Part-Time Assistive Technology Specialist/Instructor (Pool)

The Colleges seek a part-time faculty member in Assistive Technology. The ideal candidate will share the Colleges’ commitment to educating a racially and socioeconomically diverse student population.

This position is a “pool” position meaning that openings may or may not be currently available. The District maintains a “pool” of applications for positions which are needed on an ongoing basis at Cañada College, College of San Mateo, and Skyline College. The advantage of “pool” positions is when a position becomes available, the Dean may immediately begin screening applications from the available pool of applicants without having to post a position and wait while the position is being advertised. Your application for this position will be kept current for a period of two years.

*This is an in-person position.Duties and ResponsibilitiesWorking collaboratively with faculty and staff in the Disability Resource Center (DRC) or Educational Access Center (EAC) and under the supervision of the Dean of Student Equity and Support Services, the Assistive Technology Specialist/Instructor will develop and coordinate the Assistive Technology Program, including:Develop and implement curriculum in assistive technology as it relates to college level students in a diverse educational environment and monitor effectiveness through Student Learning OutcomesProvide classroom and individual (or direct or one-to-one) instruction to students in the use of Assistive Technology software and strategies for its application to their college course(s). Software and applications include but are not limited to Dragon Professional for Individual, Kurzweil 3000, Smartpen, JAWS and MagicDevelop accessible course materials for assistive technology classesAssess the technology needs of students and determine the appropriate assistive technology to support/meet their identified accommodations and their access to educational/course materials, including online materialsMaintain accurate records for students receiving services and maintain proper documentation and confidentiality of student files using online databaseParticipate in the development, implementation, and monitoring of the DRC/EAC program’s student learning outcomesTrain and direct the work of staff, who provide classroom support in Assistive Technology classes and work with students in the Assistive Technology LabIn collaboration with the District Information Technology Department, coordinate the installation and maintenance of assistive technology in DRC/EAC ‘s Assistive Technology Lab/Classroom and Test Proctoring Lab as well as labs or service areas across campusKeep current with advancements in assistive technology and its application to students with disabilities in the areas of access, reading/writing, learning, and alternate mediaProvide technical assistance to campus instructional and technology committees on access requirements for individuals with disabilitiesCollaborate with the District’s Accessibility Specialist about the accessibility of online content (i.e., website, forms, or course management system) for students with disabilities using Assistive Technology softwarePerform other duties as required by contract, collective bargaining agreement, and general institutional needs. The College offers day and evening classesMinimum QualificationsMaster’s degree or above, or equivalent foreign degree, in the category of disability, special education, education, psychology, educational psychology, or rehabilitation counseling

AND

15-semester units of upper division or graduate study in adapted computer technology

OR

the equivalentMinimum of two years of full-time experience (or equivalent) within the last five years of working with individuals with disabilities at the middle school, high school or college level, identifying assistive technology to meet their access and/or learning needs, and providing instruction in its useDemonstrated cultural competence, sensitivity to and understanding of the diverse academic, socioeconomic, cultural, disability, gender identity, sexual orientation, and ethnic backgrounds of community college students, faculty, and staff

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