elements of student learning toward growth in the Student Core Competencies and progression through course sequences Proficient use of computers and general office software Abilities Commitment to stay current and continually improve knowledge and understanding of the discipline- participating in Professional Development annually Establish and maintain effective working relationships with those contacted in the course of work Effectively communicate interpersonally (in group and one-on-one settings), verbally, and in writing Handle confidential information with absolute discretion Commitment to diversity, equity and inclusion; demonstrated ability to work effectively with a culturally diverse workforce, including those with different levels of academic preparation and varying physical and learning abilities, and socioeconomic levels

N/A

Salary : $64,900 - $66,000