Fall 2019 Adjunct Faculty SSTE 375-01

Saint Mary’s College of California

Moraga, CA

ID: 7058218 (Ref.No. 1514232)
Posted: June 27, 2019
Application Deadline: August 5, 2019

Job Description

Fall 2019 Adjunct Faculty SSTE 375-01

Location: Moraga, CA

Open Date: Jun 24, 2019

Deadline: Aug 5, 2019 at 11:59 PM Eastern Time

Per course adjunct faculty for the Single Subject Teaching program's course, SSTE 375-01.

Founded in 1863, Saint Mary's is a residential campus nestled 20 miles east of San Francisco in the picturesque Moraga Valley. Based in the Catholic, Lasallian and Liberal Arts traditions, Saint Mary's currently enrolls more than 4,000 students from diverse backgrounds in undergraduate and graduate programs. The De La Salle Christian Brothers, the largest teaching order of the Roman Catholic Church, guide the spiritual and academic character of the College.

As a comprehensive and independent institution, Saint Mary's offers undergraduate and graduate programs integrating liberal and professional education. Saint Mary's reputation for excellence, innovation, and responsiveness in education stems from its vibrant heritage as a Catholic, Lasallian and Liberal Arts institution. An outstanding, committed faculty and staff that value shared inquiry, integrative learning, and student interaction bring these traditions to life in the 21st century. The College is committed to the educational benefits of diversity.


SSTE 375-01 - Praxis Seminar I

September 5, 2019 - December 12, 2019, Thursday, 4:15pm - 7:00pm

This class builds on what you are learning in SSTE 350: Humanizing Education Methods. In this class, teacher candidates will continue to be challenged as intellectuals and as critically reflective practitioners. Candidates will take what they learn here and directly apply it to their observation of cooperating teachers and to their own teaching practice. Candidates will also be called to integrate what they have learned in their placements into their methods class. The two are not separate; rather theories, principles, classroom practice, and reflection inform one another in the praxis cycle.

“For apart from inquiry, apart from the praxis, individuals cannot be truly human. Knowledge emerges only through invention and re-invention, through the restless, impatient, continuing, hopeful inquiry human beings pursue in the world, with the world, and with each other.”

― Paulo Freire, Pedagogy of the Oppressed

In this class, candidates will closely observe mentor teachers in their practices of establishing classroom communities. Candidates will be challenged to learn more about their students and integrate what they learn into their planning. Strengths and challenges in the teaching practice will be assessed (through review of a video recorded lesson segment and through observation by their college supervisors). Throughout the class, teacher candidates will be guided through shared inquiry and reflection as a method of improving the teaching practice as a professional educator.

This is a hybrid course. The first and last sessions meet for the full session to establish community and reflect on what has been learned. The middle 12 sessions are online for an hour each week using the Zoom platform. Instructors will lead whole group discussion and breakout discussions.

Requirements to teach this course:

· At least four years experience teaching in a Title I secondary public school with majority students of color within the past 10 years. Subject area of expertise/credential should be specified in the resumé.

· Experience teaching and utilizing the latest research-based strategies in critical pedagogy, culturally sustaining pedagogy, and/or funds of knowledge/community cultural wealth

· Effectively uses multiple pedagogical strategies including: community building activities; Socratic Seminars; heterogeneous groupwork

o Does not rely only on lecture and discussion-based teaching techniques in 50% of teaching

· Has used alternative forms of assessment (performance, presentation, and/or multimodal) with secondary students and can guide teacher candidates in the development and use of standards-based assessments

· Experience teaching online or in a hybrid format.

· Masters degree, preferably in Education or the Subject Matter Discipline

Please submit a cover letter that addresses expertise in course subject matter and an updated CV/resume that specifically identifies CA subject teaching credentials

To apply, visit https://apptrkr.com/1514232

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