Theatre Interview

What is the difference between a good teacher and a great teacher? PIMP C

"A mediocre teacher tells, a good teacher explains, superior teacher demonstrates, and a great teacher inspires." This is a quote by William Ward and it's something that has really stuck with me when thinking about what makes a great teacher. A great teacher will go above and beyond in order to make sure that their students' academic goals are met. My communication professor went above and beyond in order to make sure that my academic goals were met. He did things for me like give me the tie around his neck, let me borrow his briefcase so I can look more professional or sometimes he would just buy me a sandwich. Those things demonstrated that he genuinely cared about me and my success and I felt like it was so rare to find a professor who genuinely cared about. It meant so much to me and ideally I would like my students to know that I care about them to you and I'll do whatever I can to make sure that their academic goals are met. A good teacher explains things once. A great teacher explains things over and over and over again until they are sure the students get it. A good teacher makes sure that the best students in class do their best. A great teacher makes sure that even the weakest students do their very best. A good teacher teaches, a great teacher nurtures and teaches. Mastery of subject matter: A good teacher has a solid understanding of the subject matter they are teaching, but a great teacher has a deep and comprehensive knowledge of the subject, which allows them to convey it to their students in a more engaging and meaningful way. Passion for teaching: Good teachers enjoy teaching, but great teachers have a genuine passion for it. They love the subject they teach, are enthusiastic about sharing it with others, and are committed to making a positive difference in their students' lives. Creativity and innovation: Good teachers use effective teaching methods, but great teachers are constantly experimenting with new ideas and strategies to make learning more engaging and memorable. They are not afraid to take risks and try unconventional approaches to help their students learn. Personal connection with students: Good teachers have a good rapport with their students, but great teachers build strong, meaningful relationships with them. They take the time to get to know their students on a personal level, understand their needs and interests, and tailor their teaching to meet each student's unique learning style. Impact beyond the classroom: Good teachers make a difference in their students' lives, but great teachers have a broader impact beyond the classroom. They inspire their students to achieve their full potential, encourage them to become lifelong learners, and serve as role models for them to emulate. In summary, a good teacher is effective in the classroom, but a great teacher goes above and beyond to inspire and engage their students, make learning enjoyable and meaningful, and have a lasting impact on their students' lives.

Why are you applying here in particular?

1. Mission statement: MSJC's aim is to provide accessible, innovative, and student-centered learning experiences that encourage personal growth, academic growth, and student success in an a diverse world. 2. Opportunities for growth: I know that you have great PD opportunities 3. Community Impact: Working here can be rewarding because I can have an impact on the community. I live in LA but I commute to Menifee every weekend because my GF lives here and the community has grown on me. 4. Benefits: 5: Collaborative work environment: The college values teamwork, collaboration and inclusivity which can create a positive work environment and help foster a sense of community.

What experiences in technical theatre, production, acting, and directing do you posses?

A good theatre professor should be a well-rounded one - meaning they have a combination of both practical and academic experience in these areas. 1. Tech theatre: I have experience in stagecraft like lighting design, sound design, costume, and stage management. You should know what tech is out there and the software used in the field. 2. Production: I have experience in producing shows. I know how to create a budget, scheduling, and coordinating with designers and technicians. You should know the roles and responsibilities involved in a production and be able to teach students how to manage a production from start to finish. 3. Acting: I have a strong background in acting. I have won multiple awards for my performances but I also have a record of coaching students and developing their skills as performers. 4. Directing: I have experience in directing a variety of shows, from small-scale productions to bigger musicals. I know how to stage, block, and work with actors and teach students how to direct their own shows. In addition to these specific experiences, I possess strong communication and leadership skills, and am able to inspire and motivate students to achieve their goals in the field. I am committed to staying up-to-date with the latest trends and developments in the industry, and am able to share this knowledge with their students.

I. During a class discussion, an issue regarding race, sexual preference, or cultural differences appears to make some students defensive or even angry. How would you respond and provide remedies? CISCO

A. An initial instinct would be to put out the fire. But it might be useful to dissect the moment 1. First, I would address the issue head on. You might escalate the situation by sweeping it under the rug. When students feel unheard, frustrations build. The conversation might be uncomfortable but the conflict will not dissipate if you don't address it. 2. Second, I would set a goal. As a role model, and the only adult in the room perhaps I want to create a safe space for conflict resolution to take place. 3. Then I would encourage introspection. I would ask the students to identify what emotions are experiencing. I would motivate students to think about the root of the conflict because often times they come from misinterpretations. I would ask students to speak honestly about what they're thinking. 4. Then I would seek common ground. I will try to frame the conversation around goals and ask students what they would like to see happen as a result of the conversation. How are the students alike? How can we compromise so respecting everyone's point of view? 5. Then I would try to encourage everyone to keep an open mind. Keeping an open mind and truly listening to the other person allows barriers and egos to come down. When students are genuinely curious about other peoples perspectives, empathy and understanding and resolutions will begin to smother the fiery conflict.

I. Educators have seen an increase in the numbers of students with learning and behavioral disabilities in the classroom. How specifically will you help your students, in and out of the classroom to do their best?

A. How do you help students with learning disabilities? How will you help your students in and out of the classroom? 1. First, I will let them know of the disability resource center so they are aware of what services are available to them. 2. Students with learning disabilities require more direct instruction. I let students know if they need individualized help, that I am available for them 3. I find that breaking assignments down into smaller steps is helpful for some students. B. How will you help your students with behavioral disabilities? 1. Often times these students just need more attention. 2. I find that establishing a code of conduct early on is a great way to prevent behavioral disruptions in class. 3. Reward positive behaviors. While I may have to discipline students for improper behavior, it's also important to reward positive behavior because it's ultimately more effective in the long run. They may see discipline as a personal attack so they may learn very little from it. It's important to celebrate the successes of students more than reprimand or punish them for their mistakes. 4. I try to use motivational strategies. Students with behavioral disorders tend to have a lot of negative experiences in school therefore they often lack the desire or motivation to succeed. By offering students incentives for academic success large or small and celebrate their work and their good efforts. This can go a long way in giving students the motivation to succeed.

What is your teaching philosophy?

A. I think it's important to cover three broad issues. First, my concept of teaching and learning. Second, how I teach. And finally, the rationale for why I teach the way that I do. So let's discuss the first part. B. What is your conceptualization of teaching and learning? 1. As a teacher, I want students to be personally transformed by their experience in my courses. Transformative learning is most likely to occur when students are personally engaged in the material and when they perceive the material to be relevant to their own lives. I was transformed by my experience with theater, I was a very different person after I learned more about theater arts and I want my students to be engaged in the same way. I want to give back to the system because it has given me so much. 2. The way by which I work to stimulate student engagement is unique to each individual and classroom. While students should take responsibility for their own learning, but I can often inspire their desire to learn. a. One of the reasons why theatre became my major is because my instructor was so enthusiastic, passionate and knowledgeable about it and that inspired me to learn more. Learning about the students I teach and listening to their experiences has helped me to think of ways to make the course material relevant. C. Describe how you teach 1. I believe it is important for teachers to cultivate learning partnerships with students. In my view, teaching is not about instructing or imparting information to students as if their minds were waiting to be filled with my knowledge. Rather, teaching is empowering students to take responsibility for their learning, inspiring courage to grow intellectually, cultivating curiosity,and providing opportunities for developing relationships. While my teaching objectives vary, depending upon the course level and content, my philosophy serves to inform my practice. When I'm designing the format for a course, I want to make sure that the student learning outcomes and the evaluation objectives are met. I strive to ensure that my students are empowered, inspired and engaged. 2. In any teaching context, I work to promote student responsibility for learning by asking each student what they will contribute to the class and how each person can participate in creating a classroom environment that is stimulating and respectful of diverse views and experiences. a. Providing access to my expertise is also a priority in my teaching. I actively encourage dialogue with students during office hours, by appointment and email. b. Additionally, I regularly strive to improve my teaching by seeking student feedback, talking with peers, attending teaching seminars, and reading and experimenting with new methods. Through these evaluative and informative processes, I am continually refining my teaching practices and growing as a teacher/scholar. D. Describe your rationale for why you teach the way you do. 1. I want to make sure that my students have an ignition moment in Theater Arts. My goal as a theatre instructor is to make sure that students understand the value that Theater Arts brings to their lives no matter what their major or goal is. Because if I can do that, I can create a lifelong learner. A. Theater is a powerful medium for advocacy for diverse perspectives. B. Theater reminds us that we are not alone. C. Theater is immediate, evolving and always different.

Tell us about a recent committee or group work experience; what did you learn about your small group and/or leadership skills from your experience with the committee or group? What strengths and skills do you look for in others as you work together?

A. Intro 1. I read an article in the Chronicle of Higher Education. They were interviewing someone for a full-time faculty position. After the candidate left the room, one colleague turns to another colleague and says "I don't care of the guy won a Nobel prize, I just don't want to work with any jerks". Although she used much stronger language than that. That article highlights some of the nastiness and negativity that can go on in academia. 2. The bottom line is, you are working with many brilliant people in a college setting, but no one wants to work with anyone that's difficult. My committee work has taught me that I am someone who is works well with others, flexible in my responsibilities, organized and prepared, I have ambitious ideas, but I'm willing to stay in my lane. B. Committee and group work experience. 1. I participated on hiring committee at LBCC. We hired full-time person for the first year experience program at Long Beach City College. 2. I participated on a distance education panel, policies and procedures committee. The PPC ensures the board policies are organized in a legal and ethical manner. So we might organize presenters for Brown Act training. I learned that I am dependable, organized and flexible. C. What did you learn about your leadership skills? 1. Organization a. When working with DEC, I hadn't had much committee experience and I wanted to make a really good first impression so I created a mockup of a course website that was accessible, user friendly and easy to navigate and many of my colleagues appreciated the work that I put into giving them something they can look at and give feedback on. Committee work requires a high level of organization to ensure that all tasks are completed in a timely and efficient manner. Leaders should be able to prioritize tasks, set deadlines, and delegate responsibilities as needed. 2. Flexibility: Committee work can be unpredictable, and leaders must be flexible enough to adapt to changing circumstances and adjust their plans as needed. 3. Collaboration: Committee work is a team effort, and leaders must be able to work collaboratively with others. They should be open to feedback, willing to compromise, and able to build consensus among committee members. D. What strengths and skills do you look for in others? 1. Problem-solving: Committees often face complex problems that require creative solutions. Leaders should be able to think critically and come up with innovative solutions to overcome any obstacles that arise. 2. Time management: Committees often work on a tight schedule, and leaders must be able to manage their time effectively to ensure that all tasks are completed on time. 3. Communication: Effective communication is essential for any committee work. Leaders should be able to clearly convey their ideas and understand the perspectives of other committee members.

Share factors that contribute to student success. What retention strategies have you implemented in your discipline? What was the most successful and least successful? FIRMIC

A. Most successful 1. Make a great first impression. a. It's much easier to win students over when they feel like you are dedicated to their success. It's important to convey and warm tone and when students ask for help, commend them for doing so. 2. Monitor student progress a. Show my students that I am paying attention to their progress. Sending emails of concern for students who are below certain averages show them that I care that they are not meeting expectations and I want to help them improve their performance. 3. Clear feedback a. When students see that I'm taking the time to provide clear, specific and meaningful feedback to help them get better, they are more engaged in the learning process. I don't only tell students what they need to improve on but also offer suggestions, tips, and resources that they can use for future assignments. 4. Inspire students a. All of us need reminders or a little inspiration. I have got into the habit of posting random announcements, emails or inspirational quotes to remind them of their abilities. Students like to hear that I believe in them and I am always here to help. This creates a trusting and pleasant classroom environment where students feel valued and motivated to do their very best. 5. Address "at risk" students a. It's important to address at risk students at the beginning of the semester. I try to identify at risk students earlier on and have an intervention strategy available to them. B. Least successful 1. Some instructors connect with students on social media platforms. I understand that putting a face to a name can help humanize you as an instructor, but I think that is risky. The only students I add on social media are former students.

What is your favorite book and how does it inform your practice as a faculty member in a diverse student environment.

A. My favorite piece of literature is a play call jails hospitals and hip-hop by Danny Hoch. I saw this student do a monologue and her character was so unique and specific to people in my community I immediately connected with piece because it was funny, relatable, and diverse. I started reading all of his literature and I connected with it because it wasn't Shakespeare, it was new. And that's what inspired me to join the speech and debate team. The team was such a diverse group of brilliant students who were all fighting for social justice issues. The play is part of a unique genre of theater called hip-hop theater, which is now very popular with shows like Hamilton.

Please describe your philosophy on collegiality in a diverse work environment. Give examples of how you handled differing viewpoints/direction with colleagues, administrators, staff and students. Describe examples of situations that resulted in positive outcomes and those that were less positive. What did you learn and what would you do differently?

A. Philosophy 1. Some steps can be taken to create collegial relationships. For example, being respectful, expressing appreciation, having lunch, informally consulting with others and supporting each other. In other words, creating a open relationship for decision making and debate. It's hard to demonize someone you have lunch with or you see hanging out with their children. At most colleges I work for, there is a code of conduct. In those codes of conduct the spirit of collegiality should be there. After a code of conduct is established, there should be a responsibility to use it. In my experience, most people treat others with respect, consideration and care, conduct code or no conduct code. 2. How do you handle differing viewpoints? a. I handle differing viewpoints in the same way I would expect my students to handle differing viewpoints. It's okay to disagree, but you're not allowed to be rude or condescending language. b. I try to treat differing viewpoints like a debate. The benefit of hearing ideas you don't agree with is that it helps to strengthen your arguments and make them better. 3. Examples of outcomes Positive a. There was a student that I wanted to work with who was very talented but had some behavioral issues. Some colleagues in my department did not like her and didn't want her around. When working with a student, I realize she was dealing with some behavioral disorders which made it difficult for her to manage her emotions. I said, let's give her a chance and see how she does. She ended up being one of our star players on the Speech team. Less positive a. A less positive example was a student on the team wanted to talk about a controversial topic and one member of the department felt it was too controversial to talk about. I felt like this was a violation of the students' academic freedom but at the same time, I wanted to keep him around in order to fit in with the culture and values of the team. What did you learn and what would you do differently? a. The department came up with a policy with suggestions for speech topics. This has helped to avoid rubbing certain members of the department the wrong way.

What are emerging trends in your discipline related to social justice? Equity? Innovation? How have you implemented these trends?

A. Social Justice 1. Socially Conscious Theatre: Social justice issues encompass a wide variety of the themes I produce. For example, the themes I've created this year are about voting rights, climate justice, healthcare, the refugee crisis, racial justice, the income gap, gun violence and food insecurity. I use my art to raise awareness about social justice issues and advocate for social justice. B. Equity/Fairness 1. Inclusivity and Diversity: I strive to be more inclusive and diverse by promoting the representation of marginalized communities on stage, behind the scenes, and in leadership positions. 2. Community Engagement: Theatre companies are engaging with their communities by creating opportunities for dialogue and collaboration. This includes hosting post-show discussions, partnering with community organizations, and creating educational programs for youth. C. Innovation 1. Technology and Innovation: Technology is being used to enhance the theatre experience, from virtual reality sets to interactive performances. In addition, new forms of theatre are emerging, such as immersive theatre and site-specific theatre. 2. Collaborative Work: Theatre artists are collaborating with other art forms, such as dance, music, and visual arts, to create new and innovative works that explore social justice themes.

What are your long-term goals as a teacher or educator

A. Teaching 1. I would like to enhance online learning experiences for students. I know that this college as one of the top online community colleges in California and I would like to enhance the reputation. 2. I would love an opportunity to mentor new faculty 3. I would like to teach new courses. I would like an opportunity to teach other courses that are outside of the courses that I have experience with. The only way that I'm going to grow as a communication professor is if I'm able to meet the challenges of teaching new courses. I would love an opportunity to teach intercultural communication or mass communication. B. Service 1. I'm also interested in being a part of the academic community and to participate in workshops, conferences and committees. 2. Organize activities. I would like to establish a strong presence on campus. I would love to be able to create on campus activities that will hopefully generate interest in our department and enrolment on our college campus. I would like an opportunity to create a speech team. I am a speech and a coach and I think this would be a great way to increase activities on campus and generate interest in our department. 3. Participate in recruitment C. Professional Development 1. Attend conferences 2. Participate in professional development workshops. I love being in the classroom, there is nowhere in the world I'd rather be and I prefer to be sitting down listening and learning. 3. Participate in faculty senate. D. Leadership 1. Chair a committee 2. Chair a department 3. Present at a Professional Development workshop

If you had a conflict with a colleague in your discipline or department. What steps would you take to resolve the issue? Please refer to an actual example in your past if one is relevant.

A. What steps would you take to resolve the issue? 1. First I would want to get clarity on what the problem is. Maybe I need to listen better. I might need to pay attention to some details. 2. Then I would want to work on establishing a goal that falls in line with the respect and integrity of everyone involved. 3. Third, I would come up with a strategy to meet the common goal. B. Refer to an actual example or one that is relevant. 1. One disagreement that came up was with a coach on a speech and debate team. I was working for one school that had a lot of coaches. Some students were not sure who to pay attention to because at times coach advice would contradict one another. In order to fix this we decided on a coach in charge for specific events. All other coaches ideas or suggestions but ultimately, there is one captain to the ship and one person you should be listening to.

It's the first day of class, tell us how you would introduce yourself to your students. Discuss your experience with teaching technical theater courses and production classes, such as acting and directing?

Certainly! Here's how I would introduce myself to my students on the first day of class and discuss my experience with teaching technical theater courses and production classes: I. Introduction: "Good morning/afternoon, everyone! I want to start by saying how thrilled I am to be here with all of you today. It's an absolute honor for me to have the opportunity to work alongside such a talented and passionate group. I genuinely believe that our journey together in this class is going to be nothing short of extraordinary, and I can't wait to dive in. II. Educational Background: "First, I'd like to give you a glimpse into my background, so you can better understand my path in the world of theater. My journey began with a Bachelor of Arts degree in Speech Communication, a pivotal moment where I witnessed a captivating monologue performance that sparked my interest in hip-hop theater and the potential of one-person shows. This unexpected encounter ultimately set me on a path towards pursuing acting professionally, culminating in a national championship in oral interpretation." III. Graduate Studies and Achievements: "I continued my education by earning a Master of Fine Arts (MFA) in Theatre Arts. During this time, I achieved several milestones, including winning the Irene Ryan acting scholarship at both regional and national levels, securing scholarships to prestigious theater festivals, and launching my career as an actor with the support of an agent right out of college. These experiences not only shaped me as an artist but also as an educator." IV. Teaching Experience: "Now, let's delve into my teaching journey, which spans nearly two decades. I've had the privilege of working with a wonderfully diverse range of students, helping me evolve as an instructor. My teaching portfolio includes a wide variety of courses, such as Acting for the Camera, commercial acting, interview and presentation techniques, auditioning, voice and movement, improvisation, stage combat, Shakespearean villains, introduction to theater, oral interpretation, and acting for non-majors. Currently I'm working at Long Beach city College and I teach several courses there, including introduction to acting, acting for non major, advanced, acting

Share how your education and background address social injustice and equity in a community college setting? CEASE

Addressing issues of social justice and inequity in a college setting requires a multifaceted approach that involves both individual action and systemic change. Here are some ways to get started: Educate: Start by educating yourself about social justice issues and understanding how they manifest in a college setting. Attend workshops, read booking books by Ta-Nehisi Coates or Paolo Faerie, and watch documentaries to gain a deeper understanding of systemic inequality. Create awareness: Start conversations with my colleagues about social justice issues, and raise awareness about inequity in your community. Use social media to spread awareness and start conversations. Advocate for change: Doing plays and theatre that focus on social justice issues like (reproductive rights, immigration, women's rights), and advocate for change on campus. Support initiatives that address systemic inequality. Support Marginalized communities: Support marginalized communities by attending events, volunteering with organizations that serve underrepresented groups, and amplifying their voices. Examine my own biases: Take the time to examine your own biases and privilege, and work to dismantle them. Engage in self-reflection and actively seek out opportunities to learn from others who have different life experiences.

How do you see your role as a full-time faculty member creating a connection between MSJC's Theater Arts program, its place on campus, and in the local community? PECHS

Develop partnerships with local organizations: One way to connect with the local community is to develop partnerships with local organizations, such as theater companies, schools, and community centers. These partnerships can include joint productions, workshops, or outreach programs that bring the community into the theater program and showcase the talent of the students. Host community events: Another way to connect with the local community is to host events that are open to the public. This can include open houses, pre-show talks, or post-show receptions that give the community a chance to meet the students, faculty, and staff of the theater program. Collaborate with other departments on campus: To connect with the rest of the campus, the theater program can collaborate with other departments on campus, such as music, dance, and art. This can include joint productions, interdisciplinary workshops, or student showcases that highlight the diverse talents of the campus community. Use social media and online platforms: Social media and online platforms can be a great way to connect with the local community and promote the theater program's events and productions. The program can create a website, social media accounts, and email newsletters to keep the community informed and engaged. Offer educational opportunities: Finally, the theater program can offer educational opportunities for the local community, such as workshops, classes, and internships. These opportunities can help to build relationships with the community, while also providing valuable training and experience for aspiring theater professionals. By implementing these strategies, the theater program can create a strong connection between Mt San Jacinto's Theater Arts program, its place on campus, and in the local community.

Describe any experience you had in developing and assessing student learning outcomes.

Developing and assessing student learning outcomes (SLOs) is an important part of any educational program. Here are some steps that I have taken to develop and assess SLOs: I have collaborated with my colleagues in the creation of a program review and planning document. This document covers eight broad areas which include basic information, program information, course overview, curriculum info, labor market data, goals, resources, and review. This document outlines the plans we have for improving student success in our program and sharing that information with the community. This is an annual report and at the end of the academic year, we outline the program's strengths as well as areas for improvement. With guided pathways, the review becomes even more crucial for the success of our students. 1. First, we identify the course goals. This includes what we want the students to be able to do at the end f the course. 2. Develop SLOs: The goals should be specific, measurable, and achievable. 3. Allign with course materials and activities with the SLOs so students have an opportunity to meet those goals. 4. Develop assessment tools through quizzes, and tools, that measure whether students are meeting those goals. 5. Administer the assessments: We measure the second learning outcome through performance. We essentially want to know if students are able to deliver a presentation with confidence by the end of the semester. 6. Analyze the results 7. Finally use those results to improve teaching and learning Completing this document forces our department to ask tough questions like... 1. How well our programs learning outcomes align with the employer or transfer expectations. 2. How do we measure the program assessments. 3. Reflecting on the major findings we have discovered about students in our program. 4. What are the factors that influence completion trends. 5. What steps we need to take to address completion rates. It's important to note that the process of developing and assessing SLOs should be an ongoing one, with regular reviews and updates to ensure that the course is meeting its goals and providing students with the skills and knowledge they need to succeed.

This position facilitates the work of several classified technical employees and several associate (part-time) faculty members. How does your management and leadership style support diverse people and their varying perspectives? LID TEC

Embrace diversity: Embrace diversity in all its forms, including differences in race, ethnicity, gender, sexual orientation, age, religion, and abilities. This means creating an inclusive environment that values and respects everyone's unique perspectives and experiences. Foster open communication: Encourage open communication, where everyone feels comfortable sharing their thoughts and opinions. This can be done by creating a safe space where people feel heard and respected, and by actively seeking out diverse perspectives and ideas. Encourage collaboration: Encourage collaboration and teamwork, which can help to bring diverse perspectives together and create more innovative solutions. This can be done by promoting teamwork and setting up cross-functional teams that bring together people with different backgrounds and expertise. Provide training and development: Provide training and development opportunities that support diversity and inclusion. This can include diversity training for managers and employees, as well as professional development programs that support underrepresented groups. Foster an inclusive culture: Foster an inclusive culture that values diversity and promotes a sense of belonging for everyone. This can be done by creating policies and practices that support diversity and inclusion, such as flexible work arrangements and accommodations for people with disabilities. Lead by example: As a leader, lead by example and demonstrate a commitment to diversity and inclusion in all aspects of your work. This includes actively seeking out diverse perspectives, promoting open communication, and fostering a culture of inclusion. By incorporating these strategies into your management and leadership style, you can support diverse people and their varying perspectives, creating a more inclusive and innovative workplace.

What strengths do you bring to this classroom and the college? PEEP CFT

Expertise in their subject matter: They have a deep understanding of the material they are teaching and are able to convey that knowledge effectively to their students. Teaching skills: They are skilled at explaining concepts in a way that is easy for students to understand, and they have a variety of teaching strategies to accommodate different learning styles. Communication skills: They are able to communicate effectively with students, colleagues, and administrators, and they are responsive to feedback. Passion for teaching: They are enthusiastic about teaching and genuinely care about their students' success. Flexibility: They are able to adapt their teaching style to meet the needs of different students and situations. Empathy: They are able to understand and empathize with their students, creating a supportive and welcoming learning environment. Patience: They are patient and understanding with students who may be struggling with the material. Commitment: They are dedicated to their students' success and are willing to go above and beyond to help them achieve their goals.

Choose a theater course. When you teach that course, what is your favorite concept, and what is the most challenging to teach?

Favorite concept 1. Stage fright a. Improv Most challenging Inspiring Creativity: Theatre is an art form that requires creativity, and inspiring students to tap into their creativity and develop original ideas can be a significant challenge for theatre teachers. Encouraging students to take risks and explore new concepts can be difficult, especially if they lack confidence or feel self-conscious about their abilities. Time Management: In many theatre programs, teachers are responsible for producing multiple shows each year. Balancing the demands of rehearsals, performance schedules, and classroom instruction can be a significant challenge, especially when students are involved in other extracurricular activities. Technical Challenges: Theatre productions involve many technical elements, including lighting, sound, costumes, and sets. Teaching students how to use these elements effectively can be challenging, especially if the teacher lacks expertise in these areas. Additionally, technical challenges can arise during rehearsals or performances that require quick thinking and problem-solving skills. Overall, teaching theatre requires a combination of creativity, organizational skills, and the ability to work with diverse groups of students. Overcoming these challenges can be a rewarding experience for both teachers and students, as they work together to create inspiring, engaging, and thought-provoking theatre productions.

What challenges unrelated to the curriculum have you observed with students in your classes? How do you address those issues to assist to overcome those challenges? FAULTB

Financial challenges: Many community college students face financial difficulties, including the cost of tuition, textbooks, transportation, and living expenses. This can lead to stress and may impact their ability to focus on their studies. 1. I use OERs and ZCT for my courses. Balancing work and school: Many community college students work while attending school to support themselves financially. Balancing work and school can be challenging and may lead to feelings of exhaustion and stress. 1. Mental Health Day 2. Give flexible assignments Lack of support: Community college students may feel isolated and unsupported due to the large size of the campus and lack of community. This can be especially difficult for students who are the first in their families to attend college or who come from low-income backgrounds 1. Progress Reports 2. Meet with students informally . Academic preparedness: Some students may struggle with the transition to college-level coursework, which may be more challenging than what they experienced in high school. 1. More one on one time 2. Patience 3. Time to figure things out Access to resources: Community college students may not have access to the same resources and opportunities as students at four-year colleges, such as research opportunities, internships, and extracurricular activities. Transfer challenges: Students who plan to transfer to a four-year college may face challenges with transferring credits or meeting transfer requirements. 1. Check in to make sure they are on track

How do you incorporate diversity into your classroom assignments and lectures?

Finding ways to incorporate diversity into the classroom is the responsibility of all educators not just college professors. Some of the strategies I use to increase inclusivity in the classroom are number one. Addressing sensitive topics: One of the ways that I incorporate diversity into my assignments is through the use of a cultural narrative assignment. In this assignment, students are required to talk about a time in their life when they were stereotyped for being a part of a particular culture. Oftentimes, students want to talk about their race or ethnic identity and how they have been stereotyped. Talking about things like discrimination, bias, and stereotyping in the class is an opportunity to promote empathy understanding, and respect. Incorporate Diverse Perspectives: I also think it's very important to incorporate diversity in the classroom by using diverse examples. In the classroom, I use textbooks, articles, and multimedia, highlighting, different cultures, genders, races, and ethnicities in class discussions. C. I also know that students have diverse learning styles and one may need to be able to take different approaches when working with students with learning disabilities. I was one of those students who struggled in school. Some of my teachers couldn't figure out what was wrong with me and it wasn't until my mom sat down with me that she realized I was dyslexic which made subjects like math very difficult. Once I knew what my obstacle was, I realize that I need to work harder than everyone else. That has produced a work ethic in me which may be absent from someone who is naturally gifted in these areas. I understand how to appeal to students who have diverse learning styles. By incorporating diversity into the classroom, I can help create a more inclusive learning environment, that values, and celebrates the experiences, and perspectives of all students

Discuss your approach to helping nontraditional or underprepared students including the use of support services. CAPFF

First and foremost, it is important to understand that nontraditional and underprepared students may face unique challenges that require tailored approaches to support their learning. Some common challenges these students face include limited academic preparation, financial constraints, work or family responsibilities, and lack of familiarity with the college environment. To address these challenges, institutions can provide a range of support services, including academic support, financial aid, and career counseling. These services can help students develop the skills and knowledge needed to succeed in college and beyond. Some examples of support services include: 1. Academic support: Provide tutoring, writing centers, academic coaches, and workshops to help students improve their academic skills. 2. Financial aid: Offer scholarships, grants, and other financial assistance to help students pay for college. 3. Career counseling: Provide resources and guidance on career paths, job search strategies, and interview preparation. 4. Flexible scheduling: Offer online and evening courses to accommodate students' work and family responsibilities. 5. Peer support programs: Create peer mentoring programs, peer tutoring, and student organizations that can provide additional support and encouragement. In addition to these support services, educators can also adopt teaching strategies that are inclusive and responsive to the needs of nontraditional and underprepared students. These strategies may include providing clear expectations, breaking down complex topics into manageable parts, and offering opportunities for students to practice and apply their learning. Overall, supporting nontraditional and underprepared students requires a multifaceted approach that includes both targeted support services and inclusive teaching strategies. By providing students with the resources they need to succeed, educators can help ensure that all students have the opportunity to reach their full potential.

There are several statewide initiatives that are being mandated by the Chancellors office - Guided Pathways, Vision for Success and Equity. Explain the role of faculty in integrating these initiatives in the classroom. Provide three examples.

Guided Pathways, Vision for Success, and Equity are designed to improve student outcomes and ensure equity in education across California. As such, faculty members play a critical role in integrating these initiatives into the classroom. Here are three examples of how faculty can do this:Guided Pathways Incorporating Guided Pathways into course design: Guided Pathways aims to provide a clear and structured path for students to follow from enrollment to graduation. Faculty can help integrate this initiative into the classroom by designing courses that align with the program pathways and creating assignments that reflect the program-level learning outcomes. This approach ensures that students are prepared for their next courses and are on track to complete their degrees on time. 3. In order to make sure that students are completing their goals, it's important for faculty to create a clear curricular pathway, to help students choose their pathway and to stay on the path. a. As a faculty member, I make sure that my students are staying on track and the way I do that is by asking them through progress reports. If a student continues to keep their grades up and stay enrolled, it's important to reward their success and if their grades are falling below, we come up with a strategy to help them increase their scores. Infusing Vision for Success into course content: Vision for Success focuses on improving student success rates by addressing equity gaps and preparing students for the workforce. Faculty can help integrate this initiative into the classroom by infusing course content with real-world examples and skills that are relevant to the workforce. For instance, faculty can assign projects that require students to analyze current labor market trends, develop industry-specific skills, or apply critical thinking and problem-solving skills to real-world scenarios. I utilize assignments that help them think about what pathway they should be on. For example, I do an interview speech at the beginning of the semester. This is an elevator speech, where they talk to me as if I am their ideal employer for their dream job. When students think about where they want to be in five years from now, that motivates them to take responsibility for their own pathway. One of the challenges of the vision for success initiative is finding counselors to implement these initiatives. When these counselors are unavailable or students are unsure who to speak with, it's important for a faculty member to step up and provide that pathway for that student. I have supported my students by providing them with a pathway that meets the requirements for transfer readiness in a timely manner. Ensuring Equity in classroom practices: Equity is a critical component of California's education initiatives. Faculty members can play a vital role in promoting equity by incorporating inclusive teaching practices into the classroom. This may include using culturally responsive teaching strategies, creating a safe and inclusive classroom environment, and using diverse examples and perspectives in course content. Faculty can also work with other faculty members and administrators to identify and address equity gaps in student success rates and develop targeted interventions to improve equity. I have strengthened support for equity by using ZCT or OER's in my courses, providing scholarship opportunities, resources, employment opportunities and have provided equal access to my courses by strengthening support for remote courses. In summary, faculty members play a critical role in integrating California's education initiatives into the classroom. By incorporating Guided Pathways into course design, infusing Vision for Success into course content, and ensuring equity in classroom practices, faculty can help improve student outcomes and promote equity in education.

Give specific examples of how you foster diversity, equity, inclusion, and accessibility in your classroom instruction and as part of the campus community?

HINT: TIP MAID In both my classroom instruction and involvement in the campus community, I prioritize diversity, equity, inclusion, and accessibility as foundational values. These principles are not only essential for creating a welcoming and enriching environment but are also fundamental to the evolving landscape of theatre arts. Classroom Instruction: Diverse Texts and Perspectives: I make a deliberate effort to include a diverse range of theatrical texts and playwrights in my curriculum. This ensures that students encounter stories and voices from various cultural backgrounds, identities, and experiences. For example, I incorporate works from underrepresented playwrights, exploring themes related to social justice, identity, and inclusivity. For example, some of the plays that I've produced and directed over the last year, have been about voting rights, immigration issues, women's reproductive rights, and so on. Inclusive Casting: In the realm of practical theatre production, I encourage and support inclusive casting practices. This means considering actors of all backgrounds for roles, regardless of their race, gender, or ability, to reflect the diversity of our community accurately. Accessible Productions: I collaborate with students and production teams to ensure that our theatre productions are accessible to all. This includes providing sign language interpreters, captioning, and accessible seating options for patrons with disabilities. I believe that theatre should be enjoyed by everyone, and this commitment extends to our audience's experience. Campus Community Engagement: Mentorship and Support: I actively mentor and support underrepresented students, including those from marginalized backgrounds, encouraging them to pursue careers in theatre. I also work closely with student organizations that promote diversity and inclusivity in the arts. Accessible Spaces: I advocate for and participate in efforts to make our theatre spaces physically accessible to all students and visitors. This includes ensuring wheelchair ramps, accessible restrooms, and proper signage. Collaborative Initiatives: I collaborate with colleagues to develop initiatives aimed at promoting diversity in all aspects of the theatr

In designing and teaching an online course, what factors would you take into consideration to ensure student success? FC STAMP FC

Here are some factors that I suggest taking into consideration when designing and teaching an online course to ensure student success: Course structure: The course should be well-organized and easy to navigate, with clear learning objectives and a detailed syllabus that outlines the course content, assignments, and assessments. Learning materials: The course should provide a variety of engaging learning materials, such as videos, articles, interactive quizzes, and other multimedia resources. Communication: The course should provide a clear and consistent communication channel between the instructor and students. This can be done through email, discussion forums, or video conferencing. Feedback and assessment: Regular feedback should be provided to students on their performance, and assessments should be fair, clear, and aligned with the course objectives. Technology: The course should use appropriate technology and software tools to support learning, such as a learning management system (LMS) that allows for easy access to course materials and assignments. Accessibility: The course should be designed to be accessible to all students, including those with disabilities, and should incorporate best practices for accessibility, such as captioning for videos and accessible formats for documents. Time management: The course should provide clear guidelines on time management and workload and students should have access to resources Community building: The course should provide opportunities for students to interact with each other, such as through group projects, discussion forums, or peer review activities, to foster a sense of community and encourage collaboration. Instructor presence: The instructor should be actively involved in the course, providing support, feedback, and guidance to students throughout the course. Flexibility: The course should be designed to be flexible, allowing students to learn at their own pace and providing alternative ways to access course materials and assessments if needed.

What is you professional directing or acting experience?

I have 8 years of directing experience: ANN, Dominica, Constitution, Alt Endings I have 20 years of Acting experience: MFWH, Shakespeare, Commercials, Films, Industrials Musical theater experience I cofounded the Courage Theatre Company which has won multiple ovations awards in LA .We recently did RENT. If I were hired I would bring in a guest speaker or I would delegate those responsibilities to others and would love to learn how to do that. 1. Experience in community theater and applied experience in teaching and directing a. Community theatre: MFWH, Anna in Tropics, Much Ado about Nothing b. Teaching: Storytelling, Intro to Theatre, Acting for Non-Majors, Voice and Text, Villains, Audition Techniques, An extensive amount of speech courses, oral interp, acting for the camera, commercial acting, Interviewing, rehearsal and performance, advanced acting and improv. c. Directing: ANN, Alt Endings, Constitution,

_______________ is a very diverse campus. Please describe your previous experience working with people of diverse cultural, economic and educational backgrounds.) (What do you see as the most challenging aspect of an increasingly diverse educational community? What have you done formally or informally to meet such challenges and what have you learned?)

I have been able to adapt to a very diverse student demographic. I have taught for many different schools and districts over the last ten years and many of my students either agree or strongly agree that I use diverse examples in the classroom. Challenges 1. Multicultural teams can be difficult in the face of prejudice or negative stereotypes 2. Professional communication can be misinterpreted or difficult to understand across cultures. 3. Students from some cultures may be less likely to speak up or have their voices be heard. What have I done to meet these challenges? 1. cultural narrative assignment. In this assignment, students are required to talk about a time in their life when they were stereotyped for being a part of the particular culture. Often times, students want to talk about their race or ethnic identity and that how they have been stereotyped. 2. I ask students to speak in what has historically been considered a professional way of speaking. I tell the story of My Fair Lady. 3. Edward Kunkle:

Describe your ideal production process and time management, starting from choosing the production, auditions, and through the performance. Can you give a specific example of when it did not meet the ideal and how you overcame the challenges?

I would be delighted to elucidate my preferred production process and approach to time management, and to provide an illustrative example of a situation when things didn't go as planned and how I adeptly addressed the challenges. My Ideal Production Process and Time Management: Selecting the Production: o Commence the process by meticulously choosing a production that harmonizes with the educational objectives and interests of the students. This decision is underpinned by a comprehensive evaluation of available resources, encompassing budgetary considerations, rehearsal space, and technical support. o Establish a clearly delineated timeline for production selection, ensuring it affords ample time for script acquisition, rights clearance, and initial planning. It is important to plan with the resources and talent at hand, often necessitating a flexible and adaptable approach. Auditions and Casting: o Facilitate auditions characterized by inclusivity, offering all interested students an equitable opportunity to participate. The principles of diversity and equal opportunity underscore this process. o Implement a well-structured audition schedule, disseminate audition materials well in advance, and provide lucid expectations to streamline the process. Additionally, it's essential to communicate casting decisions promptly and offer constructive feedback and support to students not cast in roles. Rehearsal Process: o Forge a comprehensive rehearsal schedule that takes into account the availability of both students and external collaborators, such as designers or choreographers. o Prioritize consistent and regular rehearsals, focusing intently on character development, blocking, and technical aspects. o Foster an environment of open communication within the production team, facilitating the resolution of challenges and adjustments during the rehearsal process. Technical and Design Elements: o Foster close collaboration with designers and technical teams to ensure the seamless integration of visual and technical aspects, rendering a cohesive and visually captivating production. o Craft a meticulously planned timeline for set construction, costume fittings, lighting design, and sound cues, aligning them with the r

Apart from classroom instruction, what are the professional obligations of a faculty member to the department and the college? How do you see yourself fulfilling these obligations if selected for the position?

I'm truly thankful for the extensive experience I've gained in my full-time role, as it has provided me with valuable insights into the expectations and professional responsibilities associated with being a full-time faculty member. As a full-time faculty member, I actively contribute to the assessment and development of curriculum choices, student learning outcomes, and the evaluation of SLOs. Collaboration with my colleagues is a key aspect of my role, as we work together to identify ways to enhance instruction across all courses. I am involved in selecting course materials for both in-person and distance education settings. To stay current with effective teaching methods, I actively engage in professional development activities. I make it a point to offer my expertise to students through accessible office hours. My commitment extends to serving on various committees within the academic community. Flexibility is essential, as I am proficient in teaching a diverse range of courses, whether it's during the day, in the evening, or online. My teaching responsibilities encompass developing classroom materials, delivering lectures, leading discussions, grading assignments, and providing constructive feedback to students. I'm deeply involved in service-oriented activities, such as committee work, advising students, and engaging in community outreach. My dedication to professional development goes beyond the norm. I consistently uphold high standards of collegiality in my interactions with peers. Regarding how I approach these responsibilities: I have substantial experience in student assessment, encompassing pre-assessments, mid-semester assessments, and post-assessments. I actively collaborate with colleagues in my department to shape curriculum choices and set departmental goals. I am proud to have received high ratings for collegiality from my committee and colleagues. I go the extra mile by dedicating more time to professional development than what is required. I prioritize being available to my students whenever they need assistance. I have contributed significantly by serving on distance education committees and engaging in policy and procedure development.

How would you design a pathway for students pursuing a degree in theatre arts? DOETESS COC

Identify core skills: Determine the core skills that students need to develop to be successful in the theatre arts field. These may include acting, directing, stagecraft, script analysis, vocal performance, and movement. Develop course offerings: Based on the core skills identified, develop a range of course offerings that provide students with a strong foundation in theatre arts. These courses may include acting techniques, stage design, theatre history, and scriptwriting. Consider specialization: Offer specialized courses or tracks for students who want to focus on specific areas within theatre arts, such as musical theatre, stage management, or lighting design. Provide experiential learning opportunities: Theatre arts is a hands-on field, so provide opportunities for students to apply what they have learned through experiential learning opportunities. This may include participation in theatrical productions, internships with theatre companies, or community outreach projects. Incorporate technology: Theatre arts is increasingly incorporating technology, so offer courses that introduce students to emerging technologies, such as digital stage design, video projection, and sound design. Build career development into the program: Offer career development resources and opportunities, such as workshops, networking events, and mentorship programs, to help students transition from college to careers in theatre arts. Encourage creativity and collaboration: Theatre arts is a collaborative field, so provide opportunities for students to work together on creative projects, such as producing plays or creating original works. Offer opportunities for research and scholarship: Encourage students to engage in research and scholarship in theatre arts, such as through independent study projects, conference presentations, or publications in academic journals. Build diversity and inclusion into the program: Build a program that is inclusive and diverse, reflecting the experiences and perspectives of a range of individuals and communities, and offering courses that explore issues of diversity and representation in theatre arts. Evaluate and revise the program: Continuously evaluate the program to ensure that it is meeting the needs of students and the theatre arts field and revise the program as needed to stay current with industry trends and advancements.

How do you see your role as a full-time faculty member creating a connection between LA Pierce College Theater Arts program, its place on campus, and in the local community?

In my role as a full-time faculty member at LA Pierce College in the Theater Arts program, I see a significant opportunity to foster strong connections not only within the program itself but also with the broader campus community and the local community. Here's how I envision my role in creating these connections: 1. Within the Theater Arts Program: Curriculum Development: I will actively participate in the development and enhancement of the Theater Arts curriculum to ensure it aligns with the evolving needs and interests of our students and the theater industry. By staying attuned to industry trends and emerging theatrical forms, I can contribute to keeping our program innovative and relevant. Student Engagement: My role involves engaging with students in meaningful ways. I plan to create a supportive and inclusive learning environment where students feel encouraged to explore their creative potential. By providing mentorship and guidance, I aim to help them develop not only as artists but as responsible and empathetic members of our community. Production Collaboration: Collaboration is at the heart of theater. I will actively engage with students and colleagues to produce high-quality theatrical productions that showcase the talent within our program. These productions will serve as a bridge between our program and the broader community, drawing in diverse audiences. 2. Within the Campus Community: Interdisciplinary Collaboration: I see the Theater Arts program as an opportunity to collaborate with other academic disciplines on campus. Theater is inherently interdisciplinary, and I will actively seek opportunities to collaborate on projects and events that blend theater with subjects like college success, speech, TV / Film, and more. These collaborations can enrich the educational experience for all students and foster a sense of unity within the campus community. Campus Events: I will actively participate in campus-wide events and initiatives. Whether it's hosting workshops, panel discussions, or cultural events, I will work to promote the Theater Arts program and its contributions to the intellectual and cultural life of LA Pierce College. 3. Within the Local Community: Community Outreach: Theater has

This position facilitates the work of several classified technical employees and several associate (part time) faculty members. How does your management and leadership style support diverse people and their varying perspectives? HINT: AFFAIRE CPD

In my role, which involves facilitating the work of both classified technical employees and part-time associate faculty members, I am acutely aware of the importance of supporting diversity and respecting varying perspectives. My management and leadership style is deeply rooted in principles of inclusivity and collaboration to create a cohesive and productive team. Here's how my approach aligns with supporting diverse individuals and their varying viewpoints: Recognition and Appreciation: I make an effort to recognize and appreciate the contributions of all team members, regardless of their classification or status. This recognition helps create a positive and inclusive work atmosphere. Regular Feedback: I provide regular and constructive feedback to help individuals improve and grow in their roles. Feedback is tailored to each person's goals and aspirations, fostering personal and professional development. Flexible Leadership: My leadership style is adaptive and flexible, recognizing that different team members may require different forms of support and guidance. I tailor my approach to accommodate varying work styles and preferences. Accessibility and Accommodation: I am committed to making the workplace accessible to all team members. This includes providing accommodations when needed to ensure that everyone can perform at their best Inclusive Decision-Making: When making decisions that affect the team, I involve all members, including part-time associate faculty members, in the process. This collaborative approach ensures that decisions are well-informed, considerate of various viewpoints, and reflective of the team's collective wisdom. Conflict Resolution: In the event of conflicts, I address them promptly and constructively. I encourage open discussions and mediation to find common ground and resolve issues in a way that respects the perspectives and feelings of all involved. Equitable Opportunities: I ensure that opportunities for growth, leadership, and advancement within the team are available to everyone, irrespective of their classification. I support associate faculty members who may have aspirations beyond their current roles. Open Communication: I foster an environment of open and transparent c

Please tell the committee about your background in theatre arts and why you are applying at this college in particular? (Briefly describe why you would like to work at _______ and what experiences outside of the classroom would you bring to the campus community?)

Intro First, I want to say thank you for taking the time to meet with me today. I consider this a real honor. I've been looking forward to this interview and I'm excited to talk about all the reasons why I know this position would be a good fit for me. I believe because of my educational background, my professional experience, and my love for teaching Theater, are some of the reasons why I would be an excellent fit for this position. Educational Background 1. I do want to give you some background on myself just so you know who I am and where my stories come from. My educational background is in speech communication and theater arts and acting. 2. I was inspired to do acting through the speech team at the community college are used to go to. The theater department didn't do theater that I was really interested in because there weren't a lot of characters that spoke to me. I wandered into a speech and debate room at the community college I used to go to, and I heard this girl doing a monologue which was funny, controversial and exciting. There I learned that there was this entire genre of theater called hip-hop theater and I could do a little one person show. Eventually, I won this national championship in oral interpretation, and that gave me a ton of confidence in myself and my abilities, which inspired me to pursue acting. 3. I got into the graduate program at Cal State University Fullerton and continued to thrive. I won the Irene Ryan acting scholarship twice regionally, and once nationally. I receive scholarships to the Williamstown theater festival in Massachusetts and the Shakespeare Theatre Company in Washington DC, I got an agent right out of college, and started working immediately. Teaching Background 1. I have been working as an educator for nearly two decades now. During that time, I am very grateful for having the opportunity to work with a very diverse group of students because it has allowed me to become a better leader among my students. 4. I have ten years of experience teaching at the community college level, with some full-time experience. I'm very proud of the reputation that I have earned as a flexible, adaptable, and highly effective theater arts instructor. 5. I teach many courses including Acting for the Camera, commercial acting, interview and presentation techniques, auditioning, voice and movement, Improvisation, Stage Combat, Shakespearean villains, introduction to theater, oral interpretation and acting for non-majors. Professional Experience 1. Real-world experience. I have experience in teaching theatre, performing and directing and I can use these skills to prepare students for a career in theater. 2. Passion: I love the theatre, there is nowhere in the world I would rather be than in a classroom and inspiring students to love their craft. 3. Flexible: I am adaptable to the changing circumstances, and I am able to work with limited resources to accommodate student's needs. 4. Organized: I am very well organized and am able to manage multiple projects and deadlines simultaneously. I create a syllabus and stick to it. 5. Professional: I try to maintain a high level of professionalism and treat students with respect. And punctual, reliable and ethical with students and colleagues, and strive to be a positive role model for my students.

What is your musical theatre experience?

Musical theater is not my area of expertise but I'm so excited to work at a school that has people who are excited about that. I can't wait to learn more and delegate those tasks. I am interested in teaching, acting, community building, and working to find ways to help students use the concepts that they might learn in a theater class and apply it to their real-world lives, like interviewing skills, presenting in front of an audience, confidence, building, etc. I have a passion for all forms of theatre. I have professional experience, working in the industry as a performer and Director. I have a thorough understanding of the technical aspects of acting, as well as the history and evolution of theater and musical theater. I have the skills needed to effectively communicate with students. I know how to inspire creativity in students. Of course, I think you need a lot of patience. Humor. Learning should be fine, especially in the theater environment. EPICHU

Describe and give examples of how you and your students use technology in the classroom. LOVRS

LMS Canvas or Blackboard: The silver lining from teaching remotely is that my online courses have vastly improved. I have designed courses for all learners by creating an environment that is usable, easy to navigate, and accessible for all learners. Online resources: Use online resources, such as video tutorials and online forums, to supplement your lessons and provide students with additional learning opportunities. There are many online resources available for theatre students, including tutorials on acting, directing, and stage design. Virtual Sets or Backgrounds. Using virtual certain backgrounds can create realistic environments for production. The technology allow students to create sets that would be difficult or impossible to create in real life. Video Recording. Although they might cringe at the idea of watching themselves, it's useful to video record so students can review and analyze their own performances. It's also a great way for students to see their own progress and identify areas where they need to improve. Social media: Use social media platforms, such as Twitter and Instagram, to share updates and news about productions and events. This is a great way to keep students and parents informed and engaged in the theatre program.

Why can you contribute? MINCE

Mentorship: I can help students navigate the challenges of a the theatre arts program and provide them with guidance. Innovation: I can think outside the box and inspire students to think creatively. Networking opportunities: I have connections to professionals in the theatre industry. This can help students find jobs, internships and other opportunities. Community Engagement: We can organize events to connect the program to the broader community. Give students an opportunity to showcase their talents and engage with the community. Expertise in theatre arts: I have 20 years of experience as an actor, 8 yrs as a director, and have an understanding of stagecraft. This can help students gain a deeper understanding of the art form.

How have your education and experience prepared you for a theatre faculty position that supports the mission of LA pierce College? HINT: PRACTICIL

My education and extensive experience have uniquely equipped me for a theatre faculty position that aligns with the mission of LA Pierce College. Here's how my background has prepared me to contribute to the college's mission: Practical Theatre Experience: My career as an actor, where I have portrayed leading roles with a unique twist, has given me firsthand experience in the practical aspects of theatre production. This real-world experience allows me to connect with students on a practical level, providing them with insights into the challenges and opportunities they may encounter in the field. Academic Foundation: My Bachelor of Arts degree in Speech Communication and my Master of Fine Arts degree in Theatre Arts have provided me with a strong academic foundation in both communication and theatre. This interdisciplinary background enables me to bridge the gap between these fields and offer a holistic approach to theatre education, aligning with LA Pierce College's commitment to academic excellence. Community Involvement: I actively engage with the local theatre community, participating in productions, workshops, and events. This involvement aligns with LA Pierce College's commitment to community engagement and enriching the cultural life of the region. Teaching and Coaching Expertise: My work as an acting teacher and public speaking coach has honed my skills in instructional design, curriculum development, and effective pedagogical techniques. I have successfully guided students at various levels, from aspiring actors to professionals and even young talents. This experience directly aligns with LA Pierce College's mission to empower students through education and mentorship. Commitment to Inclusivity: My incorporation of acting exercises into my classes fosters an inclusive learning environment, promoting creativity, self-expression, and effective communication. LA Pierce College's mission to foster inclusivity and diversity resonates with my teaching approach, where authenticity and connections with students are paramount. Collaborative Mindset: My experience in collaborative projects and conflict resolution within theatre productions has equipped me with the ability to work effectively within diverse te

Given the variety of backgrounds and ability levels of community college students, what is your teaching philosophy and how have you applied it? Describe those experiences in theatre that have shaped your approach to teaching.

My teaching philosophy revolves around the concept of transformative learning. I firmly believe that students are most likely to undergo personal transformation when they are personally engaged with the material and perceive its relevance to their lives. My own journey into theatre arts profoundly transformed me, altering my perspective and inspiring me to give back to the educational system that has given me so much. The core of my teaching philosophy lies in stimulating student engagement, a process that I tailor to the unique needs of each individual and classroom. While I advocate for students to take responsibility for their own learning, I recognize the role I can play in inspiring their desire to learn. My experiences as a student underscore the importance of passionate and knowledgeable instructors who can ignite curiosity and hunger for knowledge. I view teaching as a collaborative process, where I cultivate learning partnerships with my students. It's not merely about imparting information; it's about empowering students to take ownership of their learning, nurturing their intellectual growth, fostering curiosity, and providing opportunities for meaningful relationships. My teaching objectives may vary, but my overarching philosophy always informs my practice. In any teaching context, I emphasize student responsibility for learning. I encourage each student to consider what they can contribute to the class and how they can actively participate in creating a classroom environment that values diverse perspectives and experiences. My goal is to empower, inspire, and engage my students continuously. Ultimately, my goal as a theatre arts instructor is to provide students with an "ignition moment" in my courses. I want them to grasp the value that theatre can bring to their lives, regardless of their major or career goals. These principles serve as tools of empowerment and rewards of transformative teaching and learning. Experiences Shaping Teaching Approach My experiences in theatre have profoundly influenced and shaped my approach to teaching, offering valuable insights into effectively engaging, inspiring, and empowering my students. These experiences have played a pivotal role in refining my ped

How do you balance the challenge of covering all the course content stipulated in the course outline while ensuring that all your students understand the material. BAPF

Plan your course in advance: Create a syllabus and lesson plans that include clear learning objectives, and determine the essential content that needs to be covered. This will help you stay on track throughout the semester and avoid wasting time on non-essential topics. Break down complex concepts: When teaching complex or challenging topics, break them down into smaller, more manageable parts. Use real-life examples or analogies to help students relate to the material. Incorporate active learning: Active learning engages students in the learning process by requiring them to actively participate in class. This can include group discussions, case studies, problem-solving exercises, and in-class activities. Use formative assessments: Formative assessments, such as quizzes or short assignments, can help you gauge students' understanding of the material throughout the semester. This will allow you to adjust your teaching approach or review specific topics as needed. Provide feedback: Give students timely and constructive feedback on their assignments and performance. This will help them identify areas where they need improvement and give them a sense of how they are progressing in the course. Offer office hours or extra help sessions: Encourage students to seek additional help outside of class. This can be through office hours, extra help sessions, or other resources such as tutoring services. Remember, finding the right balance between course content and student understanding is an ongoing process that requires flexibility and adaptation throughout the semester.

How do you plan to stay current in the field of theatre arts? COPRA

Staying current in the field of theatre arts is important for educators, as it allows them to provide their students with the latest knowledge, techniques, and trends in the industry. Here are some ways you I stay current: 1. Attend conferences and workshops: Attend local, regional, and national conferences and workshops that are relevant to your area of interest in theatre arts. These events provide opportunities to learn from experts in the field, network with other educators and professionals, and stay up-to-date on the latest trends and techniques. 2. Read industry publications: Subscribe to industry publications such as American Theatre Magazine, Playbill, and Theatre Journal, and read blogs and online forums focused on theatre arts. This will help you stay current on industry news, trends, and research. 3. Join professional organizations: Join professional organizations such as the Educational Theatre Association, the International Thespian Society, and the Association for Theatre in Higher Education. These organizations provide access to resources, networking opportunities, and professional development opportunities. 4. Acting: simply, going out there and hustling and understanding how the entertainment industry works is one of the ways I stay current. I learned something new whenever I'm on a new set and I'm always observing how directors work with their crew. 5. Attend productions and festivals: Attend productions and festivals in your area and beyond to see the latest work from emerging and established theatre artists. This will help you stay informed about the latest styles, themes, and techniques in theatre arts. B. Directing

You will be working with colleagues that will have differing artistic opinions. Provide a specific example of how you have handled an artistic conflict and how it was resolved.

The Conflict: In a prior theater production, I served as the Director, leading a project in collaboration with a senior faculty member. It was my show, and I had provided very specific blocking instructions to the students. However, the senior faculty member introduced substantial changes, emphasizing spectacle over acting, which deviated from my vision. This faculty member found my blocking choices dull. Conflict Resolution: Private Dialogue: I initiated a private conversation with the senior faculty member, expressing gratitude for their perspective and the value of their input. I emphasized my primary goal: to draw the audience's attention to the quality of the acting. Active Listening: I gave the senior faculty member the opportunity to articulate their viewpoint and vision for the show. I attentively absorbed their concerns and feedback, respecting their expertise and the significance of their input. Clarification of Vision: I clearly communicated my artistic vision, which included moments of quietness and intimacy, alongside fast-paced and spectacular segments. My aim was to focus on the emotional depth and the words, not just the physical blocking, which I believed was overshadowing the dialogue. Finding Common Ground: Through constructive dialogue, we reached a compromise. We incorporated some of the senior faculty member's blocking ideas, which added depth to the production. We also retained moments of stillness and intimacy that were integral to my vision. Student Involvement: To bridge the gap between our visions, we engaged the students in discussions, soliciting their thoughts on the production's direction. This allowed us to consider what resonated most with them and informed our decisions. Revised Blocking: I reevaluated the blocking, integrating feedback to make it more engaging without detracting from the dialogue's significance. Selective changes were made to align with my vision. Clarifying Roles: I clarified the roles and hierarchy to the students, explaining that while they may receive various inputs, I ultimately held the directorial authority and responsibility. Collaborative Approach: To ensure the senior faculty member felt valued and involved, we sought opportunities for collaborat

Describe your ideal production process and time management, starting from choosing the production, auditions, and through the performance. Can you give a specific example of when it did not meet the ideal and how you overcame the challenges? SPSART DLUAT

The ideal production process would begin with selecting a play or musical that aligns with the artistic vision of the production team and is suitable for the theater's budget and resources. The team would then begin the process of planning and designing the production, including creating a production schedule with clear deadlines for each phase of the process. Once the production schedule is established, auditions would be held, and the cast and crew would be selected. Rehearsals would then begin, with a focus on building chemistry between the actors and perfecting the blocking and staging. The technical and design elements would also be developed during this time. As the production nears its opening night, dress rehearsals would take place, and final adjustments would be made to the technical and design elements. The production team would also coordinate with the theater staff to ensure that all logistical elements, such as ticketing and front-of-house operations, are in place. One common challenge that can arise during the production process is unexpected changes or delays, such as technical malfunctions, cast illnesses, or scheduling conflicts. To overcome these challenges, the production team should have contingency plans in place, such as backup actors or understudies, additional rehearsal time, or alternative technical solutions. For example, if a cast member falls ill during the final week of rehearsals, the team may need to quickly find a replacement actor or adjust the blocking to accommodate the absence. Alternatively, if a technical malfunction occurs during a performance, the production team may need to quickly adapt and improvise to minimize the disruption to the audience experience. Overall, an ideal production process and time management plan should be flexible and adaptable to unexpected changes, while also maintaining clear deadlines and goals for each phase of production.

Please explain a full-time faculty's role in accreditation. Give an example of your experience in this area.

The primary goal of the Accrediting Commission for Community Colleges is to foster educational excellence. Because faculty are most directly responsible for the delivery of education and support services - faculty have a responsibility to the health of the institutions for which they serve. Faculty also have considerable influence in every aspect of the accreditation process. Faculty can help strengthen the process by serving on accreditation teams, writing the CLOs for their department, and reporting their findings to the academic senate. I have strengthened the accreditation process by creating and revising the CLOs for our department , ensuring that they are aligned with accreditation standards. I've also administered assessments of student learning outcomes through PPR. As a faculty member, I believe I am responsible for providing evidence of my qualifications like my credentials, experience and professional development activities. It's my responsibility to show commitment to academic excellence through innovative teaching, and continuous improvement in my field of expertise. When appropriate, I participate in academic senate meetings, and report my findings of the SLO to the Academic Senate and celebrate our success but also creating a plan if students need enrichment.

What is the role of faculty in strategic enrolment management? Give two examples. QRC

The reality is enrollment is our primary revenue source, so when enrollment is down so much else is impacted by our institution. There are so many ways that faculty can assist in meeting enrollment goals but the top three for me would be. 1. Providing quality instruction 2. Support recruitment 3. Support student recruitment Provide Quality instruction 1. First, providing quality instruction by hiring competent and capable employees who can respond to the unique demands of SEM initiatives. Students themselves are great recruiters and when they have a positive experience in your class, they will take your other classes, refer other students to you, refer siblings that may have a positive experience in your course. Support Student Recruitment. 1. It is beneficial to keep students enrolled by giving them incentives in the form of scholarships, financial aid opportunities and employment. a. I donate $1000 out of my paycheck every year to student scholarships. b. I have created employment opportunities for students in my department by giving them secretarial jobs, coaching assistant jobs 2. Faculty members can serve as ambassadors for the institution and its programs, helping to recruit new students and promote the benefits of studying at the institution. They can also work to identify at-risk students and provide support and resources to help them succeed academically. 3. Sending out emails about our program, by mailing them to prospective students, with a letter listing scholarship opportunities. 4. Some of the best recruiters are my alums and their parents. a. Students fan out all over the country and when they leave they make great contacts. b. Parents are also excited by the way theatrehas contributed to their kids' lives. They will talk to their friends and send us good students even if they have no experience. Curriculum development: I can help to develop academic programs and courses that are aligned with the institution's enrollment goals and market demand. I have also helped to revise and update existing programs and courses to ensure their continued relevance and appeal.

Describe the technology you utilize to enhance student learning and success rates. VOCAL

There are many technologies that can be used to enhance student success across different subjects and grade levels. Here are some examples: 1. Learning management systems (LMS): I use this to create and manage online courses, assignments, and assessments. LMS platforms like Google Classroom, Blackboard, and Canvas can help students stay organized, keep track of their progress, and collaborate with their classmates and teachers. 2. Educational apps and games: There are many educational apps and games available that can help students improve their skills and knowledge in a fun and interactive way. Some popular apps in my classroom are Heads Up and Snapchat for filters. 3. Online textbooks and resources: Many publishers offer online versions of their textbooks, as well as additional resources such as videos, interactive quizzes, and study guides. These resources can be accessed from anywhere with an internet connection and can help students stay engaged and motivated. 4. Virtual and augmented reality: Virtual and augmented reality technologies can provide immersive learning experiences that can enhance student engagement and understanding. 5. Collaborative tools and platforms: Collaborative tools and platforms, such as Google Docs, Slack, and Zoom, can help students work together on group projects and assignments, communicate effectively, and build teamwork skills.

Vision Statement LCL

Transforming Learners. Transforming Communities. Transforming Lives.

Values RADICEL

We are students, employees and a community. We believe that the act of teaching and learning is vital to a thriving community that enriches and, at times, saves lives. We commit to opportunities that inspire the following values in ourselves: Excellence - We challenge students by setting high standards for learning and critical thinking, which we model with action. Collaboration - We believe the best results are achieved through communication and participation among students, employees, industry and the community we serve. Relationship - We nurture a community built on positive interactions and a genuine concern for the welfare of others. Innovation - We cultivate a creative environment that promotes the development of new ideas for continuous quality improvement. Relevance - We create educational experiences that have meaningful applications in a local and global context, today and tomorrow. Access - We ensure equitable rights of all students by removing barriers to a quality education and promoting a network of support that improves learning opportunities. Leadership - We empower people throughout the community to support and facilitate positive change. Diversity - We respect and embrace the power of sharing our differences in thought, opinion, culture and background to optimize our collective strength. Integrity - We believe in being true to our core values by consistently demonstrating our character and an institutional commitment to do the right thing.