Notification to Applicants

The Chabot-Las Positas Community College District reserves the right to close or not fill any advertised position.

TO APPLY, please send the following application materials to the contact listed below:

1.

Cover Letter

2.

Resume

3.

Transcripts (Un-officials accepted for application purposes; however, official copies must be submitted if hired.  Any degrees earned outside of the United States must have a U.S. evaluation (course by course) of the transcripts and must be submitted with the application. Please use https://www.naces.org/members to obtain evaluations.)

4.

Supplemental Questionnaire:  Discuss some particular challenges you faced in teaching Spanish in each of these modalities:  in-person, hybrid and online.  Please specify how you adapted your teaching to these challenges.  Please limit your discussion to 250 words.  Submit two versions: one in English and the same in Spanish.

5.

Part-Time Faculty Application (Application procedures also included below.)

http://districtazure.clpccd.org/hr/files/docs/hiringpkt/PTFacApp.pdf

http://districtazure.clpccd.org/hr/files/docs/hiringpkt/PTFacAppProcedures.pdf

Contact Name:     Sienna Dalton

Email:                      sdalton@chabotcollege.edu

Phone:                    510 723-6804

Department:         World Languages

Special Instructions to Applicants

The Board of Trustees has updated Board Policy 7330 to incorporate information on COVID vaccination requirements, which are currently suspended.  Accordingly, employee(s) must comply with the Board Policy found at: http://districtazure.clpccd.org/policies/files/docs/BP7330.pdf.

It is the policy of this District to provide equal opportunity in all areas of employment practices and to assure that there shall be no discrimination against any person on the basis of sex, ancestry, age, marital status, race, religious creed, mental disability, medical condition (including HIV and AIDS), color, national origin, physical disability, family or sexual preference status and other similar factors in compliance with Title IX, Sections 503 and 504 of the Rehabilitation Act, other federal and state non-discrimination regulations, and its own statements of philosophy of objectives. The District encourages the filing of applications by both sexes, ethnic minorities, and the disabled.

The Chabot College Community Equity Statement

Chabot College is committed to educational equity in its academic programs and college services so that students may achieve their personal, educational, and career goals.  Our equity work today builds upon a strong history: the Puente and Umoja programs were first created at Chabot College, and have since been replicated across the state.  These programs have paved the way for a series of additional educational and student support programs intentionally focused on equity that thrive at Chabot College today.  Chabot College is located in Hayward, California, the third most diverse city in the United States. We serve a highly diverse student population and are proud to be designated as a Hispanic Serving Institution.  Information about the demographics of our campus community can be found here. Serving our diverse community requires a culturally-responsive approach that recognizes the myriad strengths and assets that our students bring to the campus community.  We do so by promoting a classroom and co-curricular learning environment that is inclusive, collaborative, engaging, and challenging, and where respect, dignity, and integrity are core values.  We see students as producers of knowledge, not just consumers of knowledge.  We work to reframe inequities as a problem of practice, and view the elimination of inequities as an individual and institutional responsibility. 

Joining Our College Community

We seek equity-minded applicants who demonstrate they understand the benefits diversity brings to an educational community.  We look for applicants who:

1. Value and intentionally promote diversity and consciousness of difference
2. Demonstrate cultural humility and an ongoing desire to improve cultural competence
3. Are dedicated to addressing issues of social justice
4. Accept their shared role and responsibility in addressing opportunity and achievement gaps experienced by students
5. Have experience and success in closing student equity gaps and engaging in equitable practices, or are knowledgeable and enthusiastic about implementing practices that achieve these goals
6. Actively seek to identify, disrupt, and remove institutional and/or systemic barriers that adversely impact historically marginalized communities
7. Empower the underrepresented and underserved
8. Foster students’ potential to become global citizens and socially responsible leaders
9. Believe that all people have the right to an education and work environment free from fear, harassment, or discrimination