Portland Community College | Portland, Oregon Portland Community College

Teach for Community Ed

PCC Community Education classes are taught for the community, by the community. We welcome new class ideas and are always on the lookout for enthusiastic new instructors. Do you have a special skill that you’d like to share? Professional certification is not necessarily required. We’re looking for people who have experience with and passion for a subject and are able to effectively facilitate others’ exploration and learning.

When reviewing class proposals, Program Coordinators consider program needs, the potential instructor’s teaching ability and expertise in the content area, and many other factors. If the Program Coordinator would like to discuss your proposal, you will hear back within approximately two weeks. If you do not hear from us, we have determined the class is not a good fit for our needs at this time. Thank you for your interest in Community Ed!

The current hourly rate for Community Education instructors is $25.60 for instruction time.

Before you submit a new class proposal, please read the following.

Our Values

PCC Community Education’s Value Commitment

PCC’s Community Education program is committed to being a place where we learn from each other and all voices, backgrounds, and perspectives are welcomed and respected. We recognize the constant need to evolve in both our understanding and response as we address the needs and interests of our communities. This work of creating an inclusive learning environment belongs to every member of our community. Community Education is a key collaborator in integrating equity, inclusion, and diversity into all aspects of our programming and instruction.

We believe that learning should be joyful and that people learn best when they’re engaged in a student‐centered learning environment that is respectful, supportive, professional, and relaxed. We value the following qualities in an instructor:

  • Respectful, flexible, supportive
    Relates to students as adults, shows awareness of and respect for their cultural and learning style differences, and appreciates their individuality. Adapts lesson plan to accommodate student needs that arise during the class. Takes advantage of “teachable moments” to explain or clarify. Creates an environment where students are relaxed, willing to make mistakes, and express their opinions.
  • Expert, well-paced, tuned-in
    Demonstrates deep understanding of concepts and skills being taught and provides accurate information to the students. Allows time for explanations and practice, and keeps things moving so everyone stays engaged. Checks in with students to see if they have questions and ensures they are getting what they need from the class. Responds effectively to student questions and mistakes. Knows what to address or correct, as well as what to ignore. Gives encouragement and promotes self and/or peer reflection.
  • Empowering and engaging
    Provides opportunities for students to explore and practice what they’ve learned. Articulates and speaks loudly enough for all to hear. Makes eye contact with students. Visual presentations are accurate, well‐organized, legible, and clear. Utilizes strategies for handling very shy and excessively talkative students, so that all may benefit from the class.
  • Student-centered, varied, multi-­level
    Appropriately balances between presentation, demonstration, and student explorations. Gives equitable attention to all students. Uses a variety of instructional techniques appropriate to the lesson and student needs (group work, games, etc). Recognizes different levels and abilities in the classroom and engages these different levels effectively.
  • Professional, prepared, punctual
    Responds to interruptions and technical or institutional problems in a calm, positive manner. Demonstrates professional appearance, manner, and attitude. Class is well‐planned and organized. Materials and equipment are set up in advance of class. Starts and ends class on time and allows for periodic breaks. Abides by all PCC policies and procedures in a professional manner.
  • Administratively reliable
    We put a lot of time and resources into scheduling and promoting classes. Our students put a lot of time, money, and excitement into preparing for class. We need instructors who we can depend upon to remember our programming deadlines, show up for class on time without reminders, and respond promptly when we contact them for information. There are a lot of details that go into programming classes, and we run 1,000‐1,400 classes each term. That’s a lot of details! We need our instructors to communicate their scheduling needs as quickly, clearly, and thoroughly as possible so that we can get it done right.

Our Hiring Process

The Community Ed hiring process is separate from the rest of the college. If you would like to apply for a position outside of the Community Ed department, please visit the work at PCC website.

Our hiring process generally goes as follows:

  1. Online proposal
    The potential instructor completes the Submit a Proposal form. A Program Coordinator will be in touch if the proposal meets our current needs. Coordinators will use their knowledge and experience to determine if the proposed class and instructor are a good fit for the Community Ed Department.Look at our current class schedule to see if we’re already offering the class. If we are, how would your class be different? We don’t want to compete with ourselves. Be aware that Oregon ethics laws and PCC regulations prohibit instructors from selling or recommending products from their businesses or promoting their consulting services
  2. Collecting More Information
    If the proposal meets our current needs, a Program Coordinator will contact you and ask for more information about teaching qualifications and the proposed class. This includes a resume, a general course outline, and ideas about class location, materials costs, etc. This may include an in-person or Zoom meeting. Sometimes, we invite instructors to do a short demonstration of a class.
  3. Paperwork and Background Check
    Hiring paperwork includes:

    • Application for Employment
    • Conditions of Employment
    • I‐9 Form
    • W‐4 Form
    • Employee Information Form
    • Direct Deposit Form

Current Openings

We are currently seeking instructors to teach the following topics. However, this is not a comprehensive list of ideas we’re willing to consider. We love hearing new ideas!

  • Arts
    • Book arts
    • Dance
    • Drawing
    • Music Recording
    • Photography: documentary, street
    • Printmaking
    • Writing: memoir, romance, humor, food
    • Making Characters and Props for Stop-Motion Animation
    • Writing: literary fiction
    • Botanical Illustration
  • Careers, Technology, and Finance
    • The Business Side of Being an Artist
    • Finding a Job in Portland
    • Retirement Prep in your 30s-40’s
    • Budgeting for Home Improvements
    • Investing 101
    • Saving for College
  • Home, Garden, and Self
    • Home Design/Decor
    • Home Improvement Topics
    • Home DIY Repair
    • Cocktail Mixology
    • All Natural Skincare/Haircare
    • Personal Development
    • Astrology
    • Sewing/Knitting
    • Makerspace Instruction
  • Language and Culture
    • Korean
    • Japanese
    • German
    • Swedish
    • Danish
    • Music History
  • Teen (Runs in Summer Term Only)
    • STEAM Instructors
    • Painting
    • Agriculture/Farming
  • Recreation and Wellness
    • Boxing
    • Kickboxing
    • Pickleball
    • Fly fishing
    • Fly tying
    • Bowling
    • Indoor Cycling/Spin
    • Piyo
    • Nia
    • Essentrics
    • Better Bones and Galance
    • Barre

Elements of a Successful Proposal

We want our classes to succeed – of course! When we have to cancel a class due to low enrollment, students are unhappy. They really look forward to it and sometimes invest time and money into making the class fit into their schedule. We also want to avoid cancelling classes because instructors count on teaching them, and it takes our time and resources to set them up and promote them. When you think about your class proposal, consider the following questions:

  1. Look at our current class schedule to see if we’re already offering the class. If we are, how would your class be different? We don’t want to compete with ourselves.
  2. Is your class idea offered elsewhere in the Portland metro area? Is the market saturated? Or is there a growing need or interest?
  3. Who will want to take your class? How narrow is your target audience? Can they get to the class? Is it affordable?
  4. Why do you want to offer the class? Is your motivation personal or financial? Be aware that Oregon ethics laws and PCC regulations prohibit instructors from selling or recommending products from their businesses or promoting their consulting services.

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