Job Details

Accounting Instructor (Tenure-Track)


Campus: Cañada College

FLSA Status: Exempt

Salary Schedule: 80

Months Per Year: 10

Mandated Reporter: Yes

Campus Security Authority: No

Duties and Responsibilities

The duties below are representative of the duties of the classification and are not intended to cover all of the duties performed by the incumbent(s) of any particular position. The omission of specific statements of duties does not exclude them from the position if the scope of work is similar, related, or a logical assignment to this classification.

1. Teach accounting courses, such as Financial Accounting, Managerial Accounting, Payroll Accounting, QuickBooks, Accounting Procedures, and other accounting courses as assigned
2. Teach courses during the day, evening, or online as needed
3. Maintain and advance expertise in innovative teaching methodologies, inclusive course design, and evidence-based instructional practices
4. Consult with students during regularly scheduled office and lab hours and maintain regular, consistent, and timely communication with students and colleagues
5. Participate as a member of department, division, and college committees
6. Perform other professional duties as required by contract and general institutional needs

Employment Standards (acquired through education, training, and/or experience)
Knowledge of:

1. Financial and managerial accounting, payroll accounting, accounting procedures, and applied accounting software relevant to college-level instruction
2. Applied accounting practices relevant to industry and workforce preparation, including payroll processes, internal controls, accounting information systems, and cloud-based accounting platforms (e.g., QuickBooks Online)

Skills and Abilities:

1. A commitment to staying current in the discipline
2. Broad occupational experience (corporate, government, or public accounting)
3. Organize and explain materials in ways appropriate to students' abilities and learning styles
4. Use teaching methods that engage students actively in their learning
5. Use instructional methods that emphasize cooperation and collaboration and that reflect cultural sensitivity
6. Motivate students to develop higher-order thinking skills
7. Evaluate student progress in a fair and consistent manner
8. Effective and ethical use of instructional and industry-relevant technology, including accounting software, learning management systems (e.g., Canvas), and emerging tools such as Artificial Intelligence (AI), to design, deliver, and assess accessible course content in face-to-face and online modalities
9. Commitment to accessible course design, including adherence to ADA guidelines, and collaboration with the Disability Resource Center (DRC) to support students with disabilities
10. A commitment to the teaching profession, its goals and ideals, and enthusiasm for the mission of the community college
11. Desire to collaborate with colleagues to design, assess, and continuously improve curriculum, instructional practices, and student learning outcomes
12. Use formative assessment and data-informed practices to improve student learning, persistence, and equity outcomes.

Job Requirements:

• Master's or above in accountancy or business administration with accounting concentration OR bachelor's in business with accounting emphasis or business administration with accounting emphasis or economics with an accounting emphasis AND Master's or above in business, business administration, business education, economics, taxation, finance OR the equivalent (see below). (NOTE: A bachelor's degree in accountancy or business administration with accounting concentration with a CPA license is an alternative qualification for this discipline.)
• Demonstrated cultural competence, sensitivity to, and understanding of the diverse academic, socioeconomic, ethnic, neurodivergent, and LGBTQIA+ backgrounds of community college students, faculty, and staff as these factors relate to the need for equity-minded practice both within and outside of the classroom.

Preferred

• Proficiency with innovative, student-centered instructional strategies that promote engagement, critical thinking, and workforce readiness, including experiential learning, project-based learning, applied accounting simulations, and inclusive course design.
• Commitment to equity-minded teaching and culturally responsive pedagogy.
• Commitment to fostering student success, retention, and a sense of belonging through inclusive, student-centered instructional practices focused on real-world, career-centered learning experiences.
• Ability to teach across multiple areas of accounting, including financial, managerial, payroll, accounting information systems, and applied accounting software (e.g., QuickBooks Online).
• Familiarity with industry-standard accounting software and emerging technologies, including cloud-based accounting platforms, data analytics tools, and QuickBooks Online.
• CPA license and/or substantial professional practice in accounting, auditing, taxation, or related.
• Evidence of ongoing professional development and currency in the discipline.
• Experience with curriculum design, program review, and compliance with state or industry requirements, e.g., Career Technical Education (CTE).
• Capacity to strengthen and update certificate and degree pathways in accounting and business.
• Interest in developing new course offerings, certificates, or industry partnerships that expand student success and workforce opportunities.
• Engagement in departmental, division, college, and district service, including collaborative program development, committee participation, support of student engagement initiatives, and outreach to schools and community partners.
• Dedication to supporting career education initiatives, internships, and workforce collaborations

Note: If you believe your degree, academic background, or professional achievements are equivalent to the stated minimum qualifications, please complete the Application for Equivalence - For Faculty Positions, which is available as an option during the application submission process. Applicants who meet the minimum qualifications as outlined above do not need to complete this form.

a) Degree Equivalence
The employee or applicant possesses a degree(s) with similar content to those listed for the relevant discipline. The name of the degree is close to that specified on the Disciplines List but the degree either has a different title or area of expertise or the coursework is slightly different. Equivalence is established through analysis of transcripts and coursework.

b) Academic Background Equivalence
Related to disciplines in which a Master's degree is not generally expected or available. The employee or applicant must have completed at least 24 semester units (or equivalent) of coursework in the academic field being applied for, and must possess at least the equivalent level of achievement and the equivalent in breadth, depth of understanding, and rigor in each of the following:

i. a broad cultural education usually met by the general education requirements for any Bachelor's or Associate's degree, and

ii. a detailed study of the discipline in breadth, depth, and rigor, usually met by coursework required for the degree major.

c) Professional Achievement Equivalence
The employee or applicant must have completed the general education requirements for any Bachelor's or Associate's degree, and show evidence of outstanding professional achievement and/or substantial training in the requested field. The employee or applicant must submit substantial evidence, which demonstrates that their preparation, teaching experience, work experience, and ability are equivalent to those expected from a person who meets the minimum qualifications.

Additional Information:
Safety: to promote a safe working and learning environment employees must report any unsafe working conditions or practices, as well as any near-miss incident to their supervisor.

• Position is designated as a Mandated Reporter under the Child Abuse and Neglect Reporting Act
• Position is a Responsible Employee under the Equity in Education Act and Title IX

Work Demands

The environmental, physical, and mental demands described here are representative of those that an employee must meet to successfully perform the essential functions of this class. Reasonable accommodations may be made to enable individuals with disabilities to perform these functions.

Environmental: typical on-site office environment; in-person work expected with potential to participate in the District's telework program, as available.

• Frequent hearing and speaking to exchange information in person and online
• Comprehend speech at normal levels
• Upper limb dexterity to operate computers and peripheral equipment
• Vision sufficient for daily and frequent use of computers, databases, and written materials
• Sitting for extended periods of time
• Frequent bending at the waist
• Physical presence at on-site locations
• Communicate and interact with others
• Observe and interpret people and situations
• Learn and apply new information or skills
• Perform highly detailed work on multiple concurrent tasks
• Perform highly detailed work under changing priorities and deadlines on multiple concurrent tasks
• Work with frequent interruptions
• Self-regulate emotion and behavior

Benefits: Benefits include paid holidays, vacation and sick leave. The District pays all or a portion of monthly medical plan premiums (depending on the coverage) and pays all of the monthly dental and vision plan premiums for employees and eligible dependents. Additional paid benefits include life insurance, salary continuance insurance, and an Employee Assistance Program. Academic employees participate in the State Teachers' Retirement System, a defined-benefit retirement plan through the State of California (no contributions to Social Security). Optional tax-deferred 403(b) and 457 retirement plans are also available.

EEO Statement: San Mateo County Community College District is an Equal Opportunity, Title IX, and Section 504 employer. We prohibit discrimination and harassment based on race, color, ancestry, national origin, religion, age, sex, gender identity, sexual orientation, genetic information, marital status, veteran status, medical condition, physical or mental disability, or any other protected status under federal, state, or local law. We seek to employ individuals who reflect our community's diversity of cultures, languages, and abilities.

Our EEO Plan, grounded in Title 5 regulations, is developed and monitored by an EEO Advisory Committee, reviewed at least every three years, and supported by regular training for all members of selection and screening committees. We collect and analyze recruitment and retention data to measure progress and identify barriers.

Annual Security Report

San Mateo County Community College District's (SMCCCD) 2025 Annual Security Report (ASR), required by the Clery Act, includes statistics for the previous three years (2022-2024) concerning reported crimes that occurred on campus; in certain off-campus buildings owned or controlled by SMCCCD; and on public property within, or immediately adjacent to and accessible from SMCCCD. The 2025 Annual Security Report also outlines various campus safety and security policies concerning crime reporting, prevention and response to sexual and gender violence, alcohol and drug use, crime prevention, emergency response and evacuation procedures, and other matters. The Annual Security Report also includes important tips to help every community member remain safe and avoid becoming a victim of crime. The 2025 Annual Security Report is now available on the Public Safety website. You can also obtain a copy of this report by contacting the Department of Public Safety at the District Office or any of the three Campuses (650) 738-7000. The report includes information about criminal activity on our campuses, emergency procedures, and resources.


Closes: 4/3/2026

To apply, visit http://smccd.interviewexchange.com/jobofferdetails.jsp?JOBID=197633