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Job Description
Mission
The South Orange County Community College District (SOCCCD) Building Leadership Opportunities Through Outstanding Mentorship (BLOOM) Faculty Internship Program provides those endeavoring to become future community college faculty with an engaging, hands-on opportunity to preview the inner workings of this career. We offer participants training in inclusive pedagogical development, equitable outcomes, comprehensive student support, and modern teaching methodologies, as well as invaluable insights into the profession. Through this program, we enhance student success, faculty preparation, and opportunities for mutual improvement via heterogeneous perspectives.
Vision
Through this program, the SOCCCD aims to accomplish these goals:
1. Enhance student success and equitable outcomes through attracting and supporting diverse and inclusive future faculty.
2. Establish opportunities for mentorship within and beyond the official duration of the program.
3. Offer participants empirical experiences in community college classrooms and professional development opportunities.
4. Provide graduate students and professionals in the field comprehensive access to community college constituencies and spaces.
5. Expand the diverse and inclusive nature of part-time and full-time faculty hiring pools at the SOCCCD and the system at large.
Program Eligibility
Interested parties MUST meet these qualifications to be considered for the internship:
1. Interns must never have had paid teaching experience, as the instructor of record, at the community college level. All other teaching experiences, as well as teaching-related positions, such as embedded tutoring and supplemental instruction at the community college level, are acceptable.
2. Interns must be committed to collaborating with their mentors, participating actively in their cohort, and supporting community college students.
3. Interns in instructional areas who have already completed their graduate coursework must meet minimum qualifications for teaching in their desired discipline as defined in the California Community Colleges Chancellor's Office's (CCCCO’s) Minimum Qualifications Handbook.
4. Interns who are currently in a Master’s or Doctoral program must (a) possess or be working toward a graduate degree that will help them meet the minimum qualifications in their discipline and (b) have completed at least one full-time year of graduate coursework in their graduate program by the start of the internship.
5. Interns in vocational/technical areas only may possess (a) a Bachelor’s degree and a minimum of two years of full-time occupational experience in a vocational/technical area or (b) an Associate’s degree with a minimum of six years of full-time occupational experience in a vocational/technical area.
6. The program is looking for equity and inclusion minded applicants who represent the full diversity of California. The program is particularly interested in attracting interns who have specific experience working with individuals who share the diverse identities of our student body. As such, it will place special emphasis on recruiting applicants who have direct experience with individuals who come from historically marginalized and disproportionately impacted groups (currently Latinx and low-income populations). To effectively engage all our students in the learning process and enable them to meet their educational goals, we recognize the value of future educators who demonstrate a commitment to inclusivity and whose teaching style and course content incorporate diversity, equity, and a commitment to culturally relevant teaching.
7. Interns must be able to provide documentation of legal authorization to accept employment in the United States (US).
Intern Responsibilities
1. Be open, communicative, and professional with the mentor, program directors, and members of the cohort.
2. Participate in a brief, pre-semester orientation and final celebration at the end of the semester.
3. Communicate respectfully and openly with the mentor for a minimum of 30 minutes per week using modes agreed upon by both parties: in person, phone, Zoom, etc.
4. Attend and formally observe one of the mentor’s course sections throughout the duration of the semester. As mentors and interns agree, there may be flexibility to attend multiple sections.
5. Observe the mentor’s course Canvas shell. Note organizational methods, communication processes, student engagement strategies, and assessment techniques.
6. Gain insight into developing inclusive classroom environments in which all participants’ ideas, cultures, and identities are valued and respected.
7. Teach a minimum of two 20-minute lessons for students. Lessons must be approved by the mentor in advance. Debrief with the mentor and incorporate their feedback.
8. Participate in supervised interactions with students: conferencing in class or student hours, leading discussions, facilitating review sessions, etc.
9. Learn about student assessment options and grading practices.
10. Discover classroom management techniques and understand the student incident reporting process.
11. Attend and debrief with the mentor about at least one college-, division-, or department-wide meeting.
12. Identify the roles that various campus offices and individuals play in student and employee success.
13. Develop a sense of belonging to the community college faculty culture through regular and open dialogue with mentors about these subjects: prioritizing professional responsibilities, avoiding burn out, managing time and work/life commitments, and locating opportunities for professional growth.
14. Participate actively in the program’s Canvas shell whenever possible.
15. Attend training and debriefing opportunities offered by the program, college, and/or district services whenever possible.
16. Engage in opportunities for career development by attending a local “Hire Me” workshop (when available), reviewing application and interview strategies with mentors, and connecting with students and professionals in higher education.
17. Take full advantage of the behind-the-scenes access this program provides.
18. Design and perform additional duties in consultation with the mentor and/or program directors.
More Information
https://www.socccd.edu/departments/human-resources/bloom-faculty-internship-program
Closing Date/Time: Mon, 03 Nov 2025 -
ABOUT THE COMPANY
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South Orange County Community College District
Show moreAbout the District
South Orange County Community College District encompasses 382 square miles in south Orange County serving over 909,000 residents in 26 communities. We know that higher education is directly linked to quality of life and economic vitality. We have helped generations of families achieve their educational and career goals since 1967.
Distinguished faculty from Saddleback College and Irvine Valley College provide students with rigorous academic classes to prepare them for transfer to four-year colleges and universities, basic skills attainment, or career technical training. Our newest campus, the Advanced Technology & Education Park (ATEP), opened in 2007 and offers courses from our two colleges with a focus on workforce development and career technical skills. Emeritus Institutes and community education programs at our colleges offer lifelong learning opportunities for community members of all ages.
The District is governed by a seven-member elected Board of Trustees and the district's chief executive officer is the Chancellor.
District Services provides centralized administrative services to our three campuses. Executive offices include: Chancellor and Trustee Services, Business Services, Technology and Learning Services, Human Resources, and Public Affairs. These departments provide accounting, benefits, facilities planning, fiscal services, human resources, information technology, institutional research and planning, payroll, public affairs, purchasing, risk management, and warehouse/mailroom services to our district.
The district continually assesses the effectiveness of its services through district-wide surveys, shared governance committees and task forces that are established to accomplish specific projects. Strategic planning has become an essential tool for guiding our direction and assuring compliance with accreditation standards.
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