Instructor Position Description

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Instructor Position Description The Instructor Position Description document identifies the roles and responsibilities of instructors at CVTC.

The instructor is responsible for increasing student learning through the following actions: Develop a relevant and progressive curriculum.

1 Instructor Position Description The Instructor Position Description document identifies the roles and responsibilities of instructors at CVTC. All CVTC employees are expected to demonstrate/model the college values of commitment, collaboration, trust, respect, excellence, and accountability. The instructor is responsible for increasing student learning through the following actions: Develop a relevant and progressive curriculum. Design and implement effective learning strategies and environments. Deliver instruction of high quality. Assess student learning. Advise students. Participate in college activities. Competencies and tasks of this position must be met consistently along with the educational principles of the college, which focus on meeting the learning needs of students. Competencies and Tasks Competencies Expected Indicators Excellence Identify performance-based competencies. Establish prioritized learning goals and objectives. Develop instructional materials that meet the needs of diverse learners. Assess student s competencies with performance-based measurements. Follow curriculum that meets college standards for each course. Align and or develop curriculum. (Broad look overall at the course design over time in regards to alignment.) Collaborate with non-core instructors and industry representatives to ensure relevance in programming. Complete curriculum projects. Plan for instruction. Align planning with formal curriculum. Develop learning plans that include all course competencies. Align instruction with learning goals and assessments. Develop comprehensive course syllabi, including policies and class schedule. Make a broad course roadmap of learning plans available to students. Deliver instruction. (Includes instructional strategies, delivery, and teaching zones.) Deliver and assess effective instruction that meets the needs of diverse students in technical diploma, associate degree, continuing education, basic education, and/or contract training programs. Adapt instructional strategies to meet student needs. Use a variety of instructional strategies to meet different learning styles. Utilize lesson planning practices. Identify resources, equipment, facility needs, and operational planning priorities. Provide comprehensive rubrics for all assessments. Provide learning opportunities for students at varying learning stages or abilities. Page 1 Updated 10/2/2015

2 Competencies Expected Indicators Excellence Utilize technology and varied media as appropriate. Inform students of learning expectations. Provide a safe and respectful learning environment. Engage students in the learning process. Encourage student participation. Challenge students to use higher order thinking skills (Bloom s Taxonomy synthesis, application, evaluation). Utilize learner-centered instructional strategies. Provide opportunities for student dialog and interaction. Hold required number of office hours. Facilitate student learning. Assess student learning. Assess student learning and provide ongoing formative feedback for growth. Utilize summative assessments that are authentic and competency based. Appropriately align assessments to learning outcomes. Document and report student performance over time. Communicate continuous progress to students. Collect documented student feedback each semester. Maintain the standards of achievement that are necessary in meeting the demands of occupations for which students are being prepared. Provide cumulative grades to students. Challenge students to think critically. Provide critical thinking activities. Use examples to facilitate learning. Work with other program/general education instructors to ensure student achievement and effectiveness of instruction. Use student feedback to make adjustments with instruction. Analyze assessment and outcome data to improve course and program effectiveness. Manage classroom effectively. Use scheduled class time effectively. Provide course syllabus to students. Establish a safe and respectful learning environment. Maintain accurate student attendance and achievement records as required. Ensure opportunities for student participation, collaboration with peers, and course/faculty evaluation. Use technology. Use college system throughout the entire year to send and receive information. Use Microsoft Office Word. Use electronic student feedback software. Use SIS for HR functions as well as grade entry. Complete training on the learning management system (LMS). Post grades on LMS (exceptions may be approved by dean). Facilitate cooperative learning effectively. Receive positive student feedback (no pattern of negative comments). Use classroom space effectively. Manage student interactions to minimize impaired learning. Enhance face-to-face course with use of LMS. Use multimedia. Complete technology training. Use Microsoft Office Suite and other software. Page 2 Updated 10/2/2015

3 Assist with course/program evaluation and continuous improvement. Pursue ongoing professional development. Work collaboratively and communicate with the internal community. Maintain an institutional commitment that aligns to the mission, vision, values, and strategic vision of the college. Participate in ongoing program assessment and improvement. Conduct student evaluations each semester. Modify instructional strategies as indicated by program and course evaluations. Continue to expand content expertise and knowledge to bring to the classroom. Maintain an understanding of the changes and advancements in your field. Maintain up-to-date certification and licenses as needed. Develop and implement a professional development plan. Attend and participate in fall and spring in-service. Participate professionally and collaboratively within the department. Participate on any assigned team activities in a collaborative process. Identify and implement instructional team student retention activities. Communicate effectively and professionally with other instructors and support staff. Attend program/department, campus, and college-wide meetings. Communicate in a timely manner (verbal, written, or electronic communication). Provide data for formal and informal program evaluations. Assist in industry surveys. Lead curriculum projects, program scorecard improvement plans, and academic and capital planning. Present at in-service. Attend, plan, and/or present at a conference. Further education. Become a member of professional organizations in content or program area. Attain advanced degrees. Pursue relevant field experience. Act as a program liaison for students/instructors/advisers/deans regarding the instructional program, changes in programming, and college-wide issues of concern. Volunteer for college-wide committees, task force teams, and/or state-wide initiatives. Act as a course mentor. Focused Indicators Dependent on Role External community relationships. Maintain lab. (Pertains to those who teach and utilize lab spaces.) Plan, attend, and contribute to advisory committee meetings. Maintain positive relations with the external community. Supervise students in the learning environment. Maintain a safe learning environment. Order supplies and equipment as needed or required. Cultivate close ties with high schools and industry through regular visits, surveys, and/or other feedback mechanisms. Move and maintain lab equipment. Recommend upgrades and improvements. Page 3 Updated 10/2/2015

4 Qualifications for Program Instructors Assist in recruiting students. Assist in advising students. Meet mandated Meet preferred Assist in preparation and updating of promotional activities in the program. Participate in related tours and recruitment events. Assist in department/program planning for recruitment. Provide academic assistance, program and career information, and referrals for college services to students. Document and follow up student concerns. Post and hold office hours. Possess a bachelor s degree in related and appropriate field; however, a Master s degree may be required for some positions. NOTE: In special circumstances where there are no qualified candidates with a bachelor s degree, an equivalent combination of education and experience from which comparable knowledge and abilities can be acquired may substitute. Bachelor s degree must be earned within five years of initial employment. Has two years of recent, related work experience in the occupational area. Able to meet Wisconsin Technical College System certification requirements. Able to plan, organize, instruct, and facilitate quality educational programs. Possess a master s degree. Has teaching or training experience. Conduct orientations. Confer with prospective students. Hold informational sessions. Lead internship briefings. Plan and implement program success activities. Advise student organizations. Qualifications for General Education Instructors Meet mandated Meet preferred Possess a bachelor s degree in related and appropriate field. Possess a master s degree in subject area(s) taught. Able to meet Wisconsin Technical College System certification requirements. Able to plan, organize, instruct, and facilitate quality educational courses. Has a minimum of two years of teaching or training experience. Page 4 Updated 10/2/2015

Expectations of Leadership Roles Accept leadership roles. (Pertains to instructors who accept leadership roles in or outside of their departments.

5 Expectations of Leadership Roles Accept leadership roles. (Pertains to instructors who accept leadership roles in or outside of their departments.) Commit to expectations and accountability for leadership roles with dean. Commit to expectations and accountability to the appropriate leader from those outside areas. Deans will work jointly for feedback in these situations; evaluations may include signatures from leaders outside of an instructor s academic department. Serve as Department Chair/Program Director. Accept part-time leadership roles in the college. Lead committees or teams in the college. Global Expectations of Instructors Commit to meeting the learning needs of students. Commit to the mission, vision, and values of the college. Work with students beyond the classroom to ensure their success. Demonstrate a positive attitude. Demonstrate commitment to excellence in program/course content and delivery. Able to work effectively in a team environment. Is willing to innovate and to change to meet evolving program and industry needs. Demonstrate competency with use of technology that supports learning and teaching. Maintains a flexible schedule, including availability for evening, weekend, or summer assignment, as appropriate. Page 5 Updated 10/2/2015

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