This announcement is posted as available position openings occur. New positions will be held open for a minimum of five days from the date of posting. Repeat postings may be closed at any time. Employment is contingent upon new employee providing documents verifying United States citizenship, or for aliens, documents verifying legal permission to work in the United States. According to position requirements, passing a background check and/or a functional capacity test may also be required. For further information, please call 909-607-7816, view our Web page at www.cgu.edu or inquire in person at the Human Resources Department, 150 East Tenth Street, Harper 118, Claremont, CA 91711.
This position is salaried at 20 hours per week. The regular hours for this position are from 8:30 am to 4:00 pm on three pre-identified days a week. May additionally include some weekend and evening duties. May also include some overnight travel.
Claremont Graduate University’s Teacher Education aims to develop and implement programs that reflect the vision and mission of the Department and that are aligned to accreditation requirements and standards. Our program’s goal is to prepare dynamic individuals to be transformational educators able to foster success in all students, including the most at-risk and disenfranchised. Given the needs of our community, we are particularly attuned to preparing teachers to work with students who are poor, non-native English speakers, and/or have disabilities.
This position is responsible for helping maintain the quality and stability of CGU’s Teacher Education Department by:
Stewarding Teacher Education’s Induction Program (Multiple-Subject, Single-Subject, Special Education mild/moderate and Special Education moderate/severe).
Participating in and reporting on meetings related to the preparation of new teachers.
Working collaborative with other Teacher Education and CGU staff to see that CGU’s Induction Program effectively interfaces with other programs including, for example, CGU’s Preliminary Programs.
Providing perspective and consultation to Teacher Education Leadership on the direction of the Department.
This position works closely with the Director of Teacher Education and other Department Coordinators as well as other parties in the Department, at CGU and beyond, to conduct the work of the Teacher Education by:
Developing and administering CGU’s Induction Programs that lead to a Clear Credential (herein referred to as the “Programs”). Stewarding involves but isn’t limited to:
Making sure all classes, clinical components, and activities are aligned to accreditation requirements and standards (CCTC, potentially NCATE, etc.) as well as to Teacher Education’s vision and to best-practices in research, thus presenting a unified and coherent program leading to candidate success (both in terms of the candidate’s success as a K12 teacher/practitioner and as an academic scholar/university student). Involves but is not limited to:
Ensuring curriculum and activities are research-based, theoretically sound, timely, and developmentally appropriate.
Ensuring academic classes, clinical components and all related activities are taught/led in a way that showcases and models the use of strategies known to foster student success.
Working to ensure that the clinical components of the Program effectively interface with other aspects of the Program. Philosophically, we believe that the academic/theoretical and the practical/clinical must be in symbiotic relationship. As such, the clinical/practical components and the academic/theoretical components of our Program need to be purposefully tied to each other.
Overseeing the personnel who work with the Programs’ candidates. This includes but is not limited to:
Selecting, training, evaluating, supporting, and mentoring adjunct faculty (mainly instructors and Induction Support Providers who work with the participating teachers in CGU’s Induction Programs).
Selecting, preparing, evaluating, supporting, and scheduling presenters/speakers as need be.
Making sure we have the needed number and kind of instructors and Induction Support Providers in light of the number and kind of candidates enrolled (or anticipated to be enrolled).
Making sure that the proper paperwork is filled out so personnel is paid in a proper and timely fashion.
Making sure that a current resume is on file each semester.
Seeking out and being responsive to data that provides evidence of program effectiveness and success. Responsible for evaluating all aspects of the Program and making needed adjustments to ensure the Program is dynamic, effective, sustainable, and aligned to state and professional standards. Involves but is not limited to:
Being aware of and responsive to CCTC requirements and current research on best practices.
Analyzing reports that relate to program completion and progression and alumni effectiveness.
Using and managing accounts for technology tools and platforms used to support induction program functions, courses, students and ISPs. These include but are not limited to:
Video conference, storage and sharing cloud services.
Other cloud-based services such as subscription-based resources and portals used to support participating teachers.
Being involved in the recruiting of candidates for the Programs. Includes but isn’t limited to:
Creating the “content” and “text” of programmatic and promotional materials used to explain and/or promote the Programs
Helping identify ideal recruiting venues
Hosting and/or presenting at recruiting events.
Working with the Admissions Counselor to track potential enrollment in the Programs
Being involved in the admission process. Includes but isn’t limited to:
Making the final decisions regarding admission into the Programs
Making suggestions regarding the allocation of Department financial aid.
Monitoring and supporting candidate progress and development. Includes but is not limited to:
Taking the lead on candidate advisement.
Working with Teacher Education staff to assist in the general stewardship of candidates in terms of their academic coursework at CGU, the clinical experiences at school sites, and their entrée into the profession.
Taking the lead on crisis situations. Proactively intervening so crisis situations are mitigated. When situations arise, handling crisis management related to candidates in a responsible and professional manner that is reflective of the Department’s vision and practices. Includes handling issues/problems/crises as they relate to CGU courses, clinical experiences and their faculty, credentialing, and other aspects of the Program.
Assists in the tracking of candidates as they progress through the Program. Involves creating candidate “program plans” and making adjustments to these plans as needed, and making sure the adjusted/changed plans are “moved through” the Department according to protocol so all relevant parties are informed of the change.
Being involved in accreditation, alignment, and record maintenance. Involves but is not limited to:
Helping write accreditation documents and reports.
Helping in the maintenance of appropriate program files and candidate records that provide evidence of candidate preparation/success and program “compliance” per credentialing/accreditation requirements and standards. (Materials should be archived electronically and in paper-form for accreditation purposes and program use. Record keeping, for example, involves ensuring each course has a syllabus, course rubric, and course evaluation and that course objectives, activities, assignments, and rubrics and evaluations are aligned to each other and to the TPEs and, when applicable, also to the SPED Standards.)
Chronicling changes and/or major impacts on the program.
Preparing a monthly “State of the Program” report for the Director of Teacher Education that alerts him/her to issues related to candidates; instructors/faculty, program evaluation, program direction (including program and/or policy changes).
*Note: We currently offer a variety of Induction Programs: General Education Multiple-Subject, General Education Single-Subject, Education Specialist – mild/moderate, and Education Specialist – moderate/severe.
Working with the other Credential Coordinators and Program Coordinator to revise, post and distribute cohort guides and policy handbooks. (Note: Policies changes must be approved by the Director.)
Participating in and reporting on meetings related to the preparation of teachers, including but not limited to BTSA/IHE Collaborative meetings or meetings related to content-specific pedagogy, linked learning, the Common Core, etc.
Working collaboratively with other Teacher Education and CGU staff to see that the Program and its candidates effectively interfaces with other programs including, for example, CGU’s Preliminary Programs.
Helping with special events and awards that relate to Teacher Education Programs.
Remaining connected and responsive to alumni. Philosophically, we believe that a teacher’s education does not end once his/her has earned a credential. Highly effective teachers are continually retooling. As such, we aim to foster a culture where our alumni remain in contact with us so we can better understand and help to address their on-going professional needs.
Providing perspective and consultation to Teacher Education Leadership on the direction of the Department and profession.
Other duties as assigned.
REQUIRED KNOWLEDGE, SKILLS, and ABILITIES:
Individual must possess knowledge, skills and ability to be able to successfully perform the essential functions of the position, or be able to explain or demonstrate how the essential functions will be performed, with or without reasonable accommodation, using some other combination of skills and abilities.
Leadership experience in teacher preparation.
Evidence of deep theoretical knowledge in a practical setting.
Management experience in an educational setting.
Knowledge of and commitment to cultural and linguistic diversity in education.
Commitment to the values expressed in the vision of the program including the excellent education of culturally diverse, economically impoverished, and/or otherwise marginalized/disenfranchised youth in California.
MA in Education. Ph.D. preferred, in Education or pursing doctorate in Education. Evidence that he/she was a highly successful K12 teacher (i.e., cultivated academic success in children with a diverse background), preferably with a minimum of 5 years (in either Secondary or Elementary, depending upon needs of program). In order to design curriculum aligned to our mission and to accreditation standards and requirements and in order to advance Teacher Education’s vision, has expertise in some area(s) in teacher education including but not limited to cultural, class and linguistic diversity; literacy; school-community-family relations; specific subject matters; standards and assessment; language acquisition; bilingual education; and technology. Administrative and supervisory experience and experience with credentialing and accreditation bodies preferred.
Valid Teaching Credential (preferably California). Must possess a valid CA driver’s license and meet CGU’s authorized driver requirements.
Adjuncts who work with Participating Teachers in CGU’s Induction Program.
APPLICANTS ACCEPTABILITY FOR POSITIONS REQUIRING USE OF A COLLEGE VEHICLE IS CONTINGENT UPON A DRIVING RECORD ACCEPTABLE TO THE COLLEGE’S AUTOMOBILE LIABILITY INSURANCE. PROMOTION FROM WITHIN IS ENCOURAGED WHENEVER QUALIFIED EMPLOYEES OF CLAREMONT GRADUATE UNIVERSITY ARE AVAILABLE. INTERESTED EMPLOYEES ARE URGED TO CONTACT THE DIRECTOR OF HUMAN RESOURCES IF QUALIFIED FOR ANY OF THE ABOVE OPENINGS. PLEASE DO NOT CONTACT DEPARTMENTS DIRECTLY.
Claremont Graduate University is an Equal Opportunity Employer and does not discriminate on the basis of race, color, creed, place of national origin, sex, age, sexual orientation, or physical handicap in its employment practice and in admission of students to educational programs and activities in accordance with the requirements of Title IX of the Education Amendments of 1972 and other applicable laws. Claremont Graduate University is committed to affirmative action in employment practices regarding ethnic minorities, the physically handicapped, Vietnam-era veterans and women.
The Claremont Colleges, a consortium of five undergraduate liberal arts colleges, two graduate institutions, and Claremont University Consortium, which provides shared institutional support services, is reminiscent of the Oxford-Cambridge model. The undergraduate colleges include Pomona College, Scripps College, Claremont McKenna College, Harvey Mudd College, and Pitzer College. The two graduate institutions include Claremont Graduate University and Keck Graduate Institute.
BACK TO TOP
NACAC CareerCenter is Just One of the Benefits.
Discover what else NACAC has to offer!
The job you are trying to reach from was originally posted at NACAC CareerCenter.