Preparing Students for College Success Program—Denver Instructors
The Preparing Students for College Success program is a three-week summer residential program, in partnership with Johnson and Wales University – Denver, and designed to build the skills of high school students with learning differences or ADHD through coursework, activities, experiential learning and the development of self-understanding and self-advocacy skills. Approximately 20 students are expected to enroll in the program.
The academic portion of the program engages students in a curriculum that is developmentally appropriate, relevant, and demonstrates how learning can be both fun and exciting. Instructors are encouraged to be creative and innovative in both pedagogy and curriculum. Multi-sensory and/or project-based activities that allow students, such as those with LD/ADHD and/or Autism, to discover new ways of learning social skills and strategies are encouraged.
The program curriculum is separated into three segments of course work: a core course (Learning Skills Seminar) that will provide a foundation for other coursework and activities in the program; a writing class that covers the basics of good writing (Building Confidence as Writers); and general electives that will provide students with an opportunity to apply what they learn in both the core and the writing class. Students take these three academic courses each weekday, and each course meets for 1 hour and 15 minutes. Courses run at 9 a.m., 10:30 a.m., and at 1:15 p.m.
Building Confidence as Writers: For many people, producing writing on a deadline is a challenge. This course is designed for students who find it difficult to generate effective writing in an academic setting in spite of their honest efforts to do so. By focusing on structure, process, and self-understanding, students can develop strategies and approaches to increase their success. High interest topics and assignments are designed to engage students and to encourage them to find meaningful connections to their writing.
Learning Strategies Seminar: This class orients students to elements of goal setting, organization of time, materials, project planning, strategic learning, self-advocacy, and meta-cognition through a highly interactive hands-on curriculum. Students will be encouraged to consider their own learning styles and diagnoses as they study brain based research about learning. The use of technology will be discussed, and the skills of active reading, note-taking, test-taking, and summary writing will be introduced. Students will practice these skills and make an oral presentation focusing on their learning profile.
- Design and implement lesson plans consistent with goals and outcomes of session
- Collaborate with Academic Director, other program instructors, and staff to design and deliver effective academic curricula
- Attend scheduled meetings of instructors and staff, including planning session, instructor orientation sessions, regular instructor meetings, and post-program debriefings
- Generate course syllabus
- Provide instruction and course related support, facilitate student participation, and manage learning activities
- Provide students with supplemental instruction as needed
- Communicate to program administrators regarding disruptive student behaviors in and out of the classroom
- Communicate with the Academic Director and other administrators regarding student difficulties
- Assess student performance using end-of-session written reports to individual students outlining their academic strengths and areas for further development
- Alternate with the other faculty at evening Academic Preparation session (offered Monday – Thursday from 7 to 9 p.m. through the program period)
Required Qualifications and Skills: Essential qualifications include bachelor’s degree and/or demonstrated experience teaching students with LD/ADHD and/or Autism, including those with executive function difficulties; experience and a genuine commitment/desire to work with high school students; ability to practice effective classroom management skills and serve as a role model. Familiarity with Canvas course management system a plus. Instructors in this program should be highly effective classroom managers with strong interpersonal and communications skills. Furthermore, instructors should possess a genuine love of working with high school-aged students of varying academic and developmental levels.
Physical Demand: The work is sedentary. Typically, the employee may sit comfortably to do the work. However, there may be some walking, standing, bending, carrying of light items such as papers, books, small parts. Some repetitive motions performed in typing and word processing. No special physical demands are required to perform the work.
Working Conditions: General office and campus conditions. The work environment involves everyday risks or discomforts, which require normal safety precautions typical of such places as offices, meeting and classroom and libraries. The work area is adequately lighted, heated and ventilated.
Compensation: Total stipend of $2,000 for one section and $3,200 for two sections. Section assignments depend upon enrollment and program needs. On campus housing and meals provided through program period.
Application Procedure: Qualified applicants should submit a letter of interest and resumé to email@example.com.