General Function

Central Piedmont Community College is a comprehensive institution which places primary emphasis on excellence in classroom instruction. Faculty members are expected to demonstrate and maintain competence in each of the following areas throughout their employment at the college.
The 12-month College and Career Readiness Adult Basic Education (ABE) Instructor provides instruction and support for Adult Basic Education (ABE), Adult High School (AHS), High School Equivalency (HSE), Multiple Pathways to High School Equivalency (MPHSE), and Integrated Education and Training (IET) students. Instruction may include academic skills, workforce preparation, digital literacy, career pathways, and contextualized learning that supports student transition to postsecondary education, training, and employment.

Duties and Responsibilities

• Mastery of Subject Matter
  • Demonstrate a thorough and accurate knowledge of Adult Basic Education, Adult High School, High School Equivalency, Multiple Pathways to High School Equivalency, and Integrated Education and Training programs.
  • Display an ability to interpret and evaluate the theories and best practices of adult education.
  • Connect adult education instruction with workforce readiness, digital literacy, college and career pathways, and related fields.
  • Stay current in adult education through professional development, involvement in professional organizations, and attending professional meetings, conferences, or workshops.
  • Learn and use technology to enhance teaching and the educational experience when appropriate.

• Teaching Performance
  • Teach a full-time instructional workload appropriate to Adult Basic Education, Adult High School, High School Equivalency, Multiple Pathways to High School Equivalency, and Integrated Education and Training programs. Full-time instructors are expected to teach approximately 24–30 instructional contact hours per week, with the remaining work time dedicated to instructional planning, student advising and outreach, assessment, curriculum development, professional development, committee participation, and other assigned responsibilities.
  • Plan and organize instruction in ways that maximize documented student learning and measurable skill gains.
  • Employ appropriate teaching and learning strategies to communicate subject matter to students.
  • Modify, where appropriate, instructional methods and strategies to meet diverse student needs.
  • Employ available instructional technology, including distance learning and virtual instructional tools, when appropriate.
  • Encourage the development of communication skills, workforce readiness skills, digital literacy, and higher-order thinking skills through appropriate assignments.
  • Contribute to the selection and development of instructional materials in accordance with course objectives.
  • Incorporate core competencies into curriculum.
  • Develop, update, and post course syllabi in a timely manner.

• Establish meaningful student learning outcomes for courses and programs.
• Develop and explain methods that fairly measure student progress toward student learning outcomes.
• Evaluate student performance fairly and consistently and return student work promptly to promote maximum learning.
• Maintain accurate records of student progress and submit required reports according to established deadlines.
• Demonstrate sensitivity to student needs and circumstances.

• Support of College Policies and Procedures
• Teach classes as assigned in a multi-campus and/or online environment.
• Teach credit or non-credit courses within Adult Education, workforce pathways, and Integrated Education and Training programs as needed.
• Post and maintain regular office hours to ensure accessibility to colleagues and students for advisement and consultation.
• Serve as a faculty advisor within the current college advisement system.
• Prepare, distribute, and submit syllabi and approved course outlines for all assigned sections in accordance with program and divisional policies.
• Maintain confidentiality of student information.
• Substitute for other instructors within the program area in case of an absence.
• Exercise stewardship of college facilities and materials.
• Record and provide attendance and other required data in accordance with College policies and procedures.

• Serve on college, divisional, and program committees as assigned.
• Participate in meetings and events required by the college, division, and program administrators.
• Respond in a timely fashion to information requests from college, division, and program administrators.
• Support both part-time and full-time colleagues.
• Contribute to program and division curriculum development processes.
• Participate in graduation ceremonies, recruitment, retention, and student transition activities.
• Demonstrate strong interpersonal skills in communication with students, colleagues, staff, and administrators as an individual and as part of a team.

• Maintain familiarity with college goals, mission, and long-range plans.
• Contribute to planning and development processes through appropriate mechanisms and channels.
• Participate in professional activities that contribute to the educational goals of the college and its constituents.
• Perform professional responsibilities in accordance with pertinent goals, missions, and plans of the college, division, and program.
• Participate in the marketing, recruitment, retention, and transition of students.

Minimum Requirements and Preferred Qualifications

Bachelor's degree and one year of experience teaching Adult Education, Basic Skills, Secondary Education, workforce development, or a related instructional area.
NOTE: Licenses and/or certifications used for credentialing purposes must be kept current by the employee unless noted otherwise.
Preferred Qualifications:

• Master's Degree
• Experience teaching Adult Basic Education, Adult High School, High School Equivalency, or Multiple Pathways to High School Equivalency
• Experience teaching or supporting Integrated Education and Training (IET), workforce pathways, transition programming, or contextualized instruction
• Experience developing curriculum
• Experience with instructional technology in the classroom and/or online environment

Additional Information

Working Conditions
Typical classroom and/or online learning environment. Evening, weekend, multi-campus, or off-site assignments may be required based on program needs.