PT Instructor, Japanese
Job Description
PT Instructor, Japanese
Salary: $2,034.43/CAH - $2,276.74/CAH
Starting pay for each course assigned would range between $7,700 - $11,700 per semester.
https://www.clpccd.org/hr/FacultySalarySchedule07012023.pdf
Start Date: Fall 2024
Closing Date: Open Until Filled
Location: Chabot College, 25555 Hesperian Blvd., Hayward, CA 94545
Job Summary
The Chabot-Las Positas Community College District is seeking a Part-Time Instructor,
Japanese for Chabot College. Applicants will be expected to provide instruction in: integrated
listening, speaking, reading, composition, and culture. The immersion approach to second-
language learning is the desired approach for our world-language courses.
Duties and Responsibilities
1. Teach college-level Japanese courses in accordance with the American Council of
Teaching Foreign Languages 5 Cs and other current strategies for effective world
language teaching.
2. Develop and deliver curricula for a diverse population of learners across several
modalities, including Distance Education and hybrids that combine online and in-person
instruction.
3. Offer flexible availability, including evening and weekend classes.
Minimum Qualifications
Masters in the language being taught OR Bachelors in the language being taught AND Masters
in another language or linguistics OR the equivalent.
Evidence of understanding of and responsiveness to the diverse academic, socioeconomic,
cultural, disability, gender identity, sexual orientation, racial and ethnic backgrounds of
community college students, as these factors relate to the need for equity-minded practices
within the classroom.
Applicants applying under the “Equivalent” provision must provide details that explain at time
of application how their academic preparation is the equivalent of the degree listed above.
Desirable Qualifications
1. Effective usage of sole target language in the classroom.
2. Enthusiastic approach to working collaboratively with diverse students, faculty and staff,
and the community.
3. Living and/or travel experience in Japan; recent linguistic training in Japanese.
Physical Demands and Working Environment
Individuals with disabilities who are unable to carry out the physical activities of the position
will receive reasonable accommodations to enable them to perform the essential functions of
the positions.
Notification to Applicants
The Chabot-Las Positas Community College District reserves the right to close or not fill any
advertised position
TO APPLY, please send the following application materials to the contact listed below:
1. Cover letter
2. Resume
3. Transcripts (Un-officials accepted for application purposes; however, official copies must be
submitted if hired. Any degrees earned outside of the United States must have a U.S.
evaluation (course by course) of the transcripts and must be submitted with the application.
Please use https://www.naces.org/members to obtain evaluations.)
4. Supplemental Questionnaire: Discuss some particular challenges you faced in teaching
Japanese on-campus, hybrid and/or online and how you adapted your teaching to it.
Please limit your discussion to 250 words.
5. Part-Time Faculty Application (Application procedures also included below)
http://districtazure.clpccd.org/hr/files/docs/hiringpkt/PTFacApp.pdf
http://districtazure.clpccd.org/hr/files/docs/hiringpkt/PTFacAppProcedures.pdf
Contact Name: Sienna Dalton
Email: sdalton@chabotcollege.edu
Phone: 510 723-6804
Department: World Languages
Special Instructions to Applicants
The Board of Trustees has updated Board Policy 7330 to incorporate information on COVID
vaccination requirements, which are currently suspended. Accordingly, employee(s) must comply
with the Board Policy found at: http://districtazure.clpccd.org/policies/files/docs/BP7330.pdf.
It is the policy of this District to provide equal opportunity in all areas of employment practices and
to assure that there shall be no discrimination against any person on the basis of sex, ancestry, age,
marital status, race, religious creed, mental disability, medical condition (including HIV and AIDS),
color, national origin, physical disability, family or sexual preference status and other similar factors
in compliance with Title IX, Sections 503 and 504 of the Rehabilitation Act, other federal and state
non-discrimination regulations, and its own statements of philosophy of objectives. The District
encourages the filing of applications by both sexes, ethnic minorities, and the disabled.
The Chabot College Community Equity Statement
Chabot College is committed to educational equity in its academic programs and college
services so that students may achieve their personal, educational, and career goals. Our
equity work today builds upon a strong history: the Puente and Umoja programs were first
created at Chabot College, and have since been replicated across the state. These programs
have paved the way for a series of additional educational and student support programs
intentionally focused on equity that thrive at Chabot College today. Chabot College is located
in Hayward, California, the third most diverse city in the United States. We serve a highly
diverse student population and are proud to be designated as a Hispanic Serving Institution.
Information about the demographics of our campus community can be found here. Serving
our diverse community requires a culturally-responsive approach that recognizes the myriad
strengths and assets that our students bring to the campus community. We do so by
promoting a classroom and co-curricular learning environment that is inclusive, collaborative,
engaging, and challenging, and where respect, dignity, and integrity are core values. We see
students as producers of knowledge, not just consumers of knowledge. We work to reframe
inequities as a problem of practice, and view the elimination of inequities as an individual and
institutional responsibility.
Joining Our College Community
We seek equity-minded applicants who demonstrate they understand the benefits diversity
brings to an educational community. We look for applicants who:
1. Value and intentionally promote diversity and consciousness of difference
2. Demonstrate cultural humility and an ongoing desire to improve cultural competence
3. Are dedicated to addressing issues of social justice
4. Accept their shared role and responsibility in addressing opportunity and achievement
gaps experienced by students
5. Have experience and success in closing student equity gaps and engaging in equitable
practices, or are knowledgeable and enthusiastic about implementing practices that
achieve these goals
6. Actively seek to identify, disrupt, and remove institutional and/or systemic barriers
that adversely impact historically marginalized communities
7. Empower the underrepresented and underserved
8. Foster students potential to become global citizens and socially responsible leaders
9. Believe that all people have the right to an education and work environment free from
fear, harassment, or discrimination
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