PT Instructor, Automotive Technology

Chabot-Las Positas Community College District; Hayward (CA); On-site; USD 3,103,732 - 3,472,929; Part time

Job summary

The Chabot-Las Positas Community College District is seeking a Part-Time Instructor of Automotive Technology for Chabot College. The successful candidate will provide high-quality lecture and laboratory instruction in automotive service and repair, aligned with current industry standards and ASE-aligned competencies.

Instructional responsibilities include both theoretical and hands‑on training in automotive systems, diagnostics, and repair procedures, with emphasis on safety, technical accuracy,

Qualifications

• Bachelor’s degree or higher and two years of professional experience, and/or other specifications as noted, or specifically named associate degree(s) and six years of professional experience.
• Evidence of understanding of and responsiveness to the diverse academic, socioeconomic, cultural, disability, gender identity, sexual orientation, racial and ethnic backgrounds of community college students, as these factors relate to the need for equity-minded practices within the classroom.
• Applicants applying under the “Equivalent” provision must provide details that explain at time of application how their academic preparation is the equivalent of the degree listed above.

Responsibilities

• Provide lecture and laboratory instruction in automotive service and repair, including diagnostics, electrical systems, engine performance, braking systems, steering and suspension, and related areas.
• Ensure strict adherence to laboratory safety protocols, proper use of tools and equipment, and compliance with institutional and regulatory safety standards.
• Assess and document student learning outcomes; participate in program review and continuous improvement processes.
• Maintain current industry knowledge and certifications, and contribute to advisory committee engagement to ensure program relevance.
• Demonstrate a commitment to equity-minded teaching practices and culturally responsive pedagogy in support of Chabot College’s diverse student population.

Skills

Lecture delivery

Education

Bachelor’s degree or higher

Associate degree + 6 years experience

ASE Master Technician certification

Job description

PT Instructor, Automotive Technology
Salary: $2,253.10/CAH - $2,521.46/CAH
https://www.clpccd.org/hr/files/docs/salary/07.01.2026_salary_schedules/Faculty_Salary_Schedule_07012026_CLPCCD_CLPFA_2025_2028_TA.pdf
Start Date: Fall 2026
Closing Date: Open Until Filled
Location: Chabot College, 25555 Hesperian Blvd., Hayward, CA 94545

Job Summary

The Chabot-Las Positas Community College District is seeking a Part-Time Instructor of Automotive Technology for Chabot College. The successful candidate will provide high-quality lecture and laboratory instruction in automotive service and repair, consistent with current industry standards and ASE-aligned competencies. Instructional responsibilities include both theoretical and hands‑on training in automotive systems, diagnostics, and repair procedures, with emphasis on safety, technical accuracy, and workforce readiness. The Automotive Technology program at Chabot College is a rigorous, industry-driven program designed to prepare students for employment in the automotive service sector. The selected instructor will support the program’s commitment to excellence, industry relevance, student success, and equity‑minded instructional practice. Faculty are expected to integrate current automotive technologies, including emerging systems such as hybrid and electric vehicle platforms, into lecture and lab instruction.

Duties and Responsibilities

• Provide lecture and laboratory instruction in automotive service and repair, including diagnostics, electrical systems, engine performance, braking systems, steering and suspension, and related areas.
• Ensure strict adherence to laboratory safety protocols, proper use of tools and equipment, and compliance with institutional and regulatory safety standards.
• Assess and document student learning outcomes; participate in program review and continuous improvement processes.
• Maintain current industry knowledge and certifications, and contribute to advisory committee engagement to ensure program relevance.
• Demonstrate a commitment to equity‑minded teaching practices and culturally responsive pedagogy in support of Chabot College’s diverse student population.

Minimum Qualifications

Bachelor’s degree(s) or higher and two years of professional experience, and/or other specifications as noted, or specifically named associate degree(s) and six years of professional experience.

Evidence of understanding of and responsiveness to the diverse academic, socioeconomic, cultural, disability, gender identity, sexual orientation, racial and ethnic backgrounds of community college students, as these factors relate to the need for equity‑minded practices within the classroom.

Applicants applying under the “Equivalent” provision must provide details that explain at time of application how their academic preparation is the equivalent of the degree listed above.

Desirable Qualifications

• ASE Master Technician certification or multiple current ASE certifications in relevant content areas.
• Recent industry experience in automotive diagnostics and repair, including hybrid and electric vehicle systems.
• Prior teaching experience in a community college or post‑secondary technical education environment.
• Demonstrated experience integrating theory with hands‑on lab instruction in a structured, competency‑based program.
• Experience participating in program review, accreditation, or advisory committee collaboration.

Physical Demands and Working Environment

Individuals with disabilities who are unable to carry out the physical activities of the position will receive reasonable accommodations to enable them to perform the essential functions of the positions.

Notification to Applicants

The Chabot-Las Positas Community College District reserves the right to close or not fill any advertised position.

TO APPLY

Please send the following application materials to the contact listed below:

• Cover Letter
• Resume
• College Transcripts (Unofficial copies accepted for application purposes; however, official copies must be submitted if hired. Any degrees earned outside of the United States must have a U.S. evaluation (course by course) of the transcripts and must be submitted with the application. Please use https://www.naces.org/members to obtain evaluations.)
• Copies of current ASE certifications (if applicable).
• Statement of Teaching Philosophy addressing hands‑on technical instruction and equity‑minded practices.
• PT Faculty Application (Application procedures also included below) https://clpccd.org/hr/files/docs/hiringpkt/1.PTFacApp.pdf https://www.clpccd.org/hr/files/docs/hiringpkt/PTFacAppProcedures.pdf

Contact Information

Name: Dr. Tracey Coleman, Dean of Applied Technology and Business
Email: [e-mail]
Phone: [phone]
Department: Applied Technology & Business

Special Instructions to Applicants

The Board of Trustees has updated Board Policy 7330 to incorporate information on COVID vaccination requirements, which are currently suspended. Accordingly, employee(s) must comply with the Board Policy found at: http://districtazure.clpccd.org/policies/files/docs/BP7330.pdf.

Equal Opportunity Statement

It is the policy of this District to provide equal opportunity in all areas of employment practices and to assure that there shall be no discrimination against any person on the basis of sex, ancestry, age, marital status, race, religious creed, mental disability, medical condition (including HIV and AIDS), color, national origin, physical disability, family or sexual preference status and other similar factors in compliance with Title IX, Sections 503 and 504 of the Rehabilitation Act, other federal and state non-discrimination regulations, and its own statements of philosophy of objectives. The District encourages the filing of applications by both sexes, ethnic minorities, and the disabled.

Chabot College Community Equity Statement

Chabot College is committed to educational equity in its academic programs and college services so that students may achieve their personal, educational, and career goals. Our equity work today builds upon a strong history: the Puente and Umoja programs were first created at Chabot College, and have since been replicated across the state. These programs have paved the way for a series of additional educational and student support programs intentionally focused on equity that thrive at Chabot College today. Chabot College is located in Hayward, California, the third most diverse city in the United States. We serve a highly diverse student population and are proud to be designated as a Hispanic Serving Institution. Information about the demographics of our campus community can be found here. Serving our diverse community requires a culturally‑responsive approach that recognizes the myriad strengths and assets that our students bring to the campus community. We do so by promoting a classroom and co‑curricular learning environment that is inclusive, collaborative, engaging, and challenging, and where respect, dignity, and integrity are core values. We see students as producers of knowledge, not just consumers of knowledge. We work to reframe inequities as a problem of practice, and view the elimination of inequities as an individual and institutional responsibility.

Joining Our College Community

• Value and intentionally promote diversity and consciousness of difference.
• Demonstrate cultural humility and an ongoing desire to improve cultural competence.
• Are dedicated to addressing issues of social justice.
• Accept their shared role and responsibility in addressing opportunity and achievement gaps experienced by students.
• Have experience and success in closing student equity gaps and engaging in equitable practices, or are knowledgeable and enthusiastic about implementing practices that achieve these goals.
• Actively seek to identify, disrupt, and remove institutional and/or systemic barriers that adversely impact historically marginalized communities.
• Empower the underrepresented and underserved.
• Foster students’ potential to become global citizens and socially responsible leaders.
• Believe that all people have the right to an education and work environment free from fear, harassment, or discrimination.