General Summary

HC welcomes faculty who are committed to using or learning to use evidence-based practices to improve the success of our racially, ethnically, linguistically, and socioeconomically diverse students and close equity gaps experienced by students from historically minoritized groups. We strongly encourage members of historically minoritized groups, veterans, and bi- or multi-lingual individuals to apply for this position to help meet the needs and of our diverse students and service district.
HC welcomes faculty with a commitment to excellence in teaching and the success of all students. HC faculty value self-reflective practice and continued professional growth. We strive to cultivate a welcoming and supportive learning environment for our diverse students, including a significant number of students who transition from our very large non-credit ESL program to credit-bearing certificate and degree programs. Candidates representing all aspects of diversity are encouraged to apply.

To grow our workforce, we seek to applicants who demonstrate that they:

• Honor HC’s mission to strive for social justice and partner with our global students to envision, plan and achieve their educational and professional goals;
• Care about student success and collaborate on strategies to facilitate success for historically underserved populations;
• Engage in equity pedagogy to support the success of our racially, ethnically, and socioeconomically diverse student population;
• Welcome difference and model respectful interaction with others;
• Value intellectual curiosity and innovation.

HC Education Lecture faculty teach an equivalent of 40 credits (8/9 of a tenured/tenure track full-time load) per academic year, advise students, and participate in College and department service. May require some evening and/or weekend hours to accommodate BAS schedules.

This position is expected to begin in Fall Quarter, September 2024.

Essential Tasks

 

• Teaching: Create a welcoming and supportive learning environment for diverse students and use evidence-based practices to improve the success of racially, ethnically, linguistically, and socioeconomically diverse students; in collaboration with colleagues, identify and implement strategies designed to close equity gaps experienced by students from historically minoritized groups. Because teaching is a complex activity, engage in self-reflective practice and continued professional growth. Teaching assignments may include daytime. afternoon/evening, weekend, face-to-face, hybrid, online, and/or off-campus classes, when appropriate;
• Advising/ Coaching/ Mentoring: Work with students outside of class, individually or in small groups, to assist them in choosing courses and to help them get connected with campus and community resources. Participate in professional learning opportunities focused on culturally responsive advising and establishing relationships with students;
• Collaborate with colleagues/participate in shared governance: In collaboration with colleagues, engage in continuous improvement through college-wide assessment processes. Participate in department, division, and other College activities, including College governance. Establish and maintain respectful, ethical, and professional relationships with students and colleagues;
• Professional development/ ongoing professional learning: Engage in ongoing professional learning tied to the position responsibilities. This includes remaining current in your discipline(s)/field and in evidence-based practices for culturally responsive, inclusive, and anti-racist pedagogies.

Essential Tasks

• Teach courses for the BAS in Elementary Education as needed including:
• Residency supervision for individual candidates;
• ELA Methods;
• Reading Methods;
• Residency Supervision;
• Language and Culture;
• Social and Legal Foundations;
• Assessment;
• Planning Instruction;
• Professional Leadership and Advocacy.
• Incorporate an equity-minded approach to teaching and learning;
• Provide on-campus and/or online instruction in (discipline) designed to promote effective learning;
• Create a positive learning environment for students using diverse teaching methods to support and enhance student success;
• Advise students in planning their educational programs and in selecting courses;
• Participate in department, division, and other College activities, including College governance;
• Participate in faculty development opportunities related to discipline, program, and/or methods of teaching;
• Remain current in discipline(s)/program(s), including participating in the design, assessment, review and revision of courses, where appropriate, in response to developments in the field;
• Participate in advisory committee meetings, promote effective advisory committee participation, and nominate and orient new department members to these committees; maintain relevant certifications; assist in program-specific accreditation.
• Provide support for program and state required assessments including interventions to support struggling students;
• Attend Required Program Related Conferences:
• AACTE;
• WACTE;
• others as needed.
• Participate in program-wide recruitment and promotion;
• Participate in curriculum alignment and revision to meet PESB accreditation requirements;
• Participate in regular department, supervisor, and individual check-in meetings;
• Complete other related duties and special projects as assigned.

Residency

• 
  Direct supervision of assigned residency students and provide support for program and state required assessments including interventions to support struggling students;
• Help solve field- based problems;
• Meet to discuss expectations and plan the student teaching experience;

• Maintain close communication with Candidates throughout the year and provide feedback in a timely manner;

• Communicate with the Candidates and Field Director about any concerns or issues related to the progress of the Candidates;

• In accordance with the Residency Supervisor Agreement and Residency Supervisor Handbook, provide guidance, mentoring, effective supervision, and constructive feedback of teaching practices;

• Evaluate the Candidates at regular intervals through in-person lesson observations, assessment, and post observation debriefs. Provide written feedback as well as narrative summaries of lesson observations and lesson plans using the Informal Observation form and provide verbal feedback via post-observation debriefs using the Post-Observation Conference Reflection form. Provide guidance throughout each quarter to formally evaluate according to standards of the Formal Evaluation form. Facilitate field seminars with small groups of Candidates during the teaching internship. Collaborate with mentor teachers via regular triad meetings with the teacher candidate and one-on-one meetings.

Qualifications

• Have, or ability to obtain, a Master's Degree in education or related field from an institution with regional accreditation or its international equivalent (pending degrees must be verified by a letter from the granting institution); AND
• Minimum of 3 years of K-8 experience teaching in public schools and/or higher education; AND
• Demonstrated knowledge of WA State Learning Standards K-8.

• Experience teaching in higher education and/or providing professional development in teaching and learning;
• Experience supervising and/or supporting pre-service teachers including observing lessons and providing feedback;
• Bilingual or multilingual;
• Significant experience working in multicultural/diverse environments;
• Demonstrated commitment to culturally responsive and equity minded best practices in education to support diverse, multicultural, and first generation students in attaining their goal of becoming teachers;
• Knowledge of state education certification requirements including edTPA , current or recent experience as an edTPA calibrated scorer;
• Doctoral degree in education or related field.

Supplemental Information

ABOUT HIGHLINE COLLEGE
Established in 1961, Highline College is a comprehensive community college providing certificates as well as associate’s and bachelor’s degrees in high-quality academic transfer pathways, workforce training, and Adult Basic Education. Highline College is the most diverse community college in Washington State and one of the most diverse in the United States. Highline’s commitment to equity and social justice drives our collective work.

LOCATION: Highline College is in a diverse community just 15 minutes south of downtown Seattle, with easy access to a dynamic urban arts scene, world-class cultural and sporting events, and unsurpassed outdoor recreation opportunities. The college annually serves more than 16,500 students, and with over 70% students of color, representing 35 nations and more than 100 languages, Highline has been consistently ranked as one of the most diverse colleges in the nation.

HIGHLINE COLLEGE OFFERS:

• An unrelenting focus on our mission to increase access, improve learning, and strengthen partnerships with our surrounding community;
• Robust support for innovative teaching, learning, and scholarship;
• A friendly, supportive, and highly engaged work environment with diverse colleagues;
• Excellent benefits including competitive leave packages and an array of health, dental, vision, and retirement plans to meet your current and future needs.

Application Process
To be considered for this position, applicants must include the following items in their application package:

• Cover Letter: Letter of formal application that addresses how your experience and education qualifies you to perform the professional responsibilities listed above.

• Supplemental Question: Highline College is committed to improving the success of our racially, ethnically, linguistically, and socio-economically diverse students and closing equity gaps experienced by students from historically minoritized groups. We believe that critical self-reflection is a key element in this process. Please attach a statement (approximately 500 to 700 words) describing how you have integrated elements of culturally relevant and inclusive teaching methods into your professional practice. Effective responses will demonstrate awareness of your social identities, knowledge of students or others with whom you've worked, and examples of stragies you have used

Note: If your previous experiences do not involve working with students, you are
encouraged to frame your responses to this question using your experiences working
in the field and/or how this informs your vision of becoming an educator.

• Curriculum Vitae: Detailed curriculum vitae (resume) of all educational and professional experience, which includes a list of courses taught. Be sure your resume demonstrates that you meet the minimum qualifications listed above.

• Transcripts: Unofficial copies of all college and university transcripts that include degree received and confer date. International transcripts MUST include a foreign transcript evaluation. For a list of approved credential evaluation services visit: https://www.naces.org/members. Unofficial transcripts acceptable for application process; official transcripts required prior to hire.

• References: A list of four current professional references with name, relationship to candidate, address, email address, and telephone number. Letters of recommendation will not be accepted in lieu of a list of professional references.

Please be aware that the College hiring authorities reserve the right to hire one or more candidates, and may exercise the option to make a hiring decision prior to the conclusion of the recruitment process.

Recruitment: Positions posted on SBCTC, Inside Higher Ed, HERC; other places identified by committees/departments; committee/department members encouraged to share posts in professional networks.
The College appointing authorities reserve the right and may exercise the option to make an employment decision prior to the conclusion of the recruitment process.

NON-DISCRIMINATION STATEMENT

The college provides equal opportunity in education and employment and does not discriminate on the basis of race, color, national origin, age, disability, sex, sexual orientation, marital status, creed, religion, or status as a veteran of war. Prohibited sex discrimination includes sexual harassment (unwelcome sexual conduct of various types).

The Title IX Coordinator, Danielle Slota, can be reached at (206) 592-3600 or DSlota@Highline.edu. 2400 S. 240th St. Des Moines, WA 98198. Building 12, President’s Office.
The 504 Coordinator, Jenni Sandler, can be reached at (206) 592-3474 or JSandler@Highline.edu. 2400 S. 240th St. Des Moines, WA 98198. Building 25, 5th Floor.
The Chief Human Resources Officer, Melanie Lawson, can be reached at (206) 592-3320 or MLawson@Highline.edu. 2400 S. 240th St. Des Moines, WA 98198. Building 12, Human Resources.

You can receive this information in an alternate format by contacting Access Services (206) 592-3857; TTY (206) 870-4853.

NON-DISCRIMINATION STATEMENT

The college provides equal opportunity in education and employment and does not discriminate on the basis of race, color, national origin, age, disability, sex, sexual orientation, marital status, creed, religion, or status as a veteran of war. Prohibited sex discrimination includes sexual harassment (unwelcome sexual conduct of various types).

The Title IX Coordinator, Danielle Slota, can be reached at (206) 592-3600 or DSlota@Highline.edu. 2400 S. 240th St. Des Moines, WA 98198. Building 12, President’s Office.

The 504 Coordinator, Jenni Sandler, can be reached at (206) 592-3474 or JSandler@Highline.edu. 2400 S. 240th St. Des Moines, WA 98198. Building 25, 5th Floor.

The Chief Human Resources Officer, Steven Sloniker, can be reached at (206) 592-3320 or SSloniker@Highline.edu. 2400 S. 240th St. Des Moines, WA 98198. Building 12, Human Resources.

You can receive this information in an alternate format by contacting Access Services (206) 592-3857; TTY (206) 870-4853.