Address
Form of workPosition Title:
Adult Education Instructor-Part-time
Job Description:
HINDS COMMUNITY COLLEGE
Job Descriptions
JOB TITLE: Adult Education Instructor
REPORTS TO: Director of Adult Education
DEPARTMENT: Workforce
EXEMPT: Yes
VICE PRESIDENT: Vice President for Workforce Development
GENERAL STATEMENT OF THE FUNCTION
All Hinds Community College employees must commit to the Caring Campus approach to student engagement and daily apply these general behavioral objectives: listen to student questions and concerns with a positive attitude and make meaningful connections with students.
QUALIFICATIONS REQUIREMENTS
To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
EDUCATION AND/OR EXPERIENCE
Mandatory: Bachelor's Degree from a regionally accredited institution of higher learning; a minimum of two years of experience in a secondary education system or a community outreach program; well-written, math, and interpersonal communication skills; familiarity with the internet, email, and word processing functions.
Desirable: Master's degree; knowledge of HSE Testing protocol and the Adult
Education, MI-BEST, and/or SMART Start Program; experience in the community
college system; experience in working with adult learners.
ESSENTIAL DUTIES AND RESPONSIBILITIES include the following.
Other duties may be assigned.
Maintain knowledge of diversity-related issues, legislation, and best practices.
The Adult Education Instructor will be responsible for
instructing and carrying out the day-to-day operations in the Adult Education classroom. As well as working with Hind's leadership, support services, other staff, MCCB OAE, and the Adult Education Director to ensure that the needs of the students are being met.
1. Instruct students in remedial education classes, preparatory classes for
the High School Equivalency (HSE)and TABE assessments and employability skills through the SMART Start Curriculum.
2. Adapt teaching methods and instructional materials to meet students' varying needs, abilities, and interests.
3. Observe and evaluate students' work to determine progress and make suggestions for improvement.
4. Plan and conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate.
5. Instruct students individually and in groups, using various teaching methods such as lectures, discussions, and demonstrations.
6. Maintain accurate and complete student records as required by laws or administrative policies.
7. Prepare materials and classrooms for class activities.
8. Establish clear objectives for all lessons, units, and projects, and communicate those objectives to students.
9. Prepare students for further education by encouraging them to explore learning
opportunities and to persevere with challenging tasks.
10. Provide information, guidelines, and preparation for High School Equivalency
examination.
11. Assign and grade class work and homework.
12. Observe students to determine qualifications, limitations, abilities, interests, and other individual characteristics.
13. Prepare and implement remedial programs for students requiring extra help.
14. Prepare and administer written, oral, and performance tests in accordance with performance.
15. Use computers, audiovisual aids, and other equipment and materials to supplement presentations, as available.
16. Guide and counsel students with adjustment and/or academic problems, or special academic interests.
17. Enforce administration policies and rules governing students.
18. Review instructional content, methods, and student evaluations to assess strengths and weaknesses, and to develop recommendations for course revision, development, or elimination.
19. Confer with other staff members to plan and schedule lessons that promote
learning, following approved curricula.
20. Meet with other professionals to discuss individual students' needs and progress.
21. Attend professional meetings, conferences, and workshops in order to maintain and improve professionalism and meet PDI requirements set forth by Hinds and MCCB OAE.
22. Prepare for assigned classes and show written evidence of preparation upon the request of immediate supervisors.
23. Prepare reports on students and activities as required by administration.
24. Collaborate with other teachers and professionals in the development of
instructional programs.
25. Attend staff meetings and serve on committees as assigned.
26. Train and assist tutors
27. Assist participants in realizing their goals.
28. Assist with student follow-up.
29. Adapt HSE/TABE preparation course content to be delivered in a contextualized manner.
30. Manage student data as it relates to classroom practices, student performance, and program performance.
SUPERVISORY RESPONSIBILITIES: None
PHYSICAL DEMANDS
The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
While performing the duties of this job, the employee is regularly required to use hand to finger, handle, or feel objects, tools, or controls; reach with hands and arms; and talk or hear. The employee frequently is required to stand, walk, sit, taste and smell. The employee is frequently required to sit.
The employee is occasionally required to stand; walk; and stoop, kneel, crouch, or crawl.
The employee must occasionally lift and/or move up to 50 pounds. Specific vision abilities required by this job include close vision and the ability to adjust focus.
WORK ENVIRONMENT
The work environment characteristics described here are representative of those
an employee encounters while performing the essential functions of this job.
The noise level in the work environment is usually moderate, and the employee is occasionally required to perform job responsibilities in the outdoors and off site.
We promote a culture of inclusion for all employees that respects individual strengths, ideas, and capabilities. We believe that our differences enable us to make better decisions, drive innovation, and deliver better results
Mission
Hinds Community College is committed to moving people and communities forward by helping develop their purpose, passion and profession.
Vision
Hinds Community College will be a catalyst to create a competitive economy and a compelling culture for Mississippi.
Values
Hinds Community College aspires to the following IDEALS:
Integrity
Diversity
Excellence
Accountability
Leadership
Stewardship
In compliance with Title VI of the Civil Rights Act of 1964, Title IX, Education Amendments of 1972 of the Higher Education Act, Section 504 of the Rehabilitation Act of 1973, the Americans with Disabilities Act of 1990 and other applicable Federal and State Acts, Hinds Community College offers equal education and employment opportunities and does not discriminate on the basis of race, color, national origin, religion, sex, age, disability or veteran status in its educational programs and activities. We recognize our responsibility to provide an open and welcoming environment that fosters a culture of diversity, equity, and inclusion for employees and students to collaboratively learn, work and serve our communities.
The following have been designated to handle inquiries regarding these policies:
EEOC Compliance: Director of Diversity, Equity and Inclusion
Box 1100 Raymond MS 39154; Phone: 601-857-3458 or Email: EEOC@hindscc.edu.
Title IX: Associate Vice President Student Services, Title IX Coordinator
Box 1100 Raymond MS 39154; Phone: 601-857-3353 or Email: TitleIX@hindscc.edu.
Full Time/Part Time:
Part time
Position Type:
12 Month 260 Days
Job Classification:
Adult Education
Scheduled Hours:
19.5
Adult Education Instructor-Part-time
Job Description:
HINDS COMMUNITY COLLEGE
Job Descriptions
JOB TITLE: Adult Education Instructor
REPORTS TO: Director of Adult Education
DEPARTMENT: Workforce
EXEMPT: Yes
VICE PRESIDENT: Vice President for Workforce Development
GENERAL STATEMENT OF THE FUNCTION
All Hinds Community College employees must commit to the Caring Campus approach to student engagement and daily apply these general behavioral objectives: listen to student questions and concerns with a positive attitude and make meaningful connections with students.
QUALIFICATIONS REQUIREMENTS
To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
EDUCATION AND/OR EXPERIENCE
Mandatory: Bachelor's Degree from a regionally accredited institution of higher learning; a minimum of two years of experience in a secondary education system or a community outreach program; well-written, math, and interpersonal communication skills; familiarity with the internet, email, and word processing functions.
Desirable: Master's degree; knowledge of HSE Testing protocol and the Adult
Education, MI-BEST, and/or SMART Start Program; experience in the community
college system; experience in working with adult learners.
ESSENTIAL DUTIES AND RESPONSIBILITIES include the following.
Other duties may be assigned.
Maintain knowledge of diversity-related issues, legislation, and best practices.
The Adult Education Instructor will be responsible for
instructing and carrying out the day-to-day operations in the Adult Education classroom. As well as working with Hind's leadership, support services, other staff, MCCB OAE, and the Adult Education Director to ensure that the needs of the students are being met.
1. Instruct students in remedial education classes, preparatory classes for
the High School Equivalency (HSE)and TABE assessments and employability skills through the SMART Start Curriculum.
2. Adapt teaching methods and instructional materials to meet students' varying needs, abilities, and interests.
3. Observe and evaluate students' work to determine progress and make suggestions for improvement.
4. Plan and conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate.
5. Instruct students individually and in groups, using various teaching methods such as lectures, discussions, and demonstrations.
6. Maintain accurate and complete student records as required by laws or administrative policies.
7. Prepare materials and classrooms for class activities.
8. Establish clear objectives for all lessons, units, and projects, and communicate those objectives to students.
9. Prepare students for further education by encouraging them to explore learning
opportunities and to persevere with challenging tasks.
10. Provide information, guidelines, and preparation for High School Equivalency
examination.
11. Assign and grade class work and homework.
12. Observe students to determine qualifications, limitations, abilities, interests, and other individual characteristics.
13. Prepare and implement remedial programs for students requiring extra help.
14. Prepare and administer written, oral, and performance tests in accordance with performance.
15. Use computers, audiovisual aids, and other equipment and materials to supplement presentations, as available.
16. Guide and counsel students with adjustment and/or academic problems, or special academic interests.
17. Enforce administration policies and rules governing students.
18. Review instructional content, methods, and student evaluations to assess strengths and weaknesses, and to develop recommendations for course revision, development, or elimination.
19. Confer with other staff members to plan and schedule lessons that promote
learning, following approved curricula.
20. Meet with other professionals to discuss individual students' needs and progress.
21. Attend professional meetings, conferences, and workshops in order to maintain and improve professionalism and meet PDI requirements set forth by Hinds and MCCB OAE.
22. Prepare for assigned classes and show written evidence of preparation upon the request of immediate supervisors.
23. Prepare reports on students and activities as required by administration.
24. Collaborate with other teachers and professionals in the development of
instructional programs.
25. Attend staff meetings and serve on committees as assigned.
26. Train and assist tutors
27. Assist participants in realizing their goals.
28. Assist with student follow-up.
29. Adapt HSE/TABE preparation course content to be delivered in a contextualized manner.
30. Manage student data as it relates to classroom practices, student performance, and program performance.
SUPERVISORY RESPONSIBILITIES: None
PHYSICAL DEMANDS
The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
While performing the duties of this job, the employee is regularly required to use hand to finger, handle, or feel objects, tools, or controls; reach with hands and arms; and talk or hear. The employee frequently is required to stand, walk, sit, taste and smell. The employee is frequently required to sit.
The employee is occasionally required to stand; walk; and stoop, kneel, crouch, or crawl.
The employee must occasionally lift and/or move up to 50 pounds. Specific vision abilities required by this job include close vision and the ability to adjust focus.
WORK ENVIRONMENT
The work environment characteristics described here are representative of those
an employee encounters while performing the essential functions of this job.
The noise level in the work environment is usually moderate, and the employee is occasionally required to perform job responsibilities in the outdoors and off site.
We promote a culture of inclusion for all employees that respects individual strengths, ideas, and capabilities. We believe that our differences enable us to make better decisions, drive innovation, and deliver better results
Mission
Hinds Community College is committed to moving people and communities forward by helping develop their purpose, passion and profession.
Vision
Hinds Community College will be a catalyst to create a competitive economy and a compelling culture for Mississippi.
Values
Hinds Community College aspires to the following IDEALS:
Integrity
Diversity
Excellence
Accountability
Leadership
Stewardship
In compliance with Title VI of the Civil Rights Act of 1964, Title IX, Education Amendments of 1972 of the Higher Education Act, Section 504 of the Rehabilitation Act of 1973, the Americans with Disabilities Act of 1990 and other applicable Federal and State Acts, Hinds Community College offers equal education and employment opportunities and does not discriminate on the basis of race, color, national origin, religion, sex, age, disability or veteran status in its educational programs and activities. We recognize our responsibility to provide an open and welcoming environment that fosters a culture of diversity, equity, and inclusion for employees and students to collaboratively learn, work and serve our communities.
The following have been designated to handle inquiries regarding these policies:
EEOC Compliance: Director of Diversity, Equity and Inclusion
Box 1100 Raymond MS 39154; Phone: 601-857-3458 or Email: EEOC@hindscc.edu.
Title IX: Associate Vice President Student Services, Title IX Coordinator
Box 1100 Raymond MS 39154; Phone: 601-857-3353 or Email: TitleIX@hindscc.edu.
Full Time/Part Time:
Part time
Position Type:
12 Month 260 Days
Job Classification:
Adult Education
Scheduled Hours:
19.5
