Non-Instructional, Tutoring Center

Representative Duties:

About the Position:

Job Description

San Bernardino Valley College accepts applications for part-time, hourly adjunct positions on a continuous basis. However, this does not imply the department is actively recruiting for this position. If there is an interest and/or need within the specific department, applicants who meet the minimum requirements will be contacted by respective department deans and/or faculty chairs. Applications submitted will remain active for up to one (1) year.


This is a part-time non-instructional position at the Tutoring Center. This position plans, organizes, facilitates, and evaluates activities of the Tutoring Center.

SUMMARY DESCRIPTION

This is a faculty position and is under the general direction of an assigned administrator. The Tutoring Coordinator is responsible for ensuring the quality, responsiveness, and currency of the instructional support provided at Valley College to help students succeed. The Tutoring Coordinator is responsible for the development of instructional support programs including (but not limited to) tutoring, supplemental instruction, structured learning activities (SLA), and the coordination of providing those services in the Instructional Support Centers. The Tutoring Coordinator will work with instructional departments to develop content-specific workshops, instructional materials and/or new delivery systems as needed and will work with appropriate student support departments to develop and implement first-year experience activities (e.g., Left Lane, Summer Bridge, etc.). The Tutoring Coordinator will work closely with the Basic Skills Committee, the Student Success Committee, the Disabled Student Programs & Services (DSPS), and other student support departments to develop services and curriculum for basic skills students, developmental students, English language learners, and for those with learning and physical limitations. Tutoring Coordinator will also work with faculty to provide support to students in relation to students being placed with multiple measures. In addition, this person collaborates with Campus Centers and programs to ensure that appropriate placement and support services are available to developmental students. The Tutoring Coordinator also researches the latest pedagogy and innovations in curricula, technology, and methodology pertaining to developmental education, and shares findings with the college community.

FACULTY COORDINATOR DUTIES
The following duties are taken from the Coordinator MOU.

• Collaborates with campus departments to ensure that the college catalog is current and accurate in the areas of interest to the coordinated area.
• Leads, coordinates and facilitates the preparation of area planning documents in consultation with employees in the coordinated area.
• Recommends to the appropriate administrator, the coordinated area's preliminary budget and purchase orders for materials, supplies, and other activities. May recommend the scheduling of the coordinated area.
• Coordinates the use of the coordinated area's facilities, submits requests to the appropriate administrator for the purchase, maintenance, and repair of equipment.
• May identify and recommends candidates for the recruitment and employment in the coordinated area (tutors, etc.) as appropriate.
• Maintains regular and effective modes of communication with administration, faculty, staff, students, and the community on areas of interest to the coordinated area.
• Regularly initiates, schedules, attends and participates in meetings to facilitate effective coordination and provide expertise related to the coordinated area.
• Attempt to initially resolve concerns within the coordinated area at the informal level.
• Coordinates with the Vice President, Dean or Associate Dean in convening advisory board meetings as appropriate.
• Attends conferences or other off- campus events in order to stay current on issues, past practices, and other items related to effectively leading activities in, or related to, the coordinated area as funding permits.
• Provides leadership and sets priorities for the daily operations within the coordinated area.
• Serves as the person primarily responsible for developing activities, trainings, and workshops related to the coordinated area.
• Serves on campus and District committees.
• Other duties as assigned in accordance with Title 5, California Education Code and Government Code and the Collective Bargaining Agreement between SBCCD and SBCCDTA Article 13, Sections A2 and B7.

Knowledge of:

Appropriate sections of the California Education Code and Title 5.
Teaching developmental courses (English, Reading, or Math) to adults.
The use of educational technology for course delivery.
Knowledge of instructional methods, pedagogy, and learning styles.

Ability to:

Plan, organize, and coordinate multiple activities; design, create, and implement use of resources.
Prioritize and execute a wide range of projects simultaneously.
Work independently assume responsibility, and take initiative in carrying out assignments.
Communicate effectively, both orally and in writing.
Establish and maintain cooperative relationships between the College, community, and key individuals, and with all persons contacted in the course of work.

Qualifications

Education/Training

Required Education and Experience:

• Any master’s degree level discipline in which learning assistance or tutoring is provided at the college where the coordinator is employed; OR
• A master’s degree in education, educational psychology, or instructional psychology, or other master’s degree with emphasis in adult learning theory.

OR the equivalent. *Applicants who do not meet the minimum requirements outlined in the posting may submit an Equivalency Request. The Equivalency Request and any additional supporting documents an applicant wishes to be considered must be attached. To download the Equivalency Request Form (Download PDF reader).

Desired Experience:

• Experience working with students in developmental education.
• Experience overseeing targeted student intervention programs.
• Experience teaching classes in a subject that is supported in the Tutoring Center.
• Experience in coordinating work in a Tutoring Center at the post-secondary level.

Physical Demands and Working Environment

The conditions herein 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 job functions.

Environment: Work is performed primarily in a standard office setting.

Physical: Primary functions require sufficient physical ability and mobility to work in an office setting; to stand or sit for prolonged periods of time; to occasionally stoop, bend, kneel, crouch, reach, and twist; to occasionally lift, carry, push, and/or pull light to moderate amounts of weight up to 25 pounds; to operate office equipment requiring repetitive hand movement and fine coordination including use of a computer keyboard; and to verbally communicate to exchange information.

Vision: See in the normal visual range with or without correction; vision sufficient to read computer screens and printed documents; and to operate assigned equipment.

Hearing : Hear in the normal audio range with or without correction.

Employment Requirements