"Part Time Faculty - Early Childhood Education"

This is an open continuous application process to apply for Part Time Faculty - Early Childhood Education positions at Highline College.

The department coordinator will review applications to fill needs as they arise. Vacancies may be identified ahead of time, such as offering multiple classes in a subject in an upcoming quarter, or vacancies may occur with little notice, such as when needed to backfill in an unanticipated situation. There may be times when the department is not hiring for adjunct faculty.

Teaching assignments include evenings, weekends, online, and in-person courses.

SUMMARY OF KEY RESPONSIBILITIES

Teaching: Create a welcoming and supportive learning environment and use evidence-based practices to improve the success of all students; in collaboration with colleagues, identify and implement strategies designed to close educational gaps experienced by all students. Engage in self-reflective practice. Classes will be offered evenings, weekends, online and in-person.

Service & Collaboration: Attend department meetings, advisory committee meetings, and other community-led events as requested.

Professional development/ ongoing professional learning: Engage in ongoing professional learning. This includes remaining current in your discipline and evidence-based practices for culturally response, inclusive, and anti-racist pedagogies; Complete and maintain all appropriate certifications, including Vocational-Technical Certification.

Salary will depend upon the number of classes taught. Salary is based upon initial placement, work experience, and the number of assigned credits. The current salary range per credit hour is $1,238.38 to $1,326.13. Please review the current collective bargaining agreement for additional information here (See 205 Part-time Faculty Placement and Salary).

FACULTY-WIDE SKILLS AND ABILITIES

At Highline, successful faculty applicants demonstrate the ability to:

• Show commitment to student learning. This includes planning, organizing, and creating an interactive, cooperative, and mutually respectful learning environment, incorporating research-based practices to teaching and assessment.
• Challenge learners intellectually. This includes encouraging students to ask questions, confront limits, recognize complexities, think critically, and challenge assumptions.
• Practice student centered instruction. This includes designing curriculum, pedagogy, and assessment that are relevant to students; valuing what students already know; and empowering students to demonstrate knowledge in multiple ways as appropriate for the discipline.
• Communicate effectively. This includes conveying information and expectations clearly, listening carefully, encouraging students to communicate, and acting with respect, enthusiasm, and empathy toward students.
• Demonstrate personal and professional integrity. This includes, but is not limited to, being professional, honest, and ethical in the selection and delivery of course content.
• Assessment. Ability to assess student-learning outcomes and use assessment data to modify instruction.

ABILITY TO:

• Communicate effectively in oral and written English with students and colleagues of all ethnicity, ages, backgrounds, and abilities.

Minimum Qualifications:

• Master's degree (or higher) in early childhood education, education, human development, social work or related field from an institution with regional accreditation or its international equivalent; AND
• Experience working with children birth to eight years of age and/or families in an early childhood education setting.
  + Pending degrees must be completed by September 2025 and verified by a letter from the granting institution.

Desired Qualifications:

• Fluency in English/Spanish or English/Somali;
• Significant experience working with individuals of various cultures and backgrounds;
• Knowledge of inclusive and special education practices in ECE through a disability justice lens;
• Experience teaching in higher education and/or providing professional development in teaching and learning;
• Experience supervising and/or supporting ECE practitioners in practicum placements;
• Demonstrated commitment to fair practices in education.