Respiratory Therapy Instructor

Overview The instructor’s primary responsibilities are to provide active and effective learning for students in all applicable educational settings, act as professional and academic role models and commit to student satisfaction. This includes teaching in classrooms, labs, and outside the classroom during campus and student activities. This position delivers high-quality instruction to students, combining theoretical knowledge with practical, hands‑on experience, develops and implements curriculum, assesses student progress, and ensures adherence to industry standards and best practices. Responsibilities Respiratory Therapy Instructor – Role Responsibilities Organize, prepare, and deliver Respiratory Therapy course objectives and instructional content in a clear, concise, and clinically relevant manner. Foster and maintain an orderly, professional, controlled, and safe learning environment in Respiratory Therapy classrooms, laboratories, simulation environments, and other instructional settings. Prepare, maintain, and appropriately utilize Respiratory Therapy instructional equipment, supplies, training aids, and laboratory resources, including ventilators, oxygen-delivery systems, airway‑management equipment, diagnostic devices, and simulation equipment. Maintain curriculum accuracy and relevance by remaining current with Respiratory Therapy standards of practice, evidence‑based care, emerging technologies, credentialing expectations, and applicable professional and regulatory standards. Deliver engaging theory and laboratory instruction in assigned Respiratory Therapy content areas, including cardiopulmonary anatomy and physiology, patient assessment, oxygen therapy, airway management, mechanical ventilation, pulmonary diagnostics, pharmacology, disease management, and respiratory care procedures. Demonstrate and reinforce appropriate operation, setup, calibration, troubleshooting, infection‑control practices, and safety procedures associated with Respiratory Therapy equipment and patient‑care activities. Evaluate student achievement through examinations, assignments, laboratory competencies, simulations, practical assessments, and other established methods of measuring cognitive, psychomotor, and affective learning outcomes. Assess and document student competency in Respiratory Therapy procedures and skills, ensuring students demonstrate required knowledge, technical proficiency, clinical judgment, professionalism, and patient‑safety practices. Provide timely, specific, and constructive feedback to students regarding academic performance, laboratory skills, clinical reasoning, professional behaviors, and areas requiring improvement. Identify students who are academically or professionally at risk and promptly communicate concerns to program leadership; participate in the development, implementation, and monitoring of individualized academic success or remediation plans. Foster supportive faculty‑student relationships that promote student engagement, persistence, professional development, and successful achievement of Respiratory Therapy program competencies. Reinforce the connection between classroom and laboratory instruction and the application of Respiratory Therapy skills in the clinical environment. Maintain accurate and timely records of student attendance, grades, competency completion, remediation activities, academic progress, and other required program documentation. Meet with students, Program Director, Director of Clinical Education, faculty, and other education personnel as needed to discuss student progress, instructional concerns, curriculum delivery, remediation, and program‑related matters. Provide regular and ad hoc reports to program and campus leadership regarding student performance, attendance, competency achievement, academic risk, instructional activities, and other assigned program indicators. Provide and document regular and substantive interaction with students participating in online, hybrid, or technology‑supported components of Respiratory Therapy courses. Promote professional behaviors consistent with Respiratory Therapy practice, including ethical conduct, patient confidentiality, communication, teamwork, cultural responsiveness, infection prevention, and patient‑centered care. Participate in faculty meetings, professional development, curriculum review, student remediation, program assessment, accreditation activities, equipment review, and continuous quality‑improvement initiatives as assigned. Maintain required professional credentials, licenses, certifications, and continuing education appropriate to the faculty position and Respiratory Therapy program requirements. Perform other duties as assigned in support of the Respiratory Therapy program, students, and institution. Qualifications Education and Experience Associate of Applied Science (AAS) in Respiratory Therapy or Associate of Science (AS) in Respiratory Therapy required; Bachelor of Science (BS) in Respiratory Therapy preferred. Four years of full‑time, in‑field occupational experience as a Registered Respiratory Therapist (RRT) required. Must maintain an active RRT credential and a current, unrestricted California Respiratory Care Practitioner (RCP) license. Must meet all education, credentialing, and experience requirements established in the applicable minimum qualification matrix and program‑specific faculty standards. Four years of fulltime occupational experience, in‑field experience as an RRT. Direct, specialized knowledge and demonstrated professional experience in the assigned area of instruction required. Demonstrated subject‑matter expertise and technical proficiency sufficient to provide effective classroom, laboratory, and skills‑based instruction. Instructional and Professional Competencies Ability to design and deliver engaging, student‑centered instruction and adapt teaching strategies to support diverse learning needs and learning styles. Ability to establish positive, professional relationships with students, faculty, staff, clinical partners, and other stakeholders. Demonstrated ability to evaluate student performance objectively and provide timely, constructive, and actionable feedback. Ability to remain current with advancements in Respiratory Therapy practice, technology, education, and industry standards and incorporate relevant developments into instruction. Excellent verbal, written, and interpersonal communication skills. Commitment to continuous professional development and participation in faculty development and other professional growth activities. Strong judgment, problem‑solving, critical‑thinking, and decision‑making skills. Ability to maintain confidentiality and handle sensitive student, employee, and institutional information with appropriate discretion. Ability to work effectively in a fast‑paced environment, manage competing priorities, and meet established deadlines. Ability to interpret, understand, and apply information, policies, procedures, and data relevant to the essential functions of the position. Ability to develop and maintain effective, collaborative relationships with internal and external stakeholders. Technology and Cognitive Requirements The employee must be able and willing to: Communicate effectively, think critically, learn new information, and apply sound reasoning. Utilize computers, learning‑management systems, and other technology, including applicable hardware and software, to enter data, maintain records, process information, communicate, and complete assigned responsibilities. Demonstrate active listening, sound judgment, inductive reasoning, information organization, and cognitive flexibility. Safely navigate and maneuver within classrooms, laboratories, offices, and other assigned work locations. Physical Requirements Frequently — 80% or more of the workday: Use hearing and vision, including near and distance vision, to perform instructional and administrative responsibilities. Communicate directly with students and provide classroom, laboratory, and individualized instruction. Occasionally — up to 50% of the workday: Use fine motor skills and manual dexterity to operate computers, Respiratory Therapy equipment, simulation technology, and diagnostic or procedural equipment used for instructional purposes. Demonstrate the setup, operation, and use of equipment associated with Respiratory Therapy education and practice. Rarely — less than 20% of the workday: Lift, carry, push, or pull up to 50 pounds, with assistance from mechanical devices or other individuals when appropriate. Stoop, kneel, crouch, or assume other positions necessary to demonstrate procedures or provide instruction in laboratory and simulation environments. Work Environment Work is primarily performed indoors in climate‑controlled classroom, laboratory, office, and campus environments. Campus and instructional settings may include exposure to a variety of conditions associated with healthcare education, laboratory activities, simulation, and equipment operation. Employees are required to follow all institutional, program, laboratory, and site‑specific safety requirements, including the appropriate use of personal protective equipment (PPE). Employees must be able to safely navigate campus facilities and assigned instructional environments. This position is designated as an on‑site/on‑campus position and requires in‑person presence based on instructional schedules, program operations, and business needs. #J-18808-Ljbffr Universal Technical Institute, Inc.