CHAPARRAL

Getting That Full-time Position

Despite the fact that many of us enter the community college teaching profession with the expectation that we will eventually get a full-time position, very few actually achieve this brass ring. The state community college budget, which dispenses less annual support per student than for any of the other educational rungs (i.e. K-12 or the state university system) just cannot pay for the required 75 percent full-time faculty ratio that is called for in Master Plan documents. Therefore, most adjunct faculty can expect to stay adjuncts for a very long time.

     Nonetheless, here at GCC, we are expecting a wave of retirements in the next few years. Being prepared with the credentials and interview skills needed to secure a full-time job would greatly increase one’s chances of getting the position. To provide support to adjuncts eager to move into tenure-track jobs, GCC's Staff Development Department held a workshop on November 4, "How to Get the Teaching Job," presented by Associate Dean Scot L. Spicer, who has sat on numerous hiring committees.

     The most important hurdle necessary for making it to the interview itself is having what are known as minimum qualifications, sometimes called “minimum quals.” This level of educational preparation has been determined by the Community College Board of Governors. The minimum quals for every subject area taught in community colleges in this state can be found at http://www.cccco.edu/divisions/esed/aa_ir/psmq/min_qual.htm

     Although even part-time instructors must hold minimum qualifications, sometimes last-minute hires can squeak by with what is known as an “equivalency.” However, when it comes down to a full-time hiring procedure, an equivalency may not be enough to get one to the final interview stage, so having the educational level required is a must.

     The other important part of the written application process is making sure to address the area of “desired qualifications” that is found on the job announcement. This should be covered point by point in one’s cover letter and always referred back to in substantiating evidence found in one’s enclosed resumé or letters of recommendation. For a community college, teaching ability is the primary area of concern, so highlighting actual teaching experience is much more important than expounding on one’s research work or publications. The more orderly the application package, the easier it is for the hiring committee to engage with it and grade it favorably, so make sure to include everything that is requested.

     Preparing for the interview process means doing one’s homework. This can include, at the very least, a visit to the school’s website. Checking demographics for the college, looking at the department’s website and list of courses can help one get a sense of how to approach the committee, whose members will be drawn from faculty (not all from the subject area), administrators, and usually someone from counseling. If possible, one should get the texts being used for the courses taught and at least be familiar with the introductory level of the coursework. If syllabi or course overviews are available online, look at these as well. Paying an advance visit to the campus can help one assess what the culture of the campus is like, how to dress for the interview, what important other values the college holds and even find that all important parking spot for the day of the interview.

     The interview will usually include a sample of your written communications skills, a personal interview with some tough case-study kinds of questions and a teaching demonstration. The interview questions can be the toughest component. One really has to know and understand “student centered learning” and the latest teaching methodologies to come up with the answers that most committee members are seeking. Especially at Glendale College, experience with shared governance through committee work, campus involvement and professional development is prized. At Glendale College one usually performs a short teaching segment of a longer lecture to the committee itself. At other colleges one may have an actual group of students to teach while being observed by the committee. If you are using technology for your presentation, make sure that it is working prior to your arrival and always have a low-tech backup. Call on students, make eye contact and announce your new concepts, vocabulary and student learning outcomes before and after the lecture.

     Knowing what will be expected in a competitive job market will only help part-timers enhance their educational level now, gain experience on the campus and practice the skills necessary for a live teaching demonstration. Knowing where the bar is set can only help adjunct faculty become better teachers. I must praise Scot Spicer for an excellent presentation that was chockfull of great advice and helpful ideas.  &

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