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Spring 2023 Adjunct Faculty SSTE 385-02
Location: Moraga, CA
Open Date: Dec 09, 2022
Deadline:
Description:Assistant / Associate Adjunct for the Single Subject Teaching program’s course, SSTE 385-02.
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.
Qualifications:
SSTE 385-02 – Praxis Seminar II
February 6, 2023 – May 26, 2023 Wednesday, 4:15pm – 7:00pm
This class builds on what teacher candidates are learning in SSTE 380: Methods for Liberation class.
In Praxis Seminar II, teacher candidates will be challenged to develop as a reflective practitioner as part of a critical inquiry group, a collective of educators that brings a social justice lens to their teaching practices as they embark on problem-posing pedagogy. Teacher candidates will take what they learn here and in the Methods for Liberation course and directly apply it to their student teaching practice. Teacher 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: 1) Identify the problem, 2) Research the problem, 3) Develop a collective plan of action to address the problem, 4) Implement the collective plan of action, and 5) Evaluate the action, assess its efficacy, and re-examine the state of the problem (Duncan-Andrade & Morrell, 2008). The seminar will expose teacher candidates to the practices of critical inquiry groups established out of grassroots educational justice organizations from across the United States. Finally, the seminar will prepare them to empower themselves to form and maintain critical inquiry groups within and outside of their school sites the following school year and beyond.
“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
Candidates in the Single Subject Credential Program are placed at one secondary school site for a full year, gradually taking on lead teacher responsibilities. In this way, they are able to more fully see how a classroom culture and school community develops over time; they can also be more active parts of that school community. In Praxis Seminar II, they will talk be supported by one another and the faculty instructor in making connections to theory and practice.
This course carries a 1-credit load, is taught in a hybrid format, the first and last sessions of the class meet in person for two hours with the middle twelve sessions taught for an hour online using Zoom. The teaching block is Wednesday, 4:15-7pm
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 resum.
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
Masters degree, preferably in Education or the Subject Matter Discipline
To complete an application:
Please submit a cover letter that details your experience as a secondary teacher or teacher educator with the core areas of the course; an updated CV/resume that specifically identifies CA subject teaching credentials; a sample of your teaching (unit plan, secondary project description, video links to student projects, etc.), and a philosophy of education statement.
To apply, visit https://apply.interfolio.com/118846jeid-5371613e9bb62f41a06378bb57df06ad