Share your knowledge and help to build solid foundations for future professionals in the Aviation Maintenance industry. Portland Community College is looking for two full-time Aviation Maintenance Technology Instructors to join our dedicated and creative team at the Rock Creek Campus. In this full-time position with a reliable and consistent nine-month work schedule, you can make a difference in the lives of our students, while enjoying day-to-day work with less stress than in a commercial aviation environment. Our faculty teach both lab and lecture courses, and collaborate with a shared stewardship of curriculum development and program quality. We are seeking AMTs to join our team who have experience maintaining a wide variety of civilian aircraft; and particularly transport category experience.
Our program has a long-standing reputation for excellence both locally and around the world. Our graduates have moved into careers as Line Technicians with various commercial airlines, as Repair Station technicians, and as pilot/mechanic or mechanic specialists with international humanitarian and relief agencies. The program is also an active participant with other FAA Part 147 AMT schools in the Aviation Technician Education Council, and is a Preferred Partner School with Delta Airlines’ TechOps. Learn more at https://www.pcc.edu/amt/
Teamwork, a student-centered approach and current industry expertise are essential for an instructor in our Rock Creek program. If this sounds like a learning community that you would like to be a part of, review the qualifications below, and apply today!
See the classification description for additional information: https://www.pcc.edu/instructor-qualifications/amt/
These positions are part of several openings at Portland Community College that will pilot a faculty cohort model that seeks to further diversify the college’s faculty and advance our efforts towards achieving equitable student success. This faculty cohort will join an educational community that values cultural competency and inclusive teaching practices. Incoming faculty will be provided with mentorship, professional development, and opportunities to connect with faculty across the district. For more information about Portland Community College’s commitment to equitable student success, please visit https://www.pcc.edu/yess/.
NOTE - You will be asked to address the following question as part of the application for this Full-Time Instructor position at PCC:
A key tenet of culturally responsive teaching is the belief that students’ cultural background and lived experience can help bridge new learning. Please describe an example of how you can connect academic or professional concepts in your field to knowledge that comes from students’ families, communities, and/or lived experiences.
PCC believes in the following core values, as part of your answers, please describe how your own lived experiences will factor in your approach to teaching at Portland Community College.
Culturally Responsive Teaching (CRT)
This approach relies on making meaningful connections between what students learn in school and their cultures, languages, and life experiences. These connections help students develop higher-level academic skills, and see the relevance between what they learn at school and their lives. With this in mind, please describe an example of how you help others come to understand concepts from your field/discipline/industry to be relevant in their daily lives.
Describes the range of approaches to teaching that consider the diverse needs and backgrounds of all students to create a learning environment where all students feel valued and where all students have equal access to learn.
· Instructors develop supportive relationships with students and establish a culture of care in the classroom
· Instructors establish a learning environment that decreases incivility and unproductive conflict
· Student participation and engagement increases
· Students are more likely to take intellectual risks, persist with difficult material and retain learning across contexts
Being aware of racism, reflecting on how society and those around you have contributed to the development of racist ideas, and actively challenging and avoiding engaging in further racist behavior. Racism shows up in many places in academia: in curriculum, classroom practices, and institutional policies.
When talking about decolonizing in academia, it is usually referring to the curriculum (the lessons and academic content taught) or classroom practices. Both curriculum and classroom practices in the U.S. have been shown to privilege white middle-class and upper-middle class students.
Decolonizing classroom practices might mean not grading on attendance or timeliness. In a remote setting, it might mean not requiring students to turn on their camera or dress in business casual for a presentation.
Instructors meet students where they are, understanding that some students come in with past experiences that are traumatic. Instructors build trust with students, students are relaxed enough to learn, and mistakes are seen as informative and part of the learning process.