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Spring 2022 Adjunct Faculty SSTE 254-01/154-01

Saint Mary's College of California
California, United States
Salary Not specified
Posted Date
Jan 19, 2022

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Position Type
Faculty Positions, Humanities, English & Literature
Employment Level
Employment Type
Part Time
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Spring 2022 Adjunct Faculty SSTE 254-01/154-01

Location: Moraga, CA
Open Date: Jan 18, 2022
Deadline: Jan 26, 2022 at 11:59 PM Eastern Time

Description: Per course adjunct faculty for the Single Subject Teaching Credential program's course, SSTE 254-01/154-01.

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 254-01/154-01 - Foundations of Adolescent Literacy

March 10, 2022 - May 19, 2022, Thursday, 4:15pm - 7:00pm, In-person

Much has been written about the literacy problem in schools. Approximately six million of the nation’s secondary school students are reading below grade level (Alliance for Excellent Education, 2002, 2003). More than 3,000 students drop out of high school every day and one of the most commonly cited reasons for the dropout rate is that students do not have the literacy skills to keep up with the curriculum. But is simply ensuring all students can read and write at the state demanded proficiency levels enough to address the systemic problems associated with drop out (or push out) rates? What underlying issues might be the root causes of this “literacy problem?”

In this course, we will examine and deepen our understanding of literacy development, beyond decoding and performing timed writing proficiencies. We will explore the many literacies (multiliteracies) our students bring with them, which are too often dismissed and/or undervalued in the school and the classroom. We will specifically address issues related to non-dominant students whose language and literacy practices do not mirror those expected in schools (TPEs 7B). We will address the literacy needs of English Language Learners (BCLAD Standards from Domain 3) speakers of non-dominant varieties of English, students with disabilities, and youth who struggle with developing 21st century literacy skills.

Central to this course are sociocultural perspectives on learning. Therefore, we will consider how the language and literacy practices of youth mediate their learning and development in school and beyond. Given the sociocultural perspective, we will examine the language and literacy resources of youth that are often not leveraged as resources for learning in classrooms.

This course will examine many forms of literacy, but will pay particular attention to various ways of approaching reading instruction.

We will also deepen our understanding of the building blocks of reading development, the structure of academic language, and the foundations of writing proficiency so that you are able to design effective instruction to help students meet the current Common Core State Standards as well as empower themselves as learners through strong reading and writing skills.

By the end of the course, you will have the beginnings of a literacy toolkit tailored to the teaching of reading and writing in your content area.

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

To complete an application:

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 jeid-21343f52f994694e9dc3f6791d3c3f9d
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