PT Adult Basic Education Instructor

General Statement of Job

Under limited supervision, instructs in the Adult Basic Skills classroom which includes Adult High School Diploma, High School Equivalency, and Adult Basic Education programs. Responsible for planning, implementing and coordinating contextualized instruction and assessment aligned with the NCCCS Adult Basic and Adult Secondary Education Content Standards for Language Arts (including reading, writing, speaking and listening), Mathematics, Science, Social Studies, Technology, and Career skills development and exploration. Reports to the Transitional Studies Coordinator. Knowledge of high school content and skills, GED/Hi-Set content and skills, and/or workplace literacy content and skills are preferred. Opportunities to teach both on Pitt campus and off campus at designated sites are available.

Essential Job Functions

Coordinate and provide instruction to adult learners. Teach adult basic skills students in a classroom or lab setting. Instruct adult students and demonstrate effective teaching methods.

Assess student skill and achievement levels. Conduct initial assessment and monitor assessment of students’ progress, maintaining files and assisting students in goal setting and goal attainment.

Use the NCCCS Adult Content Standards, develop, implement, and use instructional curricula, units and lessons for the Transitional Studies Programs, develop, gather, and implement instructional resources and develop and administer informal assessments.

Plan, organize, and develop lessons, units, and programs to improve students' functional and academic competencies integrating the NCCCS Adult Content Standards and contextualized instruction.

Work effectively with Transitional Studies team to improve customer satisfaction in a community college practicing continuous quality improvement.

Work the assigned schedule.

Possess knowledge/experience in one or more of the following areas: Adult Basic Educationand Adult Secondary Education and possess adult mastery of Reading and Math competencies as assessed using the Test of Adult Basic Education.

Understand and apply NRS, State, and Local Performance Measures, LEIS, Adult Content Standards, and contextualized instruction to classroom teaching and record keeping.

Perform related administrative and record-keeping duties.

Attend a minimum of 12 hours professional development per year as offered locally and by NCCCS.

Remain abreast of current developments in Adult Education.

Develop, plan, implement and coordinate various reports and forms related to classes including progress noted, attendance, and individual student records, according to NCCCS Basic Skills Program Policy.

Receive, review, process, file and submit a variety of documents and reports such as student records, attendance, progress data, quarterly reports, etc.

Manage adequate inventory of instructional supplies and equipment.

Proficiently utilize and incorporate various types of technology, ie computers, calculators, smart boards, etc., for both instruction and record-keeping.

Perform other related duties as required/assigned by supervisor.

Possess excellent interpersonal skills including the ability to interact positively with
public and private organizations and agencies.

Qualifications or Standards

Bachelor's degree from an accredited 4-year institution, a minimum of three (3) years of teaching in an adult education setting; or any equivalent combination of training and experience which provides the required knowledge, skills, and abilities.

Minimum Training and Experience

Physical Requirements: Requires the ability to operate a variety of types of office, and instructional equipment including computer, copier, calculator, audio-visual equipment, etc. Physical demands are in excess of sedentary work. Requires the ability to walk, stand, stoop, reach, crouch, kneel, finger, grasp, etc. for extended periods of time.

Data Conception: Requires the ability to compare and/or judge the readily observable functional, structural, or compositional characteristics (whether similar to or divergent from obvious standards) of data, people, or things.

Interpersonal Communication: Requires the ability of speaking and/or signaling people to convey or exchange information, including the giving and receiving of instructions, assignments, or directions.

Language Ability: Requires the ability to read a variety of electronic and hard-copy documents, reports, and forms such as manuals, student handbook and catalog, various texts, etc. Requires the ability to prepare various documents and reports such as lesson plans, grade/evaluation reports, attendance reports, book orders, budgets, assessment plans, etc., using the proper format, punctuation, spelling and grammar. Requires the ability to communicate with others with poise, voice control, and confidence. Requires the ability to be conversant in the theory, principles, and methods of effective and persuasive speaking, voice and diction, phonetics, and discussion and debate.

Intelligence: Requires the ability to apply principles of logical thinking to a wide range of intellectual and practical problems, deal with nonverbal symbolism in its most difficult phases, deal with a variety of abstract and concrete variables, and comprehend the most abstruse classes of concepts.

Attention: Requires the ability to demonstrate good selective, sustained, alternating, and divided attention when interacting with others.

Verbal Aptitude: Requires the ability to record and deliver information, explain procedures, and follow verbal and written instructions.

Numerical Aptitude: Requires the ability to utilize mathematical formulas to add, subtract, multiply, and divide; determine percentages and decimals; apply algebraic principles; and utilize descriptive statistics.

Form/Spatial Aptitude: Requires the ability to inspect items for proper length, width and shape.

Motor Coordination: Requires the ability to coordinate hands and eyes rapidly and accurately when utilizing a variety of equipment including automated office equipment, or instructional equipment, etc.

Visual Acuity: Requires the ability to have close visual acuity to perform activities such as preparing and analyzing data and figures, viewing a computer terminal, expansive reading, visual inspection involving small defects, small parts and/or operation of equipment, using measurement devices, etc.

Color Discrimination: Requires the ability to differentiate colors and shades of color.

Interpersonal Temperament: Requires the ability to deal with people beyond giving and receiving instructions. Must be adaptable to performing under high stress when confronted with an emergency.

Physical Communication: Requires the ability to talk and hear (talking - expressing or exchanging ideas by means of spoken words; hearing - perceiving nature of sounds by ear).