TACOMA PUBLIC SCHOOLS
Tacoma, Washington, United States
Description Tacoma Public Schools Expected Start Date: April 2024 or as soon as possible FTE: 1.0 Hours per day: 7.5 Salary Level: Based on preparation level and experience per TEA Collective Bargaining Agreement Union/Days per year: Teacher, 182 work days, 10 month Additional Information: This is a REPLACEMENT position from approximately January 2 - June 21, 2024. The position will be for no longer than the last student day in June 2024 or until the staff member on leave returns, whichever occurs first. This position is not eligible to receive benefits. Examples Of Duties This position plans, organizes and provides students with appropriate learning activities, experiences and a classroom environment designed to fulfill their potential for intellectual, emotional, physical and social growth; supports the School/Building, School Board, District and State curriculum, policies and initiatives for student achievement. ESSENTIAL JOB FUNCTIONS 1. Develops, plans and strategizes a program of study that is based on and capitalizes on the learning needs of students and meets the individual needs, interests and abilities of the students; creates a classroom environment that is conducive to learning and appropriate to the maturity and interests of the students; employs a variety of instructional techniques and instructional media to engage the students and provide an opportunity for participation that is consistent with the students’ needs and capabilities. 2. Assesses the accomplishments for student growth on a regular basis and provides progress reports as required; maintains and issues appropriate grades to reflect level of student achievement; refers students for evaluation by District Specialists, as needed and required; provides guidance which will promote the students’ welfare, educational development, and citizenship. 3. Strives to implement, by pedagogical content knowledge, instruction, action and support, the District’s philosophy of education and instructional goals and objectives; assists the administration in implementing all District policies and rules governing student life and conduct as outlined by the State criteria for teacher evaluation requirements; develops reasonable rules of classroom behavior; encourages students to set and maintain standards of classroom behavior; manages student behavior and maintains order in the classroom in a fair and just manner; participates in the planning and evaluation of the school program(s) and the District’s curriculum and program development. 4. Develops norms for learning that reflect teacher knowledge of content; prepares lesson plans for assigned classes and shows written evidence of preparation upon request of assigned Administrator; provides differentiated instruction and scaffolding of tasks; effectively makes use of learning time and guides the learning process toward the achievement of curriculum goals; establishes, with an alignment of instructional materials and tasks, clear objectives for all lessons, units, projects; communicates these objectives and learning target(s) to the students. 5. Establishes and maintains open lines of communication with students, parents, colleagues and community members; makes provisions for being available to the students and to the parents for education-related purposes when required; conducts parent(s)/guardian(s) conferences and a variety of other meetings with District staff, parent(s)/guardian(s) and students to communicate student progress and interpret program rationale and each student’s educational, social and behavioral development. 6. Maintains accurate, complete and correct records as required by law, District policy and administrative regulations; utilizes multiple data elements (both formative assessment and summative) to plan, inform, provide other formative assessment opportunities by adjusting instruction; evaluates student learning and success criteria to modify and improve program effectiveness; uses the Washington State approved student growth rubrics for tracking student growth data. 7. Takes necessary and reasonable precautions to protect the students, equipment, materials and facilities; provides for and promotes the care and protection of students and school property; supervises students in lunchroom, in hallways, on school grounds, and in any program held at the school under School District sanction; effectively utilizes and provides access to the materials, resources and services of the community and the District to enhance students’ learning and teacher’s effectiveness. OTHER JOB DUTIES 1. Maintains and updates knowledge and skills necessary for success in the position and improving professional competence by participating in professional development activities and training, as required, as needed or as assigned. 2. Attends staff meetings as called by the Administrators and serves on staff committees; supervises Para Educators and other classroom office assistance as required; provides guidance and works with staff members in an appropriate manner. 3. Develops and maintains a professional and collegial relationships with colleagues; collaborates with peers and administrators to improve student learning; supports appropriate conduct and performance of job duties; adheres to Tacoma Public School Board policies; contributes to the development of new teachers and student teachers per District guidelines. 4. Maintains files on latest curriculum guides; keeps updated on resources and methods and makes relevant changes to instructional plans and activities. 5. Performs related duties as assigned, on a temporary basis. 6. Regular, reliable, predictable attendance or physical presence is an essential job requirement and critical to the performance of the work. CONDITIONS Confined to work area; must secure substitute or leave only at assigned breaks; may be required to work with and defuse, if appropriate, difficult and sensitive situations and/or people; may have to be out in inclement weather to supervise students; may be exposed to high noise levels; may be required to lift and carry up to 20 pounds, bend, squat, stoop, kneel, crouch, walk, twist, climb, and/or be mobile. Minimum Qualifications Education and Experience Bachelor’s degree from accredited university with appropriate educational endorsement; or any combination of experience and training which provides the applicant with the knowledge, skills, and ability required to perform the work. Licenses/Special Requirements Valid Washington State teaching certificate. Completion of all District-required trainings, as assigned. Fingerprints and successful WSP and FBI background clearance/sexual misconduct clearance. Knowledge, Skills and Abilities Knowledge of applicable Washington State and Federal rules and regulations. Knowledge of subject matter/course content relevant to assignment. Knowledge of and skills in using various formative and summative assessments. Knowledge and skill in instructional principles, methods and techniques. Skill in obtaining, clarifying and exchanging information. Skill in critical thinking and problem solving. Skill in attention to detail. Skill in classroom management. Skill in handling student discipline. Skill in providing quality customer service. Ability to plan, organize and coordinate activities. Ability to multi-task, set priorities and meet deadlines. Ability to communicate effectively in both oral and written forms with all levels of management, both internal and external to the District. Ability to use informational technology. Ability to exercise critical thinking and use sound judgment. Ability to be flexible and adaptable. Ability to work with difficult and/or sensitive situations to provide appropriate resolutions. Ability to serve as role model and treat students and colleagues as individuals in a professional and ethical manner. Ability to adhere to all Tacoma Public School Board policies. Ability to support the School/Building, School Board, District and State curriculum, policies and initiatives for student achievement Ability to maintain confidentiality. Ability to demonstrate reasonable, reliable and regular attendance. Ability to lift and carry up to 20 pounds, stoop, kneel, crouch, walk, twist, bend, climb and/or be mobile. Ability to travel throughout the District by means of private or public transportation. Ability to establish and maintain effective working relationships with a variety of people in a multi-cultural, diverse socio-economic setting. Supplemental Information This job description is not an employment agreement or contract. District administration has the exclusive right to alter this job description at any time without notice. The statements contained herein reflect general details as necessary to describe the primary functions of this job, the level of knowledge and skill typically required and the scope of responsibility, but should not be considered an all-inclusive listing of work requirements. Individuals may perform other duties as assigned including work in other functional areas to cover absences or relief, to equalize peak work periods or otherwise balance the workload. Tacoma Public Schools does not discriminate in any programs or activities on the basis of sex, race, creed, religion, color, national origin, age, veteran or military status, sexual orientation, gender expression or identity, disability, or the use of a trained dog guide or service animal and provides equal access to the Boy Scouts and other designated youth groups. The following employees have been designated to handle questions and complaints of alleged discrimination: Civil Rights Coordinator: Renee Trueblood, 253-571-1252, civilrights@tacoma.k12.wa.us Title IX Coordinator, Wayne Greer, 253-571-1191, wgreer@tacoma.k12.wa.us 504 Coordinator, Elementary: Jennifer Herbold, 253-571-1096, jherbol@tacoma.k12.wa.us 504 Coordinator, Secondary: Megan Nelson, 253-571-1003, mnelson@tacoma.k12.wa.us Mailing address: P.O. Box 1357, Tacoma, WA 98401-1357. Closing Date/Time: 3/28/2024 11:59 PM Pacific
Mar 23, 2024
Full Time
Description Tacoma Public Schools Expected Start Date: April 2024 or as soon as possible FTE: 1.0 Hours per day: 7.5 Salary Level: Based on preparation level and experience per TEA Collective Bargaining Agreement Union/Days per year: Teacher, 182 work days, 10 month Additional Information: This is a REPLACEMENT position from approximately January 2 - June 21, 2024. The position will be for no longer than the last student day in June 2024 or until the staff member on leave returns, whichever occurs first. This position is not eligible to receive benefits. Examples Of Duties This position plans, organizes and provides students with appropriate learning activities, experiences and a classroom environment designed to fulfill their potential for intellectual, emotional, physical and social growth; supports the School/Building, School Board, District and State curriculum, policies and initiatives for student achievement. ESSENTIAL JOB FUNCTIONS 1. Develops, plans and strategizes a program of study that is based on and capitalizes on the learning needs of students and meets the individual needs, interests and abilities of the students; creates a classroom environment that is conducive to learning and appropriate to the maturity and interests of the students; employs a variety of instructional techniques and instructional media to engage the students and provide an opportunity for participation that is consistent with the students’ needs and capabilities. 2. Assesses the accomplishments for student growth on a regular basis and provides progress reports as required; maintains and issues appropriate grades to reflect level of student achievement; refers students for evaluation by District Specialists, as needed and required; provides guidance which will promote the students’ welfare, educational development, and citizenship. 3. Strives to implement, by pedagogical content knowledge, instruction, action and support, the District’s philosophy of education and instructional goals and objectives; assists the administration in implementing all District policies and rules governing student life and conduct as outlined by the State criteria for teacher evaluation requirements; develops reasonable rules of classroom behavior; encourages students to set and maintain standards of classroom behavior; manages student behavior and maintains order in the classroom in a fair and just manner; participates in the planning and evaluation of the school program(s) and the District’s curriculum and program development. 4. Develops norms for learning that reflect teacher knowledge of content; prepares lesson plans for assigned classes and shows written evidence of preparation upon request of assigned Administrator; provides differentiated instruction and scaffolding of tasks; effectively makes use of learning time and guides the learning process toward the achievement of curriculum goals; establishes, with an alignment of instructional materials and tasks, clear objectives for all lessons, units, projects; communicates these objectives and learning target(s) to the students. 5. Establishes and maintains open lines of communication with students, parents, colleagues and community members; makes provisions for being available to the students and to the parents for education-related purposes when required; conducts parent(s)/guardian(s) conferences and a variety of other meetings with District staff, parent(s)/guardian(s) and students to communicate student progress and interpret program rationale and each student’s educational, social and behavioral development. 6. Maintains accurate, complete and correct records as required by law, District policy and administrative regulations; utilizes multiple data elements (both formative assessment and summative) to plan, inform, provide other formative assessment opportunities by adjusting instruction; evaluates student learning and success criteria to modify and improve program effectiveness; uses the Washington State approved student growth rubrics for tracking student growth data. 7. Takes necessary and reasonable precautions to protect the students, equipment, materials and facilities; provides for and promotes the care and protection of students and school property; supervises students in lunchroom, in hallways, on school grounds, and in any program held at the school under School District sanction; effectively utilizes and provides access to the materials, resources and services of the community and the District to enhance students’ learning and teacher’s effectiveness. OTHER JOB DUTIES 1. Maintains and updates knowledge and skills necessary for success in the position and improving professional competence by participating in professional development activities and training, as required, as needed or as assigned. 2. Attends staff meetings as called by the Administrators and serves on staff committees; supervises Para Educators and other classroom office assistance as required; provides guidance and works with staff members in an appropriate manner. 3. Develops and maintains a professional and collegial relationships with colleagues; collaborates with peers and administrators to improve student learning; supports appropriate conduct and performance of job duties; adheres to Tacoma Public School Board policies; contributes to the development of new teachers and student teachers per District guidelines. 4. Maintains files on latest curriculum guides; keeps updated on resources and methods and makes relevant changes to instructional plans and activities. 5. Performs related duties as assigned, on a temporary basis. 6. Regular, reliable, predictable attendance or physical presence is an essential job requirement and critical to the performance of the work. CONDITIONS Confined to work area; must secure substitute or leave only at assigned breaks; may be required to work with and defuse, if appropriate, difficult and sensitive situations and/or people; may have to be out in inclement weather to supervise students; may be exposed to high noise levels; may be required to lift and carry up to 20 pounds, bend, squat, stoop, kneel, crouch, walk, twist, climb, and/or be mobile. Minimum Qualifications Education and Experience Bachelor’s degree from accredited university with appropriate educational endorsement; or any combination of experience and training which provides the applicant with the knowledge, skills, and ability required to perform the work. Licenses/Special Requirements Valid Washington State teaching certificate. Completion of all District-required trainings, as assigned. Fingerprints and successful WSP and FBI background clearance/sexual misconduct clearance. Knowledge, Skills and Abilities Knowledge of applicable Washington State and Federal rules and regulations. Knowledge of subject matter/course content relevant to assignment. Knowledge of and skills in using various formative and summative assessments. Knowledge and skill in instructional principles, methods and techniques. Skill in obtaining, clarifying and exchanging information. Skill in critical thinking and problem solving. Skill in attention to detail. Skill in classroom management. Skill in handling student discipline. Skill in providing quality customer service. Ability to plan, organize and coordinate activities. Ability to multi-task, set priorities and meet deadlines. Ability to communicate effectively in both oral and written forms with all levels of management, both internal and external to the District. Ability to use informational technology. Ability to exercise critical thinking and use sound judgment. Ability to be flexible and adaptable. Ability to work with difficult and/or sensitive situations to provide appropriate resolutions. Ability to serve as role model and treat students and colleagues as individuals in a professional and ethical manner. Ability to adhere to all Tacoma Public School Board policies. Ability to support the School/Building, School Board, District and State curriculum, policies and initiatives for student achievement Ability to maintain confidentiality. Ability to demonstrate reasonable, reliable and regular attendance. Ability to lift and carry up to 20 pounds, stoop, kneel, crouch, walk, twist, bend, climb and/or be mobile. Ability to travel throughout the District by means of private or public transportation. Ability to establish and maintain effective working relationships with a variety of people in a multi-cultural, diverse socio-economic setting. Supplemental Information This job description is not an employment agreement or contract. District administration has the exclusive right to alter this job description at any time without notice. The statements contained herein reflect general details as necessary to describe the primary functions of this job, the level of knowledge and skill typically required and the scope of responsibility, but should not be considered an all-inclusive listing of work requirements. Individuals may perform other duties as assigned including work in other functional areas to cover absences or relief, to equalize peak work periods or otherwise balance the workload. Tacoma Public Schools does not discriminate in any programs or activities on the basis of sex, race, creed, religion, color, national origin, age, veteran or military status, sexual orientation, gender expression or identity, disability, or the use of a trained dog guide or service animal and provides equal access to the Boy Scouts and other designated youth groups. The following employees have been designated to handle questions and complaints of alleged discrimination: Civil Rights Coordinator: Renee Trueblood, 253-571-1252, civilrights@tacoma.k12.wa.us Title IX Coordinator, Wayne Greer, 253-571-1191, wgreer@tacoma.k12.wa.us 504 Coordinator, Elementary: Jennifer Herbold, 253-571-1096, jherbol@tacoma.k12.wa.us 504 Coordinator, Secondary: Megan Nelson, 253-571-1003, mnelson@tacoma.k12.wa.us Mailing address: P.O. Box 1357, Tacoma, WA 98401-1357. Closing Date/Time: 3/28/2024 11:59 PM Pacific
SAN BERNARDINO COUNTY, CA
San Bernardino, California, United States
The Job WANT TO BE PART OF A TEAM THAT MAKES A DIFFERENCE IN THE COMMUNITY? APPLY TODAY TO GET STARTED! IMMEDIATE VACANCIES AVAILABLE! According to criteria established in the Preschool Services Memorandum of Understanding (MOU) ( see pages 47-48 ). The Preschool Services Department (PSD) is recruiting for Teacher II's - Head Start/State Preschool who provide teaching instruction and supervision to pre-school age children at a Head Start site or home-based program. Teachers will develop and provide educational, nutritional, and health/safety activities; conduct home visits; attend staff and parent committee meetings, observe, report and document on the progress of children; document disabilities; report suspected child abuse; communicate with staff, parents, and children; and supervise teacher aides. An eligible list will be established to fill current and future vacancies as they occur throughout San Bernardino County. *Official Title: PSD Teacher II - Contract For more detailed information, refer to the PSD Teacher II - Contract job description. For more information about PSD benefits, see links for: PSD 9 Month Contract or PSD 12 Month Contract . Click here to view the Preschool Services Department Memorandum of Understanding (MOU). CONDITIONS OF EMPLOYMENT 1) Must be able to lift and carry a small child (up to 50 lbs.) as needed/in the event of an emergency. Other physical demands include: sitting, walking, standing, bending, squatting, climbing, kneeling, crawling, twisting, grasping, fine manipulation, pushing/pulling, reaching, stooping, using smell and touch, working outside and vision and hearing. 2) Must pass a pre-employment physical including a tuberculosis test and required immunizations (SB792). 3) Must complete the AB 1207 - Child Care Providers: Mandated Reporter Training prior to placement at a school site. 4) Must obtain a valid San Bernardino County Food Handler's card and qualifying First Aid/CPR cards within two (2) weeks of hire and maintain throughout employment. 5) Travel throughout the County may be required. A valid California Class C driver license and proof of automobile liability insurance may be required at the time of hire for the person providing the transportation. Sponsorship: San Bernardino County is not able to consider candidates who will require visa sponsorship at the time of application or in the future. BACKGROUND INVESTIGATION Job offers are contingent upon passing a background investigation which includes a fingerprint check and search of the Child Abuse Index before appointment. If an individual has been convicted of a crime other than a minor traffic violation, the individual cannot work or be present in any community care facility unless they request and subsequently obtain a criminal record exemption from the Community Care Licensing Division, Care Provider Management Bureau (CPMB). With the exception of minor traffic violations, all convictions, including misdemeanors, felonies, and convictions occurring a long time ago, require an exemption. CPMB also examines arrest records to determine if there is a possible danger to clients. Crimes against children and convictions of a violent nature, such as sex offenses, murder, manslaughter, arson, and robbery are crimes for which an exemption cannot be issued. (Health & Safety Code section 1596.871) Minimum Requirements REQUIRED: OPTION 1 CHILD DEVELOPMENT PERMIT: Must possess a valid/active CA Child Development Teacher Permit (or higher-level permit) issued by the California Commission on Teacher Credentialing (CTC). EDUCATION: Must possess a completed/awarded Associate degree (or higher) in Early Childhood Education/Child Development, Education, Home Economics, Family Studies, or other fields closely related to Early Childhood Education/Child Development . OPTION 2 MULTIPLE SUBJECT TEACHING CREDENTIAL: Must possess a valid/active CA Multiple Subject Teaching Credential issued by the CTC. Applicants qualifying under this option requirement must show completion of 12 semester (18 quarter) units of Early Childhood Education/Child Development coursework which includes a Family, Child & Community course. REQUIRED DOCUMENTATION ( Must be attached ): OPTION 1 A copy of the required valid/active CA Child Development Teacher Permit (or higher-level permit), a legible copy of transcripts (unofficial are accepted) AND a copy of the degree. OPTION 2 A copy of the required valid/active CA Multiple Subject Credential AND legible copy of transcripts (unofficial are accepted) indicating required ECE/CD coursework. Required documentation MUST be attached to your application o r submit Attn: Teacher II - Head Start/State Preschool to: Email: employment@hr.sbcounty.gov Fax: (909) 387-5819 Failure to provide the requested documents at the time of application submittal may result in disqualification of the application. IMPORTANT NOTES: PERMIT For information on how to obtain a Child Development Permit, click here . (Inquire within for further questions on Permit requirements.) EDUCATION Qualifying degrees or coursework must be completed at a college or university accredited by any accrediting association recognized by the United States Department of Education. Degrees or coursework completed outside the U.S. must be accompanied with an evaluation report from a reputable credential evaluation service showing equivalency to degrees or coursework completed at a college or university accredited by any accrediting association recognized by the United States Department of Education. (Must be attached if applicable.) Click here for more information on evaluation services. CURRENT EMPLOYEES Current Employees of the San Bernardino County Preschool Services Department with a Child Development Associate Teacher Permit may apply with Temporary County Certificate (TCC) issued by the department. (TCC must be attached if applicable. Education requirement still applies .) Desired Qualifications The ideal candidate will possess a Bachelor's degree in one of the qualifying fields listed above. Additional Specialized Coursework: Some positions require incumbents to work as a teacher-in-charge in the absence of the Site Supervisor. In addition to the minimum requirements, these positions require the following Early Childhood Education and coursework; 6 semester (9 quarter) units in Administration and 2 semester (3 quarter) units in Adult Supervision. Coursework must have been completed with a grade of "C" or better from a college or university accredited by any accrediting association recognized by the United States Department of Education. Infant & Toddler coursework is highly desired and should be included with transcripts. Selection Process There will be a determination of minimum qualifications based upon a review of the Application and the Supplemental Questionnaire; therefore, it is to your advantage to provide as much relevant and detailed work experience as possible , as resumes will not be reviewed in lieu of the application materials. Application Procedure : (NOTE: There is a six (6) month waiting period to re-apply for the same job classification (title and level)). Complete and submit the online employment application and supplemental questionnaire as soon as possible as this recruitment may close at any time . To ensure timely and successful submission of your online application, please allow ample time to complete and submit your application before the posted filing deadline. Applicants will be automatically logged-out if they have not submitted the application and all required materials prior to the posted deadline. Once your application has been successfully submitted, you will receive an onscreen confirmation and an email. We recommend that you save and/or print these for your records. Please note, if you do not receive an onscreen confirmation and an email acknowledging our receipt of your application, we have not received your application. If you require technical assistance , please click HERE to review the Government Jobs online application guide or contact their Toll-Free Applicant Support line at (855) 524-5627. Please note that Human Resources is not responsible for any issues or delays caused by the internet connection, computer or browser used to submit the application. EEO/ADA: San Bernardino County is an Equal Employment Opportunity (EEO) and Americans with Disabilities Act (ADA) compliant employer, committed to providing equal employment opportunity to all employees and applicants. ADA Accommodation: If you have a disability and require accommodations in the testing process, submit the Special Testing Accommodations Request Form within one week of a recruitment filing deadline. Veterans’ Preference: Eligible veterans and their spouse or widow(er) who are not current County employees may be awarded additional Veterans’ Preference points. Click here for information and instructions to request Veteran's Preference points. For important information on employment processes and submitting job applications, see links below: Guide to Completing a County Job Application Applicant Information and the County Employment Process Scan below for more information about Child Development Permit requirements: PSD9 Month Contract Specific benefit informationcan be found in your employment contract. For a summary of benefits, please click here . For more detailed information, contact the County's Employee Benefits and Services Division at (909) 387-5787 or visit the Benefits websiteat hr.sbcounty.gov/employee-benefits/ . Closing Date/Time: Continuous
Mar 08, 2024
Full Time
The Job WANT TO BE PART OF A TEAM THAT MAKES A DIFFERENCE IN THE COMMUNITY? APPLY TODAY TO GET STARTED! IMMEDIATE VACANCIES AVAILABLE! According to criteria established in the Preschool Services Memorandum of Understanding (MOU) ( see pages 47-48 ). The Preschool Services Department (PSD) is recruiting for Teacher II's - Head Start/State Preschool who provide teaching instruction and supervision to pre-school age children at a Head Start site or home-based program. Teachers will develop and provide educational, nutritional, and health/safety activities; conduct home visits; attend staff and parent committee meetings, observe, report and document on the progress of children; document disabilities; report suspected child abuse; communicate with staff, parents, and children; and supervise teacher aides. An eligible list will be established to fill current and future vacancies as they occur throughout San Bernardino County. *Official Title: PSD Teacher II - Contract For more detailed information, refer to the PSD Teacher II - Contract job description. For more information about PSD benefits, see links for: PSD 9 Month Contract or PSD 12 Month Contract . Click here to view the Preschool Services Department Memorandum of Understanding (MOU). CONDITIONS OF EMPLOYMENT 1) Must be able to lift and carry a small child (up to 50 lbs.) as needed/in the event of an emergency. Other physical demands include: sitting, walking, standing, bending, squatting, climbing, kneeling, crawling, twisting, grasping, fine manipulation, pushing/pulling, reaching, stooping, using smell and touch, working outside and vision and hearing. 2) Must pass a pre-employment physical including a tuberculosis test and required immunizations (SB792). 3) Must complete the AB 1207 - Child Care Providers: Mandated Reporter Training prior to placement at a school site. 4) Must obtain a valid San Bernardino County Food Handler's card and qualifying First Aid/CPR cards within two (2) weeks of hire and maintain throughout employment. 5) Travel throughout the County may be required. A valid California Class C driver license and proof of automobile liability insurance may be required at the time of hire for the person providing the transportation. Sponsorship: San Bernardino County is not able to consider candidates who will require visa sponsorship at the time of application or in the future. BACKGROUND INVESTIGATION Job offers are contingent upon passing a background investigation which includes a fingerprint check and search of the Child Abuse Index before appointment. If an individual has been convicted of a crime other than a minor traffic violation, the individual cannot work or be present in any community care facility unless they request and subsequently obtain a criminal record exemption from the Community Care Licensing Division, Care Provider Management Bureau (CPMB). With the exception of minor traffic violations, all convictions, including misdemeanors, felonies, and convictions occurring a long time ago, require an exemption. CPMB also examines arrest records to determine if there is a possible danger to clients. Crimes against children and convictions of a violent nature, such as sex offenses, murder, manslaughter, arson, and robbery are crimes for which an exemption cannot be issued. (Health & Safety Code section 1596.871) Minimum Requirements REQUIRED: OPTION 1 CHILD DEVELOPMENT PERMIT: Must possess a valid/active CA Child Development Teacher Permit (or higher-level permit) issued by the California Commission on Teacher Credentialing (CTC). EDUCATION: Must possess a completed/awarded Associate degree (or higher) in Early Childhood Education/Child Development, Education, Home Economics, Family Studies, or other fields closely related to Early Childhood Education/Child Development . OPTION 2 MULTIPLE SUBJECT TEACHING CREDENTIAL: Must possess a valid/active CA Multiple Subject Teaching Credential issued by the CTC. Applicants qualifying under this option requirement must show completion of 12 semester (18 quarter) units of Early Childhood Education/Child Development coursework which includes a Family, Child & Community course. REQUIRED DOCUMENTATION ( Must be attached ): OPTION 1 A copy of the required valid/active CA Child Development Teacher Permit (or higher-level permit), a legible copy of transcripts (unofficial are accepted) AND a copy of the degree. OPTION 2 A copy of the required valid/active CA Multiple Subject Credential AND legible copy of transcripts (unofficial are accepted) indicating required ECE/CD coursework. Required documentation MUST be attached to your application o r submit Attn: Teacher II - Head Start/State Preschool to: Email: employment@hr.sbcounty.gov Fax: (909) 387-5819 Failure to provide the requested documents at the time of application submittal may result in disqualification of the application. IMPORTANT NOTES: PERMIT For information on how to obtain a Child Development Permit, click here . (Inquire within for further questions on Permit requirements.) EDUCATION Qualifying degrees or coursework must be completed at a college or university accredited by any accrediting association recognized by the United States Department of Education. Degrees or coursework completed outside the U.S. must be accompanied with an evaluation report from a reputable credential evaluation service showing equivalency to degrees or coursework completed at a college or university accredited by any accrediting association recognized by the United States Department of Education. (Must be attached if applicable.) Click here for more information on evaluation services. CURRENT EMPLOYEES Current Employees of the San Bernardino County Preschool Services Department with a Child Development Associate Teacher Permit may apply with Temporary County Certificate (TCC) issued by the department. (TCC must be attached if applicable. Education requirement still applies .) Desired Qualifications The ideal candidate will possess a Bachelor's degree in one of the qualifying fields listed above. Additional Specialized Coursework: Some positions require incumbents to work as a teacher-in-charge in the absence of the Site Supervisor. In addition to the minimum requirements, these positions require the following Early Childhood Education and coursework; 6 semester (9 quarter) units in Administration and 2 semester (3 quarter) units in Adult Supervision. Coursework must have been completed with a grade of "C" or better from a college or university accredited by any accrediting association recognized by the United States Department of Education. Infant & Toddler coursework is highly desired and should be included with transcripts. Selection Process There will be a determination of minimum qualifications based upon a review of the Application and the Supplemental Questionnaire; therefore, it is to your advantage to provide as much relevant and detailed work experience as possible , as resumes will not be reviewed in lieu of the application materials. Application Procedure : (NOTE: There is a six (6) month waiting period to re-apply for the same job classification (title and level)). Complete and submit the online employment application and supplemental questionnaire as soon as possible as this recruitment may close at any time . To ensure timely and successful submission of your online application, please allow ample time to complete and submit your application before the posted filing deadline. Applicants will be automatically logged-out if they have not submitted the application and all required materials prior to the posted deadline. Once your application has been successfully submitted, you will receive an onscreen confirmation and an email. We recommend that you save and/or print these for your records. Please note, if you do not receive an onscreen confirmation and an email acknowledging our receipt of your application, we have not received your application. If you require technical assistance , please click HERE to review the Government Jobs online application guide or contact their Toll-Free Applicant Support line at (855) 524-5627. Please note that Human Resources is not responsible for any issues or delays caused by the internet connection, computer or browser used to submit the application. EEO/ADA: San Bernardino County is an Equal Employment Opportunity (EEO) and Americans with Disabilities Act (ADA) compliant employer, committed to providing equal employment opportunity to all employees and applicants. ADA Accommodation: If you have a disability and require accommodations in the testing process, submit the Special Testing Accommodations Request Form within one week of a recruitment filing deadline. Veterans’ Preference: Eligible veterans and their spouse or widow(er) who are not current County employees may be awarded additional Veterans’ Preference points. Click here for information and instructions to request Veteran's Preference points. For important information on employment processes and submitting job applications, see links below: Guide to Completing a County Job Application Applicant Information and the County Employment Process Scan below for more information about Child Development Permit requirements: PSD9 Month Contract Specific benefit informationcan be found in your employment contract. For a summary of benefits, please click here . For more detailed information, contact the County's Employee Benefits and Services Division at (909) 387-5787 or visit the Benefits websiteat hr.sbcounty.gov/employee-benefits/ . Closing Date/Time: Continuous
SAN BERNARDINO COUNTY, CA
San Bernardino, California, United States
The Job WANT TO BE PART OF A TEAM THAT MAKES A DIFFERENCE IN THE COMMUNITY? APPLY TODAY TO GET STARTED! IMMEDIATE VACANCIES AVAILABLE! According to criteria established in the Preschool Services Memorandum of Understanding (MOU) ( see pages 47-48 ). The Preschool Services Department (PSD) is recruiting for Early Head Start Home Base Teachers who provide teaching instruction to children aged 0 to 3 years old, family engagement, set goals with parents, and parent education opportunities within the family's home and at a Head Start site. Teachers develop and provide individual education, nutritional and health/safety activities during home visits and socializations; conduct developmental and social emotional assessments; and attend staff and parent committee meetings; observe, report and document on the progress of children; document disabilities; report suspected child abuse; communicate with staff, parents, and children. An eligible list will be established to fill current and future vacancies as they occur throughout the County. *Official Title : PSD Teacher I - Contract For more detailed information, refer to the PSD Teacher I-Contract job description. Click here to view the Preschool Services Department Memorandum of Understanding (MOU). CONDITIONS OF EMPLOYMENT 1) Must be able to lift and carry a small child (up to 50 lbs.) as needed/in the event of an emergency. Other physical demands include: sitting, walking, standing, bending, squatting, climbing, kneeling, crawling, twisting, grasping, fine manipulation, pushing/pulling, reaching, stooping, using smell and touch, working outside and vision and hearing. 2) Must pass a pre-employment physical including a tuberculosis test and required immunizations (SB792). 3) Must complete the AB 1207 - Child Care Providers: Mandated Reporter Training prior to placement at a school site. 4) Must obtain a valid San Bernardino County Food Handler's card and qualifying First Aid/CPR cards within two (2) weeks of hire and maintain throughout employment. 5) Travel throughout the County is required. A valid California Class C driver license and proof of automobile liability insurance may be required at the time of hire for the person providing the transportation. Sponsorship: San Bernardino County is not able to consider candidates who will require visa sponsorship at the time of application or in the future. BACKGROUND INVESTIGATION Job offers are contingent upon passing a background investigation which includes a fingerprint check and search of the Child Abuse Index before appointment. If an individual has been convicted of a crime other than a minor traffic violation, the individual cannot work or be present in any community care facility unless they request and subsequently obtain a criminal record exemption from the Community Care Licensing Division, Care Provider Management Bureau (CPMB). With the exception of minor traffic violations, all convictions, including misdemeanors, felonies, and convictions occurring a long time ago, require an exemption. CPMB also examines arrest records to determine if there is a possible danger to clients. Crimes against children and convictions of a violent nature, such as sex offenses, murder, manslaughter, arson, and robbery are crimes for which an exemption cannot be issued. (Health & Safety Code section 1596.871) Minimum Requirements REQUIRED: PERMIT Must possess a valid/active CA Child Development Associate Teacher Permit (or higher-level permit) issued by the California Commission on Teacher Credentialing (CTC). COURSEWORK Must possess 3 semester (4.5 quarter) completed Infant/Toddler units . REQUIRED DOCUMENTATION (Must be attached): A copy of the required valid/active CA Child Development Associate Teacher Permit (or higher-level permit) AND transcripts with 3 semester (4.5 quarter) completed Infant/Toddler units must be attached to your application. Or submit Attn: Teacher I - Early Head Start Home Base to: Fax: (909) 387-5819 Email: employment@hr.sbcounty.gov Failure to provide the requested documents at the time of application submittal may result in disqualification of the application. IMPORTANT NOTES: PERMIT For information on how to obtain a Child Development Permit, click here . (Inquire within for further questions on Permit requirements.) Desired Qualifications The ideal candidate has completed the following Early Childhood Education coursework: Three (3) semester (4.5 quarter) units in Infant/Toddler Care and/or three (3) semester (5 quarter) units in Infant and Toddler Curriculum. Coursework must have been completed with a grade of "C" or better at a college or university accredited by any accrediting association recognized by the United States Department of Education. Transcripts with this coursework should be attached. Selection Process Examination Procedure : There will be a determination of minimum qualifications based upon a review of the Application and the Supplemental Questionnaire; therefore, it is to your advantage to provide as much relevant and detailed work experience as possible , as resumes will not be reviewed in lieu of the application materials. Application Procedure : (NOTE: There is a six (6) month waiting period to re-apply for the same job classification (title and level)). Please complete and submit the online employment application and supplemental questionnaire as soon as possible as this recruitment may close at any time . To ensure timely and successful submission of your online application, please allow ample time to complete and submit your application before the posted filing deadline. Applicants will be automatically logged-out if they have not submitted the application and all required materials prior to the posted deadline. Once your application has been successfully submitted, you will receive an onscreen confirmation and an email. We recommend that you save and/or print these for your records. Please note, if you do not receive an onscreen confirmation and an email acknowledging our receipt of your application, we have not received your application. If you require technical assistance , please click HERE to review the Government Jobs online application guide or contact their Toll-Free Applicant Support line at (855) 524-5627. Please note that Human Resources is not responsible for any issues or delays caused by the internet connection, computer or browser used to submit the application. EEO/ADA: San Bernardino County is an Equal Employment Opportunity (EEO) and Americans with Disabilities Act (ADA) compliant employer, committed to providing equal employment opportunity to all employees and applicants. ADA Accommodation: If you have a disability and require accommodations in the testing process, submit the Special Testing Accommodations Request Form within one week of a recruitment filing deadline. Veterans’ Preference: Eligible veterans and their spouse or widow(er) who are not current County employees may be awarded additional Veterans’ Preference points. Click here for information and instructions to request Veteran's Preference points. For important information on employment processes and submitting job applications, see links below: Guide to Completing a County Job Application Applicant Information and the County Employment Process Scan below for more information about Child Development Permit requirements: PSD12 Month Contract Specific benefit informationcan be found in your employment contract. For a summary of benefits, please click here . For more detailed information, contact the County's Employee Benefits and Services Division at (909) 387-5787 or visit the Benefits websiteat hr.sbcounty.gov/employee-benefits/ .
Mar 08, 2024
Full Time
The Job WANT TO BE PART OF A TEAM THAT MAKES A DIFFERENCE IN THE COMMUNITY? APPLY TODAY TO GET STARTED! IMMEDIATE VACANCIES AVAILABLE! According to criteria established in the Preschool Services Memorandum of Understanding (MOU) ( see pages 47-48 ). The Preschool Services Department (PSD) is recruiting for Early Head Start Home Base Teachers who provide teaching instruction to children aged 0 to 3 years old, family engagement, set goals with parents, and parent education opportunities within the family's home and at a Head Start site. Teachers develop and provide individual education, nutritional and health/safety activities during home visits and socializations; conduct developmental and social emotional assessments; and attend staff and parent committee meetings; observe, report and document on the progress of children; document disabilities; report suspected child abuse; communicate with staff, parents, and children. An eligible list will be established to fill current and future vacancies as they occur throughout the County. *Official Title : PSD Teacher I - Contract For more detailed information, refer to the PSD Teacher I-Contract job description. Click here to view the Preschool Services Department Memorandum of Understanding (MOU). CONDITIONS OF EMPLOYMENT 1) Must be able to lift and carry a small child (up to 50 lbs.) as needed/in the event of an emergency. Other physical demands include: sitting, walking, standing, bending, squatting, climbing, kneeling, crawling, twisting, grasping, fine manipulation, pushing/pulling, reaching, stooping, using smell and touch, working outside and vision and hearing. 2) Must pass a pre-employment physical including a tuberculosis test and required immunizations (SB792). 3) Must complete the AB 1207 - Child Care Providers: Mandated Reporter Training prior to placement at a school site. 4) Must obtain a valid San Bernardino County Food Handler's card and qualifying First Aid/CPR cards within two (2) weeks of hire and maintain throughout employment. 5) Travel throughout the County is required. A valid California Class C driver license and proof of automobile liability insurance may be required at the time of hire for the person providing the transportation. Sponsorship: San Bernardino County is not able to consider candidates who will require visa sponsorship at the time of application or in the future. BACKGROUND INVESTIGATION Job offers are contingent upon passing a background investigation which includes a fingerprint check and search of the Child Abuse Index before appointment. If an individual has been convicted of a crime other than a minor traffic violation, the individual cannot work or be present in any community care facility unless they request and subsequently obtain a criminal record exemption from the Community Care Licensing Division, Care Provider Management Bureau (CPMB). With the exception of minor traffic violations, all convictions, including misdemeanors, felonies, and convictions occurring a long time ago, require an exemption. CPMB also examines arrest records to determine if there is a possible danger to clients. Crimes against children and convictions of a violent nature, such as sex offenses, murder, manslaughter, arson, and robbery are crimes for which an exemption cannot be issued. (Health & Safety Code section 1596.871) Minimum Requirements REQUIRED: PERMIT Must possess a valid/active CA Child Development Associate Teacher Permit (or higher-level permit) issued by the California Commission on Teacher Credentialing (CTC). COURSEWORK Must possess 3 semester (4.5 quarter) completed Infant/Toddler units . REQUIRED DOCUMENTATION (Must be attached): A copy of the required valid/active CA Child Development Associate Teacher Permit (or higher-level permit) AND transcripts with 3 semester (4.5 quarter) completed Infant/Toddler units must be attached to your application. Or submit Attn: Teacher I - Early Head Start Home Base to: Fax: (909) 387-5819 Email: employment@hr.sbcounty.gov Failure to provide the requested documents at the time of application submittal may result in disqualification of the application. IMPORTANT NOTES: PERMIT For information on how to obtain a Child Development Permit, click here . (Inquire within for further questions on Permit requirements.) Desired Qualifications The ideal candidate has completed the following Early Childhood Education coursework: Three (3) semester (4.5 quarter) units in Infant/Toddler Care and/or three (3) semester (5 quarter) units in Infant and Toddler Curriculum. Coursework must have been completed with a grade of "C" or better at a college or university accredited by any accrediting association recognized by the United States Department of Education. Transcripts with this coursework should be attached. Selection Process Examination Procedure : There will be a determination of minimum qualifications based upon a review of the Application and the Supplemental Questionnaire; therefore, it is to your advantage to provide as much relevant and detailed work experience as possible , as resumes will not be reviewed in lieu of the application materials. Application Procedure : (NOTE: There is a six (6) month waiting period to re-apply for the same job classification (title and level)). Please complete and submit the online employment application and supplemental questionnaire as soon as possible as this recruitment may close at any time . To ensure timely and successful submission of your online application, please allow ample time to complete and submit your application before the posted filing deadline. Applicants will be automatically logged-out if they have not submitted the application and all required materials prior to the posted deadline. Once your application has been successfully submitted, you will receive an onscreen confirmation and an email. We recommend that you save and/or print these for your records. Please note, if you do not receive an onscreen confirmation and an email acknowledging our receipt of your application, we have not received your application. If you require technical assistance , please click HERE to review the Government Jobs online application guide or contact their Toll-Free Applicant Support line at (855) 524-5627. Please note that Human Resources is not responsible for any issues or delays caused by the internet connection, computer or browser used to submit the application. EEO/ADA: San Bernardino County is an Equal Employment Opportunity (EEO) and Americans with Disabilities Act (ADA) compliant employer, committed to providing equal employment opportunity to all employees and applicants. ADA Accommodation: If you have a disability and require accommodations in the testing process, submit the Special Testing Accommodations Request Form within one week of a recruitment filing deadline. Veterans’ Preference: Eligible veterans and their spouse or widow(er) who are not current County employees may be awarded additional Veterans’ Preference points. Click here for information and instructions to request Veteran's Preference points. For important information on employment processes and submitting job applications, see links below: Guide to Completing a County Job Application Applicant Information and the County Employment Process Scan below for more information about Child Development Permit requirements: PSD12 Month Contract Specific benefit informationcan be found in your employment contract. For a summary of benefits, please click here . For more detailed information, contact the County's Employee Benefits and Services Division at (909) 387-5787 or visit the Benefits websiteat hr.sbcounty.gov/employee-benefits/ .
Cal State University (CSU) East Bay
25800 Carlos Bee Boulevard, Hayward, CA 94542, USA
FACULTY EMPLOYMENT OPPORTUNITY DEPARTMENT OF TEACHER EDUCATION Part-Time Fieldwork Supervisor Pool Position POSITION AVAILABLE: One or more temporary, part-time fieldwork supervisors for a pool from which applicants will be considered for appointments as they become available for Fall Semester 2023 and/or Spring Semester 2024. THE DEPARTMENT: The Department of Teacher Education offers the Multiple Subject Teaching Credential and the Single Subject Teaching Credential in Art, Dance, English, History/Social Studies, Mathematics (all areas including Advanced), Music, Physical Education, Science (General and Integrated), Theatre, and Languages Other Than English (Chinese, French and Spanish). The Department offers four Masters of Science (MS) degree in Education: Curriculum & Instruction, Educational Technology, Reading Instruction, and Early Childhood Education. The Department, College, and University have a strong commitment to Diversity, Equity, and Inclusion. The mission of the Department is to prepare teachers who are committed to improving school practices for California’s diverse student populations and who can model such practices in their own classrooms. http://www.csueastbay.edu/ceas/departments/ted/ DUTIES OF THE POSITION: Candidates will conduct both in-person and electronic visits to school sites in the East Bay to observe students during their fieldwork experiences in preschool - 12th grade school settings. Complete a variety of assessment measures documenting each candidate’s mastery of California Teaching Standards. Please note that teaching assignments at California State University, East Bay include courses at the Hayward, Concord, and Online campuses. The policy and expectation of the California State University is that all faculty members will perform all of their duties within the state of California. RANK AND SALARY: Lecturer salary is dependent upon educational preparation and experience. Position appointment is subject to budgetary authorization. The salary schedule information for the Lecturer-Academic Year classification is available based on the following ranges: Lecturer AY ( Range 2 ): $4,530 - $6,056 Lecturer AY ( Range 3 ): $5,405 - $11,994 Lecturer AY ( Range 4 ): $6,190 - $13,172 Lecturer AY ( Range 5 ): $7,794 - $13,797 The anticipated hiring range is generally at or near the minimum of the appropriate range, commensurate with education and experience. DATE OF APPOINTMENT: Fall Semester begins August 21, 2023 and Spring Semester begins January 16, 2024. QUALIFICATIONS: All applicants must have a Master's degree. The program selects individuals who are or were credentialed or who have equivalent experience in educator preparation. Supervisors should be expert in the content area of the candidate being supervised and should have recent professional experiences in school settings where the curriculum aligns with California’s adopted content standards and frameworks and the school reflects the diversity of California’s student population. The program provides supervisors with orientation to the program’s expectations and assures that supervisors are knowledgeable about the program curriculum and assessments, including the TPEs and the edTPA model. In addition, program supervisors maintain current knowledge of effective supervision approaches such as cognitive coaching, adult learning theory, and current content-specific pedagogy and instructional practices. APPLICATION DEADLINE: Positions open until filled. Applications are considered on a continuous basis. Applicants must submit (1) a letter of interest, (2) a complete and current vita, (3) an academic application through PageUp ("Apply Now"), and (4) two letters of professional recommendation. Note: California State University, East Bay hires only individuals lawfully authorized to work in the United States. All offers of employment are contingent upon presentation of documents demonstrating the appointee’s identity and eligibility to work in accordance with provisions of the immigration Reform and Control Act. A background check (including a criminal records check and prior employment verification) must be completed and cleared prior to the start of employment. CSUEB is an Equal Opportunity Employer and does not discriminate on the basis of age, race, color, national origin, sex, sexual orientation or disability. The University is committed to the principles of diversity in employment and to creating a stimulating learning environment for its diverse student body. Sponsorship Cal State East Bay is not a sponsoring agency for Lecturer positions and we are not an E-Verify employer. Advertised: Apr 03 2023 Pacific Daylight Time Applications close: Closing Date/Time:
Mar 07, 2024
FACULTY EMPLOYMENT OPPORTUNITY DEPARTMENT OF TEACHER EDUCATION Part-Time Fieldwork Supervisor Pool Position POSITION AVAILABLE: One or more temporary, part-time fieldwork supervisors for a pool from which applicants will be considered for appointments as they become available for Fall Semester 2023 and/or Spring Semester 2024. THE DEPARTMENT: The Department of Teacher Education offers the Multiple Subject Teaching Credential and the Single Subject Teaching Credential in Art, Dance, English, History/Social Studies, Mathematics (all areas including Advanced), Music, Physical Education, Science (General and Integrated), Theatre, and Languages Other Than English (Chinese, French and Spanish). The Department offers four Masters of Science (MS) degree in Education: Curriculum & Instruction, Educational Technology, Reading Instruction, and Early Childhood Education. The Department, College, and University have a strong commitment to Diversity, Equity, and Inclusion. The mission of the Department is to prepare teachers who are committed to improving school practices for California’s diverse student populations and who can model such practices in their own classrooms. http://www.csueastbay.edu/ceas/departments/ted/ DUTIES OF THE POSITION: Candidates will conduct both in-person and electronic visits to school sites in the East Bay to observe students during their fieldwork experiences in preschool - 12th grade school settings. Complete a variety of assessment measures documenting each candidate’s mastery of California Teaching Standards. Please note that teaching assignments at California State University, East Bay include courses at the Hayward, Concord, and Online campuses. The policy and expectation of the California State University is that all faculty members will perform all of their duties within the state of California. RANK AND SALARY: Lecturer salary is dependent upon educational preparation and experience. Position appointment is subject to budgetary authorization. The salary schedule information for the Lecturer-Academic Year classification is available based on the following ranges: Lecturer AY ( Range 2 ): $4,530 - $6,056 Lecturer AY ( Range 3 ): $5,405 - $11,994 Lecturer AY ( Range 4 ): $6,190 - $13,172 Lecturer AY ( Range 5 ): $7,794 - $13,797 The anticipated hiring range is generally at or near the minimum of the appropriate range, commensurate with education and experience. DATE OF APPOINTMENT: Fall Semester begins August 21, 2023 and Spring Semester begins January 16, 2024. QUALIFICATIONS: All applicants must have a Master's degree. The program selects individuals who are or were credentialed or who have equivalent experience in educator preparation. Supervisors should be expert in the content area of the candidate being supervised and should have recent professional experiences in school settings where the curriculum aligns with California’s adopted content standards and frameworks and the school reflects the diversity of California’s student population. The program provides supervisors with orientation to the program’s expectations and assures that supervisors are knowledgeable about the program curriculum and assessments, including the TPEs and the edTPA model. In addition, program supervisors maintain current knowledge of effective supervision approaches such as cognitive coaching, adult learning theory, and current content-specific pedagogy and instructional practices. APPLICATION DEADLINE: Positions open until filled. Applications are considered on a continuous basis. Applicants must submit (1) a letter of interest, (2) a complete and current vita, (3) an academic application through PageUp ("Apply Now"), and (4) two letters of professional recommendation. Note: California State University, East Bay hires only individuals lawfully authorized to work in the United States. All offers of employment are contingent upon presentation of documents demonstrating the appointee’s identity and eligibility to work in accordance with provisions of the immigration Reform and Control Act. A background check (including a criminal records check and prior employment verification) must be completed and cleared prior to the start of employment. CSUEB is an Equal Opportunity Employer and does not discriminate on the basis of age, race, color, national origin, sex, sexual orientation or disability. The University is committed to the principles of diversity in employment and to creating a stimulating learning environment for its diverse student body. Sponsorship Cal State East Bay is not a sponsoring agency for Lecturer positions and we are not an E-Verify employer. Advertised: Apr 03 2023 Pacific Daylight Time Applications close: Closing Date/Time:
SOUTH ORANGE COUNTY COMMUNITY COLLEGE DISTRICT (SOCCC)
Mission Viejo, California, United States
Title: Child Development Assistant - (Two (2) or More Positions) Job Category: CSEA Job Opening Date: February 26, 2024 Job Closing Date: Location: Saddleback College Work Location: Mission Viejo, CA Department: Child Development Center Pay Grade, for more information click on this link: https://www.socccd.edu/departments/human-resources/contracts-and-salary-schedules Pay Rate Type: Monthly Work Days: Monday - Friday Work Hours: 8:00am - 1:00pm or 12:30pm - 5:30pm (Schedule and shift are subject to change in accordance with department needs) Hours Per Week: 25 Percentage of Employment: 62.5% Months of Employment: 12 Salary: Starting at $2,263 per month Required Documents: Cover Letter - Optional Document: Unofficial Transcript Job Description: C.S.E.A. Classified Bargaining Unit Salary Range 109 Initial Screening Date: March 11, 2024 Employment in this position is contingent upon funding by the Child Development fund. Licenses, Certificates, and/or Other Requirements: Possession of, or eligibility to obtain, a Child Development Assistant Teacher Permit issued by the California Commission on Teaching Credentialing. Possession of a current pediatric C.P.R. Certifi cate and First Aid Certifi cate. Possession of a Mandated Child Abuse Reporter Certifi cate. Possession of, or ability to obtain, an Integrated Pest Management Certificate. Supplemental Question: Please list any child development/education courses you have completed. Class specifications are intended to present a descriptive list of the range of duties performed by employees in the class. Specifications are not intended to reflect all duties performed within the job; however, any additional duties will be reasonably related to this class. SUMMARY DESCRIPTION Under supervision, assists in the education, health, and safety of young children 0 to 60 months of age enrolled in the Child Development Center programs; participates in the implementation of developmentally appropriate programs for assigned children that promote learning of language, communication, emergent literacy, social, cognitive, play, and creative skills. This is the entry-level class in the Child Development series providing child development services and activities at the Child Development Center. Positions at this level are not expected to function with the same amount of program knowledge or skill level as positions allocated to the Child Development Specialist level and exercise less independent discretion and judgment in matters related to work procedures and methods. Work is usually supervised while in progress and fits an established structure or pattern. Exceptions or changes in procedures are explained in detail as they arise. Employees within this class are distinguished from the Child Development Specialist in that the Child Development Specialist serves as the lead in an assigned classroom with full responsibility for education, health, and safety of young children in the assigned classroom while the Child Development Assistant serves in an assistant capacity. REPRESENTATIVE DUTIES The following duties are typical for this classification. Incumbents may not perform all of the listed duties and/or may be required to perform additional or different duties from those set forth below to address business needs and changing business practices. Assists the Child Development Specialist in supervising planned activities in a classroom and outdoor setting; works with groups of children in a variety of activities in a warm and positive manner while maintaining order and discipline; follows the child management and guidance procedures of the Child Development Center. Assists the Child Development Specialist in maintaining a clean, healthy, safe, and orderly indoor and outdoor environment by following Center policies and procedures for health and safety related issues; does laundry; performs general housekeeping duties as required. Assists with the general hygiene of the children including toilet training, diaper changing, and other activities requiring contact with bodily fluids. Assists in supervising and feeding children at family style meals including breakfast, lunch, and snack. Assists in providing a quiet and peaceful atmosphere for children to sleep. Assists in preparing children to attend and perform at special events including graduation ceremony and winter break ceremony. Observes each individual child's growth and development on a continuous basis; assists in the documentation of each child's growth and development through pictures, anecdotal notes, and sample work. Maintains appropriate records and completes assigned paperwork in an accurate and timely manner; takes attendance and meal counts; assists in the preparation of assigned reports. Communicates with parents and staff to develop positive, reciprocal relationships; communicates with parents about children's health and development as well as daily routines. Participates in staff meetings. Performs related duties as required. QUALIFICATIONS The following generally describes the knowledge and ability required to enter the job and/or be learned within a short period of time in order to successfully perform the assigned duties. Knowledge of: Basic concepts in early childhood education. Basic principles and applications of child development theory. Basic socialization techniques. Health and safety requirements of children. Potential safety issues within a group care setting; appropriate safety precautions and procedures. Basic methods of observing, evaluating, and recording child behavior. Principles of basic first aid and CPR. Principles and procedures of record keeping. English usage, grammar, spelling, punctuation, and vocabulary. Ability to: Assist in the instruction and supervision of children of various ages involved in Child Development Center activities. Develop and maintain effective relationships with preschool and school-aged children, students, parents, and staff. Participate in observing, evaluating, and recording child development. Apply appropriate disciplinary action. Maintain assigned records. Demonstrate an awareness and appreciation of the cultural diversity of the community. Communicate clearly and concisely, both orally and in writing. Establish and maintain effective working relationships with those contacted in the course of work. EDUCATION AND EXPERIENCE GUIDELINES Any combination of education and experience that would likely provide the required knowledge and abilities is qualifying. A typical way to obtain the knowledge and abilities would be: Education/Training: Equivalent to the completion of the twelfth grade supplemented college level course work in early childhood education, child development, education, or a related field. Experience: Six months of experience working in a licensed child development program assisting in the teaching of infants or preschoolers. License or Certificate: Possession of, or eligibility to obtain a Child Development Assistant Teacher Permit issued by the California Commission on Teaching Credentialing. Possession of a current pediatric C.P.R. Certificate and First Aid Certificate. Possession of a Mandated Child Abuse Reporter Certificate. PHYSICAL DEMANDS AND WORKING ENVIRONMENT The conditions herein are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential job functions. Environment: Work is performed in a child development center; exposure to communicable diseases; subject to noise from children and equipment operation; frequent interruptions and contact in person with children, parents, students, staff, and others. Physical: Primary functions require sufficient physical ability and mobility to work in a child development center; to stand or sit for prolonged periods of time; to frequently stoop, bend, kneel, crouch, reach, and twist; to lift, carry, push, and/or pull light to moderate amounts of weight; to operate classroom equipment requiring repetitive hand movement and fine coordination; to verbally communicate to exchange information; and to occasionally travel to other offices or locations. Vision: See in the normal visual range with or without correction; vision sufficient to read computer screens and printed documents; and to operate assigned equipment. Hearing: Hear in the normal audio range with or without correction. SPECIAL COVID-19 NOTICE: Interviews may be held in-person (following all necessary precautions) or in a virtual format. Employees must reside in California while employed with the South Orange County Community College District (SOCCCD), even during remote work. Thank you for your continued interest in working at the SOCCCD. The SOCCCD is committed to protecting the health and wellbeing of students, faculty, staff, administrators, and the communities it serves. More information can be found on our District website by visiting https://www.socccd.edu/communications/covid-19-information . NOTICE TO ALL CANDIDATES FOR EMPLOYMENT: The Immigration Reform and Control Act of 1986, Public Law 99-603, requires that employers obtain documentation from every new employee which authorizes that individual to accept employment in this country. SOCCCD will not sponsor any visa applications. PLEASE NOTE: A California Public Employees Retirement System (CalPERS) retiree may not accept employment until after the first 180 days of retirement. Anyone retired from CalPERS accepting permanent employment with this District will be required to reinstate as an active CalPERS member. Please contact CalPERS for additional information regarding your retirement status. Any active vested member of California State Teachers Retirement System (CalSTRS), who accepts employment with the District to perform service that requires membership in CalPERS, is eligible to elect to continue retirement system coverage under CalSTRS DISABILITY ACCOMODATIONS: If you require special accommodations in the application and/or selection process, please notify District Human Resources at least two (2) business days prior to the Job Close Date/Initial Screening Date, by either calling (949) 582-4850 or sending an e-mail to hrinfodesk@socccd.edu. ATTENDANCE REQUIREMENT: Report to work on a regular and consistent basis, as scheduled, to assigned job. CAMPUS CRIME AND SAFETY AWARENESS: Information regarding campus crime and safety awareness can be found at www.saddleback.edu or www.ivc.edu. Paper copies are available in the District Human Resources office upon request. DIVERSITY, EQUITY, INCLUSION, AND EQUAL EMPLOYMENT OPPORTUNITY (EEO): The South Orange County Community College District is committed to creating an academic and work environment that fosters diversity, equity and inclusion and equal opportunity for all, and ensures that students, faculty, management and staff of all backgrounds feel welcome, included, supported, and safe. Our culture of belonging, openness, and inclusion, makes our district a unique and special place for individuals of all backgrounds. Our District and our colleges are looking for equity and inclusion-minded applicants who represent the full diversity of California and who demonstrate a sensitivity to the understanding of diverse academic, socioeconomic, cultural, disability, gender identity, sexual orientation, and ethnic backgrounds present within our community. When you join our District, you can expect to be part of an exciting, thriving, equity-focused, and inclusive community that approaches higher education with the lens of social justice and collaboration among students, faculty, staff, administration, and community partners. In deciding whether to apply for a position with our District, you are strongly encouraged to consider whether your values align with our District's mission and goals for EEO, Diversity, Equity, and Inclusion. SOCCCD IS AN EQUAL OPPORTUNITY EMPLOYER Important: You must complete your application for a posting by 11:59 p.m. , Pacific Standard Time, by the deadline, along with any required documents , in order to be considered for the position. Applicants must complete all fields/sections on the application. Do not type "See Resume" or leave any fields blank. Applicants must enter their work experience, education, etc. on the District application. Applications reflecting "See Resume" will be considered incomplete and will not be considered for recruitment.
Mar 07, 2024
Part Time
Title: Child Development Assistant - (Two (2) or More Positions) Job Category: CSEA Job Opening Date: February 26, 2024 Job Closing Date: Location: Saddleback College Work Location: Mission Viejo, CA Department: Child Development Center Pay Grade, for more information click on this link: https://www.socccd.edu/departments/human-resources/contracts-and-salary-schedules Pay Rate Type: Monthly Work Days: Monday - Friday Work Hours: 8:00am - 1:00pm or 12:30pm - 5:30pm (Schedule and shift are subject to change in accordance with department needs) Hours Per Week: 25 Percentage of Employment: 62.5% Months of Employment: 12 Salary: Starting at $2,263 per month Required Documents: Cover Letter - Optional Document: Unofficial Transcript Job Description: C.S.E.A. Classified Bargaining Unit Salary Range 109 Initial Screening Date: March 11, 2024 Employment in this position is contingent upon funding by the Child Development fund. Licenses, Certificates, and/or Other Requirements: Possession of, or eligibility to obtain, a Child Development Assistant Teacher Permit issued by the California Commission on Teaching Credentialing. Possession of a current pediatric C.P.R. Certifi cate and First Aid Certifi cate. Possession of a Mandated Child Abuse Reporter Certifi cate. Possession of, or ability to obtain, an Integrated Pest Management Certificate. Supplemental Question: Please list any child development/education courses you have completed. Class specifications are intended to present a descriptive list of the range of duties performed by employees in the class. Specifications are not intended to reflect all duties performed within the job; however, any additional duties will be reasonably related to this class. SUMMARY DESCRIPTION Under supervision, assists in the education, health, and safety of young children 0 to 60 months of age enrolled in the Child Development Center programs; participates in the implementation of developmentally appropriate programs for assigned children that promote learning of language, communication, emergent literacy, social, cognitive, play, and creative skills. This is the entry-level class in the Child Development series providing child development services and activities at the Child Development Center. Positions at this level are not expected to function with the same amount of program knowledge or skill level as positions allocated to the Child Development Specialist level and exercise less independent discretion and judgment in matters related to work procedures and methods. Work is usually supervised while in progress and fits an established structure or pattern. Exceptions or changes in procedures are explained in detail as they arise. Employees within this class are distinguished from the Child Development Specialist in that the Child Development Specialist serves as the lead in an assigned classroom with full responsibility for education, health, and safety of young children in the assigned classroom while the Child Development Assistant serves in an assistant capacity. REPRESENTATIVE DUTIES The following duties are typical for this classification. Incumbents may not perform all of the listed duties and/or may be required to perform additional or different duties from those set forth below to address business needs and changing business practices. Assists the Child Development Specialist in supervising planned activities in a classroom and outdoor setting; works with groups of children in a variety of activities in a warm and positive manner while maintaining order and discipline; follows the child management and guidance procedures of the Child Development Center. Assists the Child Development Specialist in maintaining a clean, healthy, safe, and orderly indoor and outdoor environment by following Center policies and procedures for health and safety related issues; does laundry; performs general housekeeping duties as required. Assists with the general hygiene of the children including toilet training, diaper changing, and other activities requiring contact with bodily fluids. Assists in supervising and feeding children at family style meals including breakfast, lunch, and snack. Assists in providing a quiet and peaceful atmosphere for children to sleep. Assists in preparing children to attend and perform at special events including graduation ceremony and winter break ceremony. Observes each individual child's growth and development on a continuous basis; assists in the documentation of each child's growth and development through pictures, anecdotal notes, and sample work. Maintains appropriate records and completes assigned paperwork in an accurate and timely manner; takes attendance and meal counts; assists in the preparation of assigned reports. Communicates with parents and staff to develop positive, reciprocal relationships; communicates with parents about children's health and development as well as daily routines. Participates in staff meetings. Performs related duties as required. QUALIFICATIONS The following generally describes the knowledge and ability required to enter the job and/or be learned within a short period of time in order to successfully perform the assigned duties. Knowledge of: Basic concepts in early childhood education. Basic principles and applications of child development theory. Basic socialization techniques. Health and safety requirements of children. Potential safety issues within a group care setting; appropriate safety precautions and procedures. Basic methods of observing, evaluating, and recording child behavior. Principles of basic first aid and CPR. Principles and procedures of record keeping. English usage, grammar, spelling, punctuation, and vocabulary. Ability to: Assist in the instruction and supervision of children of various ages involved in Child Development Center activities. Develop and maintain effective relationships with preschool and school-aged children, students, parents, and staff. Participate in observing, evaluating, and recording child development. Apply appropriate disciplinary action. Maintain assigned records. Demonstrate an awareness and appreciation of the cultural diversity of the community. Communicate clearly and concisely, both orally and in writing. Establish and maintain effective working relationships with those contacted in the course of work. EDUCATION AND EXPERIENCE GUIDELINES Any combination of education and experience that would likely provide the required knowledge and abilities is qualifying. A typical way to obtain the knowledge and abilities would be: Education/Training: Equivalent to the completion of the twelfth grade supplemented college level course work in early childhood education, child development, education, or a related field. Experience: Six months of experience working in a licensed child development program assisting in the teaching of infants or preschoolers. License or Certificate: Possession of, or eligibility to obtain a Child Development Assistant Teacher Permit issued by the California Commission on Teaching Credentialing. Possession of a current pediatric C.P.R. Certificate and First Aid Certificate. Possession of a Mandated Child Abuse Reporter Certificate. PHYSICAL DEMANDS AND WORKING ENVIRONMENT The conditions herein are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential job functions. Environment: Work is performed in a child development center; exposure to communicable diseases; subject to noise from children and equipment operation; frequent interruptions and contact in person with children, parents, students, staff, and others. Physical: Primary functions require sufficient physical ability and mobility to work in a child development center; to stand or sit for prolonged periods of time; to frequently stoop, bend, kneel, crouch, reach, and twist; to lift, carry, push, and/or pull light to moderate amounts of weight; to operate classroom equipment requiring repetitive hand movement and fine coordination; to verbally communicate to exchange information; and to occasionally travel to other offices or locations. Vision: See in the normal visual range with or without correction; vision sufficient to read computer screens and printed documents; and to operate assigned equipment. Hearing: Hear in the normal audio range with or without correction. SPECIAL COVID-19 NOTICE: Interviews may be held in-person (following all necessary precautions) or in a virtual format. Employees must reside in California while employed with the South Orange County Community College District (SOCCCD), even during remote work. Thank you for your continued interest in working at the SOCCCD. The SOCCCD is committed to protecting the health and wellbeing of students, faculty, staff, administrators, and the communities it serves. More information can be found on our District website by visiting https://www.socccd.edu/communications/covid-19-information . NOTICE TO ALL CANDIDATES FOR EMPLOYMENT: The Immigration Reform and Control Act of 1986, Public Law 99-603, requires that employers obtain documentation from every new employee which authorizes that individual to accept employment in this country. SOCCCD will not sponsor any visa applications. PLEASE NOTE: A California Public Employees Retirement System (CalPERS) retiree may not accept employment until after the first 180 days of retirement. Anyone retired from CalPERS accepting permanent employment with this District will be required to reinstate as an active CalPERS member. Please contact CalPERS for additional information regarding your retirement status. Any active vested member of California State Teachers Retirement System (CalSTRS), who accepts employment with the District to perform service that requires membership in CalPERS, is eligible to elect to continue retirement system coverage under CalSTRS DISABILITY ACCOMODATIONS: If you require special accommodations in the application and/or selection process, please notify District Human Resources at least two (2) business days prior to the Job Close Date/Initial Screening Date, by either calling (949) 582-4850 or sending an e-mail to hrinfodesk@socccd.edu. ATTENDANCE REQUIREMENT: Report to work on a regular and consistent basis, as scheduled, to assigned job. CAMPUS CRIME AND SAFETY AWARENESS: Information regarding campus crime and safety awareness can be found at www.saddleback.edu or www.ivc.edu. Paper copies are available in the District Human Resources office upon request. DIVERSITY, EQUITY, INCLUSION, AND EQUAL EMPLOYMENT OPPORTUNITY (EEO): The South Orange County Community College District is committed to creating an academic and work environment that fosters diversity, equity and inclusion and equal opportunity for all, and ensures that students, faculty, management and staff of all backgrounds feel welcome, included, supported, and safe. Our culture of belonging, openness, and inclusion, makes our district a unique and special place for individuals of all backgrounds. Our District and our colleges are looking for equity and inclusion-minded applicants who represent the full diversity of California and who demonstrate a sensitivity to the understanding of diverse academic, socioeconomic, cultural, disability, gender identity, sexual orientation, and ethnic backgrounds present within our community. When you join our District, you can expect to be part of an exciting, thriving, equity-focused, and inclusive community that approaches higher education with the lens of social justice and collaboration among students, faculty, staff, administration, and community partners. In deciding whether to apply for a position with our District, you are strongly encouraged to consider whether your values align with our District's mission and goals for EEO, Diversity, Equity, and Inclusion. SOCCCD IS AN EQUAL OPPORTUNITY EMPLOYER Important: You must complete your application for a posting by 11:59 p.m. , Pacific Standard Time, by the deadline, along with any required documents , in order to be considered for the position. Applicants must complete all fields/sections on the application. Do not type "See Resume" or leave any fields blank. Applicants must enter their work experience, education, etc. on the District application. Applications reflecting "See Resume" will be considered incomplete and will not be considered for recruitment.
TACOMA PUBLIC SCHOOLS
Tacoma, Washington, United States
Description Tacoma Public Schools Expected Start Date: April 2024 FTE: .5 Hours per day: 4 Salary Level: PA4A $25.36 - No degree PA4E $26.11 - AA degree PA4F $26.36 - BA/BS or higher degree Benefits: This job has the full range of benefits offered by Tacoma Public Schools. Union/Days per year: Education Support Professional, 192 work days, 10 month Additional Information: Educational Support Professional positions hired after March 8th, 2024 will be paid in equal installments for each pay period between their date of hire and last pay period of the year. Last pay check for the 23-24 school year will be on July 5th and benefits will not be eligible after June 30th, 2024. The first paycheck for the following school year will be September 20th, 2024 and benefits will begin again on September 1st, 2024. This position requires completion and attaining of the state mandated General Paraeducator Certificate. The Paraeducator Certificate Program offers statewide standards-based training for all paraeducator/Education Support Professionals (ESP), and supports a career growth ladder for those who wish to advance their career as a paraeducator or pursue a teaching profession. Staff will be required to complete 28 hours of training on the Fundamental Course of Study provided by the district. The first two days of FCS training will be required to be completed within four months of the date of hire, and the second two days within six months of the date of hire, or by September 1 of the next school year. The general certificate is then earned by a paraeducator who completes ten days (70 clock hours) of professional development training. Examples Of Duties This position assists a certificated teacher or staff member; tutors students individually or in small groups; monitors students in the classroom, at lunch, in the playground, at the assigned school(s)/building(s) cross walks, and/or boarding buses; and provides general classroom and/or office assistance, as assigned. ESSENTIAL JOB FUNCTIONS 1. Tutors children individually or in small groups on a variety of subjects, as assigned; compiles, reviews, and records student assignments and progress. 2. Monitors student behavior in the classroom, lunchroom, during detention, and/or at recess; disciplines students according to procedures; monitors students entering or leaving the building, between classes, and/or boarding buses. 3. As directed, provides for the safety of students to, from, and within, the assigned schools/buildings; ensures safe crossing of public roadways and intersections by assisting students on their way to and from school through communication to traffic and District crossing rules; reports unsafe behavior of children to school officials; may discuss traffic routing plans and control point locations with school/building administrator. 4. Assists teacher with classroom management; assists in preparing lessons; duplicates, organizes, distributes, and files learning materials; assists teacher in preparing student progress reports. 5. Provides school office assistance, as assigned; answers telephone and takes messages, files, duplicates materials, sorts mail, types bulletins, or other documents; provides basic first aid in the absence of the school health room personnel. 6. Administers District tests, records student scores, and reports results. 7. May pull students from classroom to tutor in assigned subjects for brief periods as assigned; may move between classrooms throughout the day to tutor various small groups of students for brief periods as assigned. 8. Attends building staff meetings; provides information regarding students; attends program meetings and workshops. OTHER JOB DUTIES 1. May travel between schools to work with students, as assigned. 2. Performs related duties as assigned, on a temporary basis, to assist the teachers or administrative staff. 3. Attends training meeting, as assigned. 4. Regular, reliable, predictable attendance or physical presence is an essential job requirement and critical to the performance of the work. CONDITIONS Required to work outdoors in inclement weather; occasionally required to deal with difficult and sensitive situations and /or people; required, or may have to travel to District and other sites within the community; constant seeing and hearing are required to fulfill job responsibilities; job may be subject to exposure to environmental and/or physical hazards; may be required to shift and prioritize tasks; required to stand and/or walk for prolonged periods; may be exposed to infectious disease; may be exposed to high noise levels; may be required to lift and carry up to 20 pounds, bend, squat, stoop, kneel, crouch, walk, twist, climb, and/or be mobile. Minimum Qualifications Education and Experience Associate’s degree or 72 quarter credit hours of post-secondary education, or completed an apprenticeship program, or passing grade on the Education Testing Service Paraeducator assessment test (Para-Pro) to demonstrate knowledge and ability to assist in instructing students; one year of prior experience working with school-aged youth, preferably in a classroom setting; or any combination of experience and training which provides the applicant with the knowledge, skills, and ability required to perform the work and that meets federal and state requirements. Licenses/Special Requirements Educational Assistants working with the health impaired may be required to obtain a first aid certificate and training in CPR. Completion of District training for school crossing guards is required. Valid Washington State driver’s license with access to personal transportation. Fingerprints and successful WSP and FBI background clearance/sexual misconduct clearance. Allowable Substitution Equivalent combinations of education and experience will be evaluated by the Human Resources office for comparability. Knowledge, Skills and Abilities Knowledge of childhood academic, social and physical development. Knowledge of assigned subject areas. Skill in logical thinking. Skill in communication. Skill in obtaining, clarifying, and exchanging information. Skill in promoting a quality customer service environment. Ability to organize and prioritize work. Ability to operate personal computer with applicable software applications. Ability to read, understand, and follow written instruction. Ability to concentrate on tasks at hand. Ability to work effectively as a team. Ability to maintain confidentiality. Ability to follow instructions and accept constructive criticism. Ability to obtain, clarify and exchange information. Ability to organize and coordinate activities with assistance of classroom teacher Ability to demonstrate reasonable, reliable, and regular attendance Ability to establish and maintain effective working relationships with a variety of people multi-cultural, diverse socio-economic setting. Supplemental Information This job description is not an employment agreement or contract. District administration has the exclusive right to alter this job description at any time without notice. The statements contained herein reflect general details as necessary to describe the primary functions of this job, the level of knowledge and skill typically required and the scope of responsibility but should not be considered an all-inclusive listing of work requirements. Individuals may perform other duties as assigned including work in other functional areas to cover absences or relief, to equalize peak work periods or otherwise balance the workload. Tacoma Public Schools does not discriminate in any programs or activities on the basis of sex, race, creed, religion, color, national origin, age, veteran or military status, sexual orientation, gender expression or identity, disability, or the use of a trained dog guide or service animal and provides equal access to the Boy Scouts and other designated youth groups. The following employees have been designated to handle questions and complaints of alleged discrimination: Civil Rights Coordinator: Renee Trueblood, 253-571-1252, civilrights@tacoma.k2.wa.us Title IX Coordinator: Wayne Greer, 253-571-1191, wgreer@tacoma.k2.wa.us 504 Coordinator, Elementary: Jennifer Herbold, 253-571-1096, jherbol@tacoma.k2.wa.us 504 Coordinator, Secondary: Megan Nelson, 253-571-1003, mnelson@tacoma.k2.wa.us Mailing address: P.O. Box 1357, Tacoma, WA 98401-1357. Closing Date/Time: 3/28/2024 11:59 PM Pacific
Mar 23, 2024
Part Time
Description Tacoma Public Schools Expected Start Date: April 2024 FTE: .5 Hours per day: 4 Salary Level: PA4A $25.36 - No degree PA4E $26.11 - AA degree PA4F $26.36 - BA/BS or higher degree Benefits: This job has the full range of benefits offered by Tacoma Public Schools. Union/Days per year: Education Support Professional, 192 work days, 10 month Additional Information: Educational Support Professional positions hired after March 8th, 2024 will be paid in equal installments for each pay period between their date of hire and last pay period of the year. Last pay check for the 23-24 school year will be on July 5th and benefits will not be eligible after June 30th, 2024. The first paycheck for the following school year will be September 20th, 2024 and benefits will begin again on September 1st, 2024. This position requires completion and attaining of the state mandated General Paraeducator Certificate. The Paraeducator Certificate Program offers statewide standards-based training for all paraeducator/Education Support Professionals (ESP), and supports a career growth ladder for those who wish to advance their career as a paraeducator or pursue a teaching profession. Staff will be required to complete 28 hours of training on the Fundamental Course of Study provided by the district. The first two days of FCS training will be required to be completed within four months of the date of hire, and the second two days within six months of the date of hire, or by September 1 of the next school year. The general certificate is then earned by a paraeducator who completes ten days (70 clock hours) of professional development training. Examples Of Duties This position assists a certificated teacher or staff member; tutors students individually or in small groups; monitors students in the classroom, at lunch, in the playground, at the assigned school(s)/building(s) cross walks, and/or boarding buses; and provides general classroom and/or office assistance, as assigned. ESSENTIAL JOB FUNCTIONS 1. Tutors children individually or in small groups on a variety of subjects, as assigned; compiles, reviews, and records student assignments and progress. 2. Monitors student behavior in the classroom, lunchroom, during detention, and/or at recess; disciplines students according to procedures; monitors students entering or leaving the building, between classes, and/or boarding buses. 3. As directed, provides for the safety of students to, from, and within, the assigned schools/buildings; ensures safe crossing of public roadways and intersections by assisting students on their way to and from school through communication to traffic and District crossing rules; reports unsafe behavior of children to school officials; may discuss traffic routing plans and control point locations with school/building administrator. 4. Assists teacher with classroom management; assists in preparing lessons; duplicates, organizes, distributes, and files learning materials; assists teacher in preparing student progress reports. 5. Provides school office assistance, as assigned; answers telephone and takes messages, files, duplicates materials, sorts mail, types bulletins, or other documents; provides basic first aid in the absence of the school health room personnel. 6. Administers District tests, records student scores, and reports results. 7. May pull students from classroom to tutor in assigned subjects for brief periods as assigned; may move between classrooms throughout the day to tutor various small groups of students for brief periods as assigned. 8. Attends building staff meetings; provides information regarding students; attends program meetings and workshops. OTHER JOB DUTIES 1. May travel between schools to work with students, as assigned. 2. Performs related duties as assigned, on a temporary basis, to assist the teachers or administrative staff. 3. Attends training meeting, as assigned. 4. Regular, reliable, predictable attendance or physical presence is an essential job requirement and critical to the performance of the work. CONDITIONS Required to work outdoors in inclement weather; occasionally required to deal with difficult and sensitive situations and /or people; required, or may have to travel to District and other sites within the community; constant seeing and hearing are required to fulfill job responsibilities; job may be subject to exposure to environmental and/or physical hazards; may be required to shift and prioritize tasks; required to stand and/or walk for prolonged periods; may be exposed to infectious disease; may be exposed to high noise levels; may be required to lift and carry up to 20 pounds, bend, squat, stoop, kneel, crouch, walk, twist, climb, and/or be mobile. Minimum Qualifications Education and Experience Associate’s degree or 72 quarter credit hours of post-secondary education, or completed an apprenticeship program, or passing grade on the Education Testing Service Paraeducator assessment test (Para-Pro) to demonstrate knowledge and ability to assist in instructing students; one year of prior experience working with school-aged youth, preferably in a classroom setting; or any combination of experience and training which provides the applicant with the knowledge, skills, and ability required to perform the work and that meets federal and state requirements. Licenses/Special Requirements Educational Assistants working with the health impaired may be required to obtain a first aid certificate and training in CPR. Completion of District training for school crossing guards is required. Valid Washington State driver’s license with access to personal transportation. Fingerprints and successful WSP and FBI background clearance/sexual misconduct clearance. Allowable Substitution Equivalent combinations of education and experience will be evaluated by the Human Resources office for comparability. Knowledge, Skills and Abilities Knowledge of childhood academic, social and physical development. Knowledge of assigned subject areas. Skill in logical thinking. Skill in communication. Skill in obtaining, clarifying, and exchanging information. Skill in promoting a quality customer service environment. Ability to organize and prioritize work. Ability to operate personal computer with applicable software applications. Ability to read, understand, and follow written instruction. Ability to concentrate on tasks at hand. Ability to work effectively as a team. Ability to maintain confidentiality. Ability to follow instructions and accept constructive criticism. Ability to obtain, clarify and exchange information. Ability to organize and coordinate activities with assistance of classroom teacher Ability to demonstrate reasonable, reliable, and regular attendance Ability to establish and maintain effective working relationships with a variety of people multi-cultural, diverse socio-economic setting. Supplemental Information This job description is not an employment agreement or contract. District administration has the exclusive right to alter this job description at any time without notice. The statements contained herein reflect general details as necessary to describe the primary functions of this job, the level of knowledge and skill typically required and the scope of responsibility but should not be considered an all-inclusive listing of work requirements. Individuals may perform other duties as assigned including work in other functional areas to cover absences or relief, to equalize peak work periods or otherwise balance the workload. Tacoma Public Schools does not discriminate in any programs or activities on the basis of sex, race, creed, religion, color, national origin, age, veteran or military status, sexual orientation, gender expression or identity, disability, or the use of a trained dog guide or service animal and provides equal access to the Boy Scouts and other designated youth groups. The following employees have been designated to handle questions and complaints of alleged discrimination: Civil Rights Coordinator: Renee Trueblood, 253-571-1252, civilrights@tacoma.k2.wa.us Title IX Coordinator: Wayne Greer, 253-571-1191, wgreer@tacoma.k2.wa.us 504 Coordinator, Elementary: Jennifer Herbold, 253-571-1096, jherbol@tacoma.k2.wa.us 504 Coordinator, Secondary: Megan Nelson, 253-571-1003, mnelson@tacoma.k2.wa.us Mailing address: P.O. Box 1357, Tacoma, WA 98401-1357. Closing Date/Time: 3/28/2024 11:59 PM Pacific
Sonoma State University
1801 E Cotati Ave, Rohnert Park, California, USA
Department Of Curriculum Studies and Secondary Education Our Commitment Guided by our core values as a university: diversity, sustainability, community engagement, and adaptability, Sonoma State University (SSU) offers an education that fosters intellectual, social, and personal growth. SSU is a public liberal arts and sciences university. As the only member of the Council of Public Liberal Arts Colleges in the state of California, we are committed to preparing students for a life of active citizenship and public service. We have a vibrant campus life characterized by a lively co-curriculum that fosters broad based intellectual and artistic opportunities in which the campus as a whole is actively engaged. Faculty members are committed to facilitating spaces in which all can grow by building on our scholars’ assets as they explore new knowledge. These efforts include fostering creativity, critical thinking, collaboration, experimentation, empathy, and communication. We strive to create a diverse, equity-minded, and inclusive campus environment. Faculty are expected to collaborate thoughtfully with our staff and scholars, which means we value the full range of everyone's assets in terms of languages, abilities, cultures, and ways of knowing. We are fully committed to the rights of scholars, staff, and faculty. We are especially interested in candidates who are committed to diversity, equity and inclusion. The University Sonoma State University’s beautiful 274-acre campus is located in Sonoma County wine country, an hour north of San Francisco. The campus offers the ideal setting for teaching and learning and access to a community of rich cultural, environmental, and recreational opportunities. Founded in 1960, SSU is one of the 23 campuses of the California State University System. As members of the largest public higher educational system in the nation, we provide accessible, high-quality education. Sonoma State University is a federally-designated Hispanic Serving Institution, as such we are committed to achieving the goals of equal opportunity and endeavors to employ faculty and staff reflecting the linguistic, ethnic, and cultural diversity of the region and state. The Department The Curriculum Studies & Secondary Education (CSSE) Department houses the Single Subject Credential Program and the Master of Arts in Education degree program with a Curriculum, Teaching, and Learning (or CTL) Concentration. The Single Subject Credential Program authorizes the holder to teach a specific subject in a school organized by academic disciplines, kindergarten through grade 12. Since most elementary schools are not departmentalized, this credential, in general, is appropriate for the middle/junior high school and high school (art, music, and physical education candidates may teach K-12). The program aims toward two primary goals: (1) to develop the skills and knowledge needed to be an effective beginning teacher, and (2) to establish the professional understandings and attitudes for growth and development throughout a teaching career. The Master of Arts in Education degree program with a Curriculum, Teaching, and Learning (or CTL) Concentration offers courses of graduate study to prepare candidates for specialized teaching and for curriculum and instructional leadership responsibilities in schools, government agencies, or corporate settings. The program, a minimum of 30 units, provides for areas of concentration in curriculum, teaching, and learning. The Curriculum, Teaching, and Learning concentration provides flexibility in program development for a wide range of professional educators, government officials, and private sector employees. Candidates need not possess a teaching credential. Prospective applicants are encouraged to see the department’s Web page at: Single Subjects Credential Program: http://education.sonoma.edu/programs/single-subject-credential Master of Arts in Education degree program in Curriculum, Teaching, and Learning (CTL): http://education.sonoma.edu/programs/ma/curriculum-teaching-learning Duties of the Position We highly encourage candidates with specialization in any of the following areas including, but not limited to, the following to apply: teaching, leadership, and/or other aspects of the education of African American, Black, Latinx, Indigenous, Asian American and Pacific Islander, and students from groups historically and currently marginalized in society and schooling systems; justice-centered approaches to teaching, leadership, and school reform; antiracist teaching / assessment / school discipline practices; critical race theory and anti-Black racism, culturally sustaining and revitalizing pedagogy; emancipatory education; or other related fields. The candidate would join Sonoma State University at a time of great excitement and action, particularly related to our campus-wide commitments to equity and justice. Positions open to teach and/or supervise our teacher candidates: Teach undergraduate, credential, and/or graduate education courses. Undergraduate courses prepare students to enter a single subject credential program. Credential courses focus on theory and practice for the our California Commission on Teacher Credentialing (CTC) accredited single subject credential program. Graduate courses may be core courses for all M.A. in Education concentrations or specific to the Curriculum, Teaching, and Learning (CTL) Concentration. We are particularly interested in faculty who can teach in the following areas: Social Foundations of Education Adolescent Development Social Justice, Equity, and Agency Language and Literacy Curriculum and Assessment Educational Technology Subject-specific Curriculum, Instruction and Assessment (i.e., method courses) in Art, Physical Education, World Language, Social Science Supervise in our California Commission on Teacher Credentialing (CTC) accredited single subjects credential program focusing on theory and practice for secondary students in grades 7 through 12 in the following areas: Math; Science; English Language Arts; World Language; Physical Education; Art; Music Instructor duties include: planning and teaching courses in multiple formats (face-to-face (F2F), hybrid, and remote) based on best practices and current theory and research in collaboration with tenure track faculty and following the California Commission on Teacher Credentialing (CTC) approved syllabi for these required credential courses (note: Remote courses may need additional approved training that should be noted in the application) maintaining up-to-date course pages in Canvas (SSU’s Learning Management System), including readings and assignments; responding to and addressing student concerns; providing timely feedback related course assignments; holding regularly scheduled office hours; assisting struggling students as needed; attending regular department and program meetings as needed; collaborating with the department chair and colleagues. Supervisor duties include: regularly observe student teachers in their classroom placements following the program model of co-teaching and co-observing; facilitating debrief sessions after each observation with student teachers and others; responding to and troubleshooting of student and mentor teacher concerns; facilitation of regular on-site meetings for mentor teachers that support collaboration, co-teaching, California Teacher Performance Assessment (edTPA) completion creation of a learning community providing timely feedback to student teachers related to lesson planning, implementation, and assessment; supporting struggling student teachers as needed; supporting students in the completion of the California Teacher Performance Assessment (edTPA) required to earn the Single Subject Credential; problem solving at the placement site; placing student teachers with qualified and effective mentors and support this relationship as needed in collaboration with the onsite principal and program's Placement Director; conducting midterm and final evaluations of student teachers, typically held as a meeting between the mentor, student teacher, and supervisor, and completing required documentation associated with these evaluations; attending regular, on-going supervisor meetings at the SSU campus Professional Qualifications To be recommended for appointment, the candidate must have: Master's degree in Education (or related field) required; Experience working with new teachers, teacher candidates/ student teachers, or struggling teachers. Experience working with diverse student populations; A minimum of 3 years recent experience working as a teacher or principal in public secondary school, or in teacher education (preferred). Ph.D. or Ed.D. in Education or specific content area (math, science, social studies, etc.), or related fields (preferred). Valid CA teaching or admin credential (preferred). Knowledge and experience in California School settings (preferred). Rank and Salary Full-time is 15-unit workload per semester. Actual salary is dependent upon number of units assigned, educational preparation, and availability of funds subject to any CSU system faculty contract salary increases. Selection as a candidate in the applicant pool, does not guarantee employment. Temporary Faculty appointments are made on a part-time, temporary basis and contingent upon department needs and funding. Temporary Faculty appointments are made on a semester-by-semester basis. Relocation expenses will not be provided for temporary faculty appointments. Expenses incurred to attend an interview for temporary faculty positions are not reimbursed by the University. How to Apply To apply for this position, go to jobs.sonoma.edu and click on the Staff & Faculty Career Opportunities link. Find and select the faculty position you are applying for to view the description and select Apply Now. If you have not previously applied, you will be prompted to create an account. You can use this account to apply to multiple positions. Once you have submitted the application, a confirmation email will be automatically sent to you. Please do not send materials to facultysearch@sonoma.edu . If you encounter difficulties during the application process, please email facultysearch@sonoma.edu . Please submit: Required Application letter (include specific course numbers and names you want to be considered for) Curriculum vitae Optional Teaching Philosophy Student Evaluations Contact Information for 3 References Official transcripts are required at the time of hire. Application procedures for temporary faculty already teaching in the department Temporary Faculty with three-year contracts do not need to reapply. Temporary Faculty who had a paid appointment during the prior academic year with your department (either one or both semesters); this includes Lecturers on the Re-Employment list are not required to apply through the Recruitment Pool unless they would like to be evaluated to teach additional courses, not currently designated as qualified to teach. Sonoma State University hires only individuals lawfully authorized to work in the United States. All offers of employment are contingent upon presentation of documents demonstrating the appointee’s identity and eligibility to work, in accordance with the provisions of the Immigration Reform and Control Act. Sonoma State University does not facilitate the process of applying for an H1B Visa for temporary positions. CSU Out of State Policy - Sonoma State University, as part of the CSU system, is a State of California Employer. As such, the University requires all employees upon date of hire to reside in the State of California. As of January 1, 2022 the CSU Out-of-State Employment Policy prohibits the hiring of employees to perform CSU-related work outside the state of California. Application Deadline Questions concerning the application process may be directed to: facultysearch@sonoma.edu Questions concerning this position may be directed to: Dr. Edward Lyon - lyone@sonoma.edu Please refer to the posted requisition number for correspondence and inquiries regarding this position. The ADA Coordinator is also available ( hrleaves@sonoma.edu ) to assist individuals with disabilities in need of accommodation during the hiring process. Other Information The university is an Affirmative Action/Equal Opportunity Employer. We consider qualified applicants for employment without regard to race, religion, color, national origin, ancestry, age, sex, gender, gender identity, gender expression, sexual orientation, genetic information, medical condition, disability, marital status, or protected veteran status. This position is considered a “mandated reporter” under the California Child Abuse and Neglect Reporting Act and is required to comply with the requirements set forth in CSU Executive Order 1083 as a condition of employment. View Benefits Summary Advertised: May 18 2023 Pacific Daylight Time Applications close: Closing Date/Time:
Mar 07, 2024
Department Of Curriculum Studies and Secondary Education Our Commitment Guided by our core values as a university: diversity, sustainability, community engagement, and adaptability, Sonoma State University (SSU) offers an education that fosters intellectual, social, and personal growth. SSU is a public liberal arts and sciences university. As the only member of the Council of Public Liberal Arts Colleges in the state of California, we are committed to preparing students for a life of active citizenship and public service. We have a vibrant campus life characterized by a lively co-curriculum that fosters broad based intellectual and artistic opportunities in which the campus as a whole is actively engaged. Faculty members are committed to facilitating spaces in which all can grow by building on our scholars’ assets as they explore new knowledge. These efforts include fostering creativity, critical thinking, collaboration, experimentation, empathy, and communication. We strive to create a diverse, equity-minded, and inclusive campus environment. Faculty are expected to collaborate thoughtfully with our staff and scholars, which means we value the full range of everyone's assets in terms of languages, abilities, cultures, and ways of knowing. We are fully committed to the rights of scholars, staff, and faculty. We are especially interested in candidates who are committed to diversity, equity and inclusion. The University Sonoma State University’s beautiful 274-acre campus is located in Sonoma County wine country, an hour north of San Francisco. The campus offers the ideal setting for teaching and learning and access to a community of rich cultural, environmental, and recreational opportunities. Founded in 1960, SSU is one of the 23 campuses of the California State University System. As members of the largest public higher educational system in the nation, we provide accessible, high-quality education. Sonoma State University is a federally-designated Hispanic Serving Institution, as such we are committed to achieving the goals of equal opportunity and endeavors to employ faculty and staff reflecting the linguistic, ethnic, and cultural diversity of the region and state. The Department The Curriculum Studies & Secondary Education (CSSE) Department houses the Single Subject Credential Program and the Master of Arts in Education degree program with a Curriculum, Teaching, and Learning (or CTL) Concentration. The Single Subject Credential Program authorizes the holder to teach a specific subject in a school organized by academic disciplines, kindergarten through grade 12. Since most elementary schools are not departmentalized, this credential, in general, is appropriate for the middle/junior high school and high school (art, music, and physical education candidates may teach K-12). The program aims toward two primary goals: (1) to develop the skills and knowledge needed to be an effective beginning teacher, and (2) to establish the professional understandings and attitudes for growth and development throughout a teaching career. The Master of Arts in Education degree program with a Curriculum, Teaching, and Learning (or CTL) Concentration offers courses of graduate study to prepare candidates for specialized teaching and for curriculum and instructional leadership responsibilities in schools, government agencies, or corporate settings. The program, a minimum of 30 units, provides for areas of concentration in curriculum, teaching, and learning. The Curriculum, Teaching, and Learning concentration provides flexibility in program development for a wide range of professional educators, government officials, and private sector employees. Candidates need not possess a teaching credential. Prospective applicants are encouraged to see the department’s Web page at: Single Subjects Credential Program: http://education.sonoma.edu/programs/single-subject-credential Master of Arts in Education degree program in Curriculum, Teaching, and Learning (CTL): http://education.sonoma.edu/programs/ma/curriculum-teaching-learning Duties of the Position We highly encourage candidates with specialization in any of the following areas including, but not limited to, the following to apply: teaching, leadership, and/or other aspects of the education of African American, Black, Latinx, Indigenous, Asian American and Pacific Islander, and students from groups historically and currently marginalized in society and schooling systems; justice-centered approaches to teaching, leadership, and school reform; antiracist teaching / assessment / school discipline practices; critical race theory and anti-Black racism, culturally sustaining and revitalizing pedagogy; emancipatory education; or other related fields. The candidate would join Sonoma State University at a time of great excitement and action, particularly related to our campus-wide commitments to equity and justice. Positions open to teach and/or supervise our teacher candidates: Teach undergraduate, credential, and/or graduate education courses. Undergraduate courses prepare students to enter a single subject credential program. Credential courses focus on theory and practice for the our California Commission on Teacher Credentialing (CTC) accredited single subject credential program. Graduate courses may be core courses for all M.A. in Education concentrations or specific to the Curriculum, Teaching, and Learning (CTL) Concentration. We are particularly interested in faculty who can teach in the following areas: Social Foundations of Education Adolescent Development Social Justice, Equity, and Agency Language and Literacy Curriculum and Assessment Educational Technology Subject-specific Curriculum, Instruction and Assessment (i.e., method courses) in Art, Physical Education, World Language, Social Science Supervise in our California Commission on Teacher Credentialing (CTC) accredited single subjects credential program focusing on theory and practice for secondary students in grades 7 through 12 in the following areas: Math; Science; English Language Arts; World Language; Physical Education; Art; Music Instructor duties include: planning and teaching courses in multiple formats (face-to-face (F2F), hybrid, and remote) based on best practices and current theory and research in collaboration with tenure track faculty and following the California Commission on Teacher Credentialing (CTC) approved syllabi for these required credential courses (note: Remote courses may need additional approved training that should be noted in the application) maintaining up-to-date course pages in Canvas (SSU’s Learning Management System), including readings and assignments; responding to and addressing student concerns; providing timely feedback related course assignments; holding regularly scheduled office hours; assisting struggling students as needed; attending regular department and program meetings as needed; collaborating with the department chair and colleagues. Supervisor duties include: regularly observe student teachers in their classroom placements following the program model of co-teaching and co-observing; facilitating debrief sessions after each observation with student teachers and others; responding to and troubleshooting of student and mentor teacher concerns; facilitation of regular on-site meetings for mentor teachers that support collaboration, co-teaching, California Teacher Performance Assessment (edTPA) completion creation of a learning community providing timely feedback to student teachers related to lesson planning, implementation, and assessment; supporting struggling student teachers as needed; supporting students in the completion of the California Teacher Performance Assessment (edTPA) required to earn the Single Subject Credential; problem solving at the placement site; placing student teachers with qualified and effective mentors and support this relationship as needed in collaboration with the onsite principal and program's Placement Director; conducting midterm and final evaluations of student teachers, typically held as a meeting between the mentor, student teacher, and supervisor, and completing required documentation associated with these evaluations; attending regular, on-going supervisor meetings at the SSU campus Professional Qualifications To be recommended for appointment, the candidate must have: Master's degree in Education (or related field) required; Experience working with new teachers, teacher candidates/ student teachers, or struggling teachers. Experience working with diverse student populations; A minimum of 3 years recent experience working as a teacher or principal in public secondary school, or in teacher education (preferred). Ph.D. or Ed.D. in Education or specific content area (math, science, social studies, etc.), or related fields (preferred). Valid CA teaching or admin credential (preferred). Knowledge and experience in California School settings (preferred). Rank and Salary Full-time is 15-unit workload per semester. Actual salary is dependent upon number of units assigned, educational preparation, and availability of funds subject to any CSU system faculty contract salary increases. Selection as a candidate in the applicant pool, does not guarantee employment. Temporary Faculty appointments are made on a part-time, temporary basis and contingent upon department needs and funding. Temporary Faculty appointments are made on a semester-by-semester basis. Relocation expenses will not be provided for temporary faculty appointments. Expenses incurred to attend an interview for temporary faculty positions are not reimbursed by the University. How to Apply To apply for this position, go to jobs.sonoma.edu and click on the Staff & Faculty Career Opportunities link. Find and select the faculty position you are applying for to view the description and select Apply Now. If you have not previously applied, you will be prompted to create an account. You can use this account to apply to multiple positions. Once you have submitted the application, a confirmation email will be automatically sent to you. Please do not send materials to facultysearch@sonoma.edu . If you encounter difficulties during the application process, please email facultysearch@sonoma.edu . Please submit: Required Application letter (include specific course numbers and names you want to be considered for) Curriculum vitae Optional Teaching Philosophy Student Evaluations Contact Information for 3 References Official transcripts are required at the time of hire. Application procedures for temporary faculty already teaching in the department Temporary Faculty with three-year contracts do not need to reapply. Temporary Faculty who had a paid appointment during the prior academic year with your department (either one or both semesters); this includes Lecturers on the Re-Employment list are not required to apply through the Recruitment Pool unless they would like to be evaluated to teach additional courses, not currently designated as qualified to teach. Sonoma State University hires only individuals lawfully authorized to work in the United States. All offers of employment are contingent upon presentation of documents demonstrating the appointee’s identity and eligibility to work, in accordance with the provisions of the Immigration Reform and Control Act. Sonoma State University does not facilitate the process of applying for an H1B Visa for temporary positions. CSU Out of State Policy - Sonoma State University, as part of the CSU system, is a State of California Employer. As such, the University requires all employees upon date of hire to reside in the State of California. As of January 1, 2022 the CSU Out-of-State Employment Policy prohibits the hiring of employees to perform CSU-related work outside the state of California. Application Deadline Questions concerning the application process may be directed to: facultysearch@sonoma.edu Questions concerning this position may be directed to: Dr. Edward Lyon - lyone@sonoma.edu Please refer to the posted requisition number for correspondence and inquiries regarding this position. The ADA Coordinator is also available ( hrleaves@sonoma.edu ) to assist individuals with disabilities in need of accommodation during the hiring process. Other Information The university is an Affirmative Action/Equal Opportunity Employer. We consider qualified applicants for employment without regard to race, religion, color, national origin, ancestry, age, sex, gender, gender identity, gender expression, sexual orientation, genetic information, medical condition, disability, marital status, or protected veteran status. This position is considered a “mandated reporter” under the California Child Abuse and Neglect Reporting Act and is required to comply with the requirements set forth in CSU Executive Order 1083 as a condition of employment. View Benefits Summary Advertised: May 18 2023 Pacific Daylight Time Applications close: Closing Date/Time:
California State University (CSU) Northridge
18111 Nordhoff Street, Northridge, CA 91330, USA
CSUN strives to be a destination workplace, where everyone understands that they belong to a community that is vital in advancing student success and providing exemplary service to all stakeholders. We foster an environment of success, both for our students and our employees. We have a relentless passion for celebrating diversity, equity, and inclusion as well as being an employer of choice. You will also have the opportunity to realize your own personal goals and be recognized for the work you do, and enjoy the unique value the CSUN community can offer. If this sounds like you, you’ve come to the right place. Learn more: https://www.csun.edu/about-csun . Major Duties Under general supervision, the Community Director is responsible for the daily operation of a co-ed residential community housing primarily traditional-aged college students from significantly diverse backgrounds, promotes student success through a variety of activities, advises groups and individuals, holds conduct meetings with students, and serves on-call among other duties. In this live-in position, the incumbent aids in the selection of, leads, trains, provides developmental opportunities for, and evaluates a student Resident Advisor Staff and a student staff lead Community Advisor. Identifies students with leadership abilities and/or potential, advances the use and development of their potential, identifies student interests, and assesses personal, social and leadership skills. Implements and supervises educational framework for area of responsibility shaped by ideals of academic wellness with a holistic approach, social justice, urban campus culture, and etc, all guided by learning outcomes and assessment. Executes and maintains all record keeping functions as outlined by the Office of Student Housing, such as student billing, assignment changes, student discipline, developmental education, purchasing, and etc. Performs other duties as assigned. *NOTE: To view the full position description including all of the required qualifications copy and paste this link into your browser: https://mycsun.box.com/s/v08loboocggh2oa03x4e7qcxdo6rvu67 Qualifications Equivalent to one-year experience as a director or coordinator of college-level group activities. Equivalent to graduation from a four-year college or university in one of the social science or related fields preferred. Knowledge, Skills, & Abilities Working knowledge of: group dynamics, managerial techniques, and personnel practices need to oversee college student residential living. General knowledge of the personal and social problems encountered by college students. Ability and specialized skills to: offer counseling and advisement; establish and maintain effective working relationships with students and others; analyze and act upon emergency situations; supervise others; train and evaluate student assistant staff; plan, organize, and execute programs; effectively write reports using correct English grammar; perform arithmetic computations; develop and maintain accurate record-keeping systems; and maintain a safe and environmentally healthy residential facility. Pay, Benefits, & Work Schedule The university offers an excellent benefits package, including but not limited to: medical, dental, vision, retirement & savings, tuition waiver and more. Classification: 8373 / Early Childhood Master Teacher / grade 1 The anticipated HIRING RANGE: $3505 - $3702 per month, dependent upon qualifications and experience. The salary range for this classification is: $3505 - $5832 per month. HOURS: Full Time; 40 hours per week; Monday through Friday; may include evenings and weekends. This is a Temporary position; end date to be determined. The individual hired for this role will physically work on-campus in Northridge. This is not a telecommute position. General Information This job opening has been re-posted and will remain OPEN UNTIL FILLED. This position is a sensitive position as designated by the CSU. A background check (including a criminal records check) must be completed satisfactorily. Failure to satisfactorily complete the background check may affect the application status of applicants or continued employment of current CSU employees who apply for the position. The person holding this position may be considered a 'mandated reporter' under the California Child Abuse and Neglect Reporting Act and is required to comply with the requirements set forth in CSU Executive Order 1083 as a condition of employment. In accordance with the California State University (CSU) Out-of-State Employment Policy, the CSU is a state entity whose business operations reside within the State of California and prohibits hiring employees to perform CSU-related work outside of California. Candidates should apply by completing the CSUN on-line application. To submit an application and for more detailed information on the application and hiring process, please visit this link: www.csun.edu/careers The CSU recommends that faculty, staff, and students who are accessing campus facilities at any university location be immunized against SARS-CoV-2, the virus that causes COVID-19, and that all individuals who access any in-person program or activity (on- or off-campus) operated or controlled by the University follow COVID-19 vaccine recommendations adopted by the U.S. Centers for Disease Control and Prevention (CDC) and the California Department of Public Health (CDPH) applicable to their age, medical condition, and other relevant indications and comply with other safety measures established by each campus. Equal Employment Opportunity CSUN is an Equal Opportunity Employer and prohibits discrimination on the basis of race, color, ethnicity, ancestry, religion, national origin, age, gender, gender identity/expression, sexual orientation, genetic information, medical condition, marital status, covered military and veteran status, and disability. Reasonable accommodations will be provided for applicants with disabilities who self-disclose by contacting Recruitment Services at 818-677-2101. Advertised: Mar 18 2024 Pacific Daylight Time Applications close: Closing Date/Time:
Mar 19, 2024
CSUN strives to be a destination workplace, where everyone understands that they belong to a community that is vital in advancing student success and providing exemplary service to all stakeholders. We foster an environment of success, both for our students and our employees. We have a relentless passion for celebrating diversity, equity, and inclusion as well as being an employer of choice. You will also have the opportunity to realize your own personal goals and be recognized for the work you do, and enjoy the unique value the CSUN community can offer. If this sounds like you, you’ve come to the right place. Learn more: https://www.csun.edu/about-csun . Major Duties Under general supervision, the Community Director is responsible for the daily operation of a co-ed residential community housing primarily traditional-aged college students from significantly diverse backgrounds, promotes student success through a variety of activities, advises groups and individuals, holds conduct meetings with students, and serves on-call among other duties. In this live-in position, the incumbent aids in the selection of, leads, trains, provides developmental opportunities for, and evaluates a student Resident Advisor Staff and a student staff lead Community Advisor. Identifies students with leadership abilities and/or potential, advances the use and development of their potential, identifies student interests, and assesses personal, social and leadership skills. Implements and supervises educational framework for area of responsibility shaped by ideals of academic wellness with a holistic approach, social justice, urban campus culture, and etc, all guided by learning outcomes and assessment. Executes and maintains all record keeping functions as outlined by the Office of Student Housing, such as student billing, assignment changes, student discipline, developmental education, purchasing, and etc. Performs other duties as assigned. *NOTE: To view the full position description including all of the required qualifications copy and paste this link into your browser: https://mycsun.box.com/s/v08loboocggh2oa03x4e7qcxdo6rvu67 Qualifications Equivalent to one-year experience as a director or coordinator of college-level group activities. Equivalent to graduation from a four-year college or university in one of the social science or related fields preferred. Knowledge, Skills, & Abilities Working knowledge of: group dynamics, managerial techniques, and personnel practices need to oversee college student residential living. General knowledge of the personal and social problems encountered by college students. Ability and specialized skills to: offer counseling and advisement; establish and maintain effective working relationships with students and others; analyze and act upon emergency situations; supervise others; train and evaluate student assistant staff; plan, organize, and execute programs; effectively write reports using correct English grammar; perform arithmetic computations; develop and maintain accurate record-keeping systems; and maintain a safe and environmentally healthy residential facility. Pay, Benefits, & Work Schedule The university offers an excellent benefits package, including but not limited to: medical, dental, vision, retirement & savings, tuition waiver and more. Classification: 8373 / Early Childhood Master Teacher / grade 1 The anticipated HIRING RANGE: $3505 - $3702 per month, dependent upon qualifications and experience. The salary range for this classification is: $3505 - $5832 per month. HOURS: Full Time; 40 hours per week; Monday through Friday; may include evenings and weekends. This is a Temporary position; end date to be determined. The individual hired for this role will physically work on-campus in Northridge. This is not a telecommute position. General Information This job opening has been re-posted and will remain OPEN UNTIL FILLED. This position is a sensitive position as designated by the CSU. A background check (including a criminal records check) must be completed satisfactorily. Failure to satisfactorily complete the background check may affect the application status of applicants or continued employment of current CSU employees who apply for the position. The person holding this position may be considered a 'mandated reporter' under the California Child Abuse and Neglect Reporting Act and is required to comply with the requirements set forth in CSU Executive Order 1083 as a condition of employment. In accordance with the California State University (CSU) Out-of-State Employment Policy, the CSU is a state entity whose business operations reside within the State of California and prohibits hiring employees to perform CSU-related work outside of California. Candidates should apply by completing the CSUN on-line application. To submit an application and for more detailed information on the application and hiring process, please visit this link: www.csun.edu/careers The CSU recommends that faculty, staff, and students who are accessing campus facilities at any university location be immunized against SARS-CoV-2, the virus that causes COVID-19, and that all individuals who access any in-person program or activity (on- or off-campus) operated or controlled by the University follow COVID-19 vaccine recommendations adopted by the U.S. Centers for Disease Control and Prevention (CDC) and the California Department of Public Health (CDPH) applicable to their age, medical condition, and other relevant indications and comply with other safety measures established by each campus. Equal Employment Opportunity CSUN is an Equal Opportunity Employer and prohibits discrimination on the basis of race, color, ethnicity, ancestry, religion, national origin, age, gender, gender identity/expression, sexual orientation, genetic information, medical condition, marital status, covered military and veteran status, and disability. Reasonable accommodations will be provided for applicants with disabilities who self-disclose by contacting Recruitment Services at 818-677-2101. Advertised: Mar 18 2024 Pacific Daylight Time Applications close: Closing Date/Time:
Sonoma State University
1801 E Cotati Ave, Rohnert Park, California, USA
Department Of Literacy Studies and Elementary Education Our Commitment Guided by our core values as a university: diversity, sustainability, community engagement, and adaptability, Sonoma State University (SSU) offers an education that fosters intellectual, social, and personal growth. SSU is a public liberal arts and sciences university. As the only member of the Council of Public Liberal Arts Colleges in the state of California, we are committed to preparing students for a life of active citizenship and public service. We have a vibrant campus life characterized by a lively co-curriculum that fosters broad based intellectual and artistic opportunities in which the campus as a whole is actively engaged. Faculty members are committed to facilitating spaces in which all can grow by building on our scholars’ assets as they explore new knowledge. These efforts include fostering creativity, critical thinking, collaboration, experimentation, empathy, and communication. We strive to create a diverse, equity-minded, and inclusive campus environment. Faculty are expected to collaborate thoughtfully with our staff and scholars, which means we value the full range of everyone's assets in terms of languages, abilities, cultures, and ways of knowing. We are fully committed to the rights of scholars, staff, and faculty. We are especially interested in candidates who are committed to diversity, equity and inclusion. The University Sonoma State University’s beautiful 274-acre campus is located in Sonoma County wine country, an hour north of San Francisco. The campus offers the ideal setting for teaching and learning and access to a community of rich cultural, environmental, and recreational opportunities. Founded in 1960, SSU is one of the 23 campuses of the California State University System. As members of the largest public higher educational system in the nation, we provide accessible, high-quality education. Sonoma State University is a federally-designated Hispanic Serving Institution, as such we are committed to achieving the goals of equal opportunity and endeavors to employ faculty and staff reflecting the linguistic, ethnic, and cultural diversity of the region and state. The Department The Department of Literacy Studies and Elementary Education prepares aspiring teachers to play a vital role in California public schools. As the home department to SSU’s Multiple Subject Teaching Credential Program, we immerse teacher candidates in theory, research, and pedagogical practices across content areas and grade levels in the elementary school setting (TK through Grade 6). The diversity of our school population in terms of culture, social class, gender, language, and race is a significant focus of our coursework and field experiences. Upon completing the program, teacher candidates will have both breadth and depth of knowledge about teaching and learning, and will be capable of making informed decisions in diverse settings. Prospective applicants are encouraged to see the department’s web page at: https://education.sonoma.edu/departments/lsee Duties of the Position Lecturers may be expected to: 1. Teach introductory and/or methods courses in our California Commission on Teacher Credentialing (CTC) accredited multiple subjects credential program focusing on theory and practice for elementary students in TK (Transitional Kindergarten) through Grade 6 in the following areas: Math Science History/Social Studies Language & Literacy/Language Development Biliteracy/dual-language pedagogy (English/Spanish) Social Justice / Anti-racist Curriculum and Pedagogy Visual and performing Arts; Classroom community building / restorative practices Health and fitness Technology Education / Digital citizenship Service-learning Instructor duties include: - planning and teaching face-to-face (F2F), online (asynchronous or bisynchronous), or hybrid courses based on best practices and current theory and research in collaboration with tenure track faculty and following the California Commission on Teacher Credentialing (CTC) approved syllabi for these required credential courses - maintaining up-to-date course pages in Canvas (SSU’s Learning Management System), including readings and assignments - responding to and addressing student concerns - providing timely feedback related course assignments - holding regularly scheduled office hours - assisting struggling students as needed - attending regular department and program meetings as needed -collaborating with the department chair and colleagues 2. Supervise student teachers in grades TK-6 in local service areas. Student teacher supervisors are responsible for a cohort of student teachers (4-6 student teachers) at each site. Supervisor duties include: - teaching weekly seminar at field sites for student teachers based on program demands and established syllabus -regularly observe student teachers in their classroom placements following the program model of co-teaching and co-observing - facilitating debrief sessions after each observation with student teachers and others - responding to and troubleshooting of student and mentor teacher concerns - facilitation of regular on-site meetings for mentor teachers that support collaboration, co-teaching, California Teacher Performance Assessment (CalTPA) completion - creation of a learning community - providing timely feedback to student teachers related to lesson planning, implementation, and assessment - supporting struggling student teachers as needed - supporting students in the completion of the California Teacher Performance Assessment (CalTPA) required to earn the Multiple Subject Credential - problem solving at the placement site - placing student teachers with qualified and effective mentors and support this relationship as needed in collaboration with the onsite principal and program's Placement Director Professional Qualifications To be recommended for appointment, the candidate must have: Master's degree in Education (or related field) required; Experience working with new teachers, teacher candidates/ student teachers, or struggling teachers. Experience working with diverse student populations; A minimum of 3 years recent experience working as a teacher or principal in public elementary school, or in teacher education (preferred). Ph.D. or Ed.D. in Education or specific content area (math, science, social studies, etc.), or related fields (preferred). Reading Certificate, Dual-Language Certificate, ELD Certificate, bilingual authorization, or equivalent (preferred). Valid CA teaching or admin credential (preferred); Bilingual and biliterate in Spanish & English (preferred). Knowledge and experience in elementary school settings (preferred). Rank and Salary Full-time is 15-unit workload per semester. Actual salary is dependent upon number of units assigned, educational preparation, and availability of funds subject to any CSU system faculty contract salary increases. Selection as a candidate in the applicant pool, does not guarantee employment. Temporary Faculty appointments are made on a part-time, temporary basis and contingent upon department needs and funding. Temporary Faculty appointments are made on a semester-by-semester basis. Relocation expenses will not be provided for temporary faculty appointments. Expenses incurred to attend an interview for temporary faculty positions are not reimbursed by the University. How to Apply To apply for this position, go to jobs.sonoma.edu and click on the Staff & Faculty Career Opportunities link. Find and select the faculty position you are applying for to view the description and select Apply Now. If you have not previously applied, you will be prompted to create an account. You can use this account to apply to multiple positions. Once you have submitted the application, a confirmation email will be automatically sent to you. Please do not send materials to facultysearch@sonoma.edu . If you encounter difficulties during the application process, please email facultysearch@sonoma.edu . Please submit: Required Application letter Curriculum vitae Optional Statement of Research Interests Teaching Philosophy Student Evaluations Contact Information for 3 References Official transcripts are required at the time of hire. Application procedures for temporary faculty already teaching in the department: Temporary Faculty with three-year contracts do not need to reapply. Temporary Faculty who had a paid appointment during the prior academic year with your department (either one or both semesters); this includes Lecturers on the Re-Employment list are not required to apply through the Recruitment Pool unless they would like to be evaluated to teach additional courses, not currently designated as qualified to teach. Sonoma State University hires only individuals lawfully authorized to work in the United States. All offers of employment are contingent upon presentation of documents demonstrating the appointee’s identity and eligibility to work, in accordance with the provisions of the Immigration Reform and Control Act. Sonoma State University does not facilitate the process of applying for an H1B Visa for temporary positions. CSU Out of State Policy - Sonoma State University, as part of the CSU system, is a State of California Employer. As such, the University requires all employees upon date of hire to reside in the State of California. As of January 1, 2022 the CSU Out-of-State Employment Policy prohibits the hiring of employees to perform CSU-related work outside the state of California. Questions concerning the application process may be directed to: facultysearch@sonoma.edu Questions concerning this position may be directed to: Dr. Aja LaDuke laduke@sonoma.edu Please refer to the requisition number listed for this posting if you have correspondence and inquiries regarding this position. The ADA Coordinator is also available ( hraccomodations@sonoma.edu ) to assist individuals with disabilities in need of accommodation during the hiring process. Other Information The university is an Affirmative Action/Equal Opportunity Employer. We consider qualified applicants for employment without regard to race, religion, color, national origin, ancestry, age, sex, gender, gender identity, gender expression, sexual orientation, genetic information, medical condition, disability, marital status, or protected veteran status. This position is considered a “mandated reporter” under the California Child Abuse and Neglect Reporting Act and is required to comply with the requirements set forth in CSU Executive Order 1083 as a condition of employment. View Benefits Summary Advertised: May 18 2023 Pacific Daylight Time Applications close: Closing Date/Time:
Mar 07, 2024
Department Of Literacy Studies and Elementary Education Our Commitment Guided by our core values as a university: diversity, sustainability, community engagement, and adaptability, Sonoma State University (SSU) offers an education that fosters intellectual, social, and personal growth. SSU is a public liberal arts and sciences university. As the only member of the Council of Public Liberal Arts Colleges in the state of California, we are committed to preparing students for a life of active citizenship and public service. We have a vibrant campus life characterized by a lively co-curriculum that fosters broad based intellectual and artistic opportunities in which the campus as a whole is actively engaged. Faculty members are committed to facilitating spaces in which all can grow by building on our scholars’ assets as they explore new knowledge. These efforts include fostering creativity, critical thinking, collaboration, experimentation, empathy, and communication. We strive to create a diverse, equity-minded, and inclusive campus environment. Faculty are expected to collaborate thoughtfully with our staff and scholars, which means we value the full range of everyone's assets in terms of languages, abilities, cultures, and ways of knowing. We are fully committed to the rights of scholars, staff, and faculty. We are especially interested in candidates who are committed to diversity, equity and inclusion. The University Sonoma State University’s beautiful 274-acre campus is located in Sonoma County wine country, an hour north of San Francisco. The campus offers the ideal setting for teaching and learning and access to a community of rich cultural, environmental, and recreational opportunities. Founded in 1960, SSU is one of the 23 campuses of the California State University System. As members of the largest public higher educational system in the nation, we provide accessible, high-quality education. Sonoma State University is a federally-designated Hispanic Serving Institution, as such we are committed to achieving the goals of equal opportunity and endeavors to employ faculty and staff reflecting the linguistic, ethnic, and cultural diversity of the region and state. The Department The Department of Literacy Studies and Elementary Education prepares aspiring teachers to play a vital role in California public schools. As the home department to SSU’s Multiple Subject Teaching Credential Program, we immerse teacher candidates in theory, research, and pedagogical practices across content areas and grade levels in the elementary school setting (TK through Grade 6). The diversity of our school population in terms of culture, social class, gender, language, and race is a significant focus of our coursework and field experiences. Upon completing the program, teacher candidates will have both breadth and depth of knowledge about teaching and learning, and will be capable of making informed decisions in diverse settings. Prospective applicants are encouraged to see the department’s web page at: https://education.sonoma.edu/departments/lsee Duties of the Position Lecturers may be expected to: 1. Teach introductory and/or methods courses in our California Commission on Teacher Credentialing (CTC) accredited multiple subjects credential program focusing on theory and practice for elementary students in TK (Transitional Kindergarten) through Grade 6 in the following areas: Math Science History/Social Studies Language & Literacy/Language Development Biliteracy/dual-language pedagogy (English/Spanish) Social Justice / Anti-racist Curriculum and Pedagogy Visual and performing Arts; Classroom community building / restorative practices Health and fitness Technology Education / Digital citizenship Service-learning Instructor duties include: - planning and teaching face-to-face (F2F), online (asynchronous or bisynchronous), or hybrid courses based on best practices and current theory and research in collaboration with tenure track faculty and following the California Commission on Teacher Credentialing (CTC) approved syllabi for these required credential courses - maintaining up-to-date course pages in Canvas (SSU’s Learning Management System), including readings and assignments - responding to and addressing student concerns - providing timely feedback related course assignments - holding regularly scheduled office hours - assisting struggling students as needed - attending regular department and program meetings as needed -collaborating with the department chair and colleagues 2. Supervise student teachers in grades TK-6 in local service areas. Student teacher supervisors are responsible for a cohort of student teachers (4-6 student teachers) at each site. Supervisor duties include: - teaching weekly seminar at field sites for student teachers based on program demands and established syllabus -regularly observe student teachers in their classroom placements following the program model of co-teaching and co-observing - facilitating debrief sessions after each observation with student teachers and others - responding to and troubleshooting of student and mentor teacher concerns - facilitation of regular on-site meetings for mentor teachers that support collaboration, co-teaching, California Teacher Performance Assessment (CalTPA) completion - creation of a learning community - providing timely feedback to student teachers related to lesson planning, implementation, and assessment - supporting struggling student teachers as needed - supporting students in the completion of the California Teacher Performance Assessment (CalTPA) required to earn the Multiple Subject Credential - problem solving at the placement site - placing student teachers with qualified and effective mentors and support this relationship as needed in collaboration with the onsite principal and program's Placement Director Professional Qualifications To be recommended for appointment, the candidate must have: Master's degree in Education (or related field) required; Experience working with new teachers, teacher candidates/ student teachers, or struggling teachers. Experience working with diverse student populations; A minimum of 3 years recent experience working as a teacher or principal in public elementary school, or in teacher education (preferred). Ph.D. or Ed.D. in Education or specific content area (math, science, social studies, etc.), or related fields (preferred). Reading Certificate, Dual-Language Certificate, ELD Certificate, bilingual authorization, or equivalent (preferred). Valid CA teaching or admin credential (preferred); Bilingual and biliterate in Spanish & English (preferred). Knowledge and experience in elementary school settings (preferred). Rank and Salary Full-time is 15-unit workload per semester. Actual salary is dependent upon number of units assigned, educational preparation, and availability of funds subject to any CSU system faculty contract salary increases. Selection as a candidate in the applicant pool, does not guarantee employment. Temporary Faculty appointments are made on a part-time, temporary basis and contingent upon department needs and funding. Temporary Faculty appointments are made on a semester-by-semester basis. Relocation expenses will not be provided for temporary faculty appointments. Expenses incurred to attend an interview for temporary faculty positions are not reimbursed by the University. How to Apply To apply for this position, go to jobs.sonoma.edu and click on the Staff & Faculty Career Opportunities link. Find and select the faculty position you are applying for to view the description and select Apply Now. If you have not previously applied, you will be prompted to create an account. You can use this account to apply to multiple positions. Once you have submitted the application, a confirmation email will be automatically sent to you. Please do not send materials to facultysearch@sonoma.edu . If you encounter difficulties during the application process, please email facultysearch@sonoma.edu . Please submit: Required Application letter Curriculum vitae Optional Statement of Research Interests Teaching Philosophy Student Evaluations Contact Information for 3 References Official transcripts are required at the time of hire. Application procedures for temporary faculty already teaching in the department: Temporary Faculty with three-year contracts do not need to reapply. Temporary Faculty who had a paid appointment during the prior academic year with your department (either one or both semesters); this includes Lecturers on the Re-Employment list are not required to apply through the Recruitment Pool unless they would like to be evaluated to teach additional courses, not currently designated as qualified to teach. Sonoma State University hires only individuals lawfully authorized to work in the United States. All offers of employment are contingent upon presentation of documents demonstrating the appointee’s identity and eligibility to work, in accordance with the provisions of the Immigration Reform and Control Act. Sonoma State University does not facilitate the process of applying for an H1B Visa for temporary positions. CSU Out of State Policy - Sonoma State University, as part of the CSU system, is a State of California Employer. As such, the University requires all employees upon date of hire to reside in the State of California. As of January 1, 2022 the CSU Out-of-State Employment Policy prohibits the hiring of employees to perform CSU-related work outside the state of California. Questions concerning the application process may be directed to: facultysearch@sonoma.edu Questions concerning this position may be directed to: Dr. Aja LaDuke laduke@sonoma.edu Please refer to the requisition number listed for this posting if you have correspondence and inquiries regarding this position. The ADA Coordinator is also available ( hraccomodations@sonoma.edu ) to assist individuals with disabilities in need of accommodation during the hiring process. Other Information The university is an Affirmative Action/Equal Opportunity Employer. We consider qualified applicants for employment without regard to race, religion, color, national origin, ancestry, age, sex, gender, gender identity, gender expression, sexual orientation, genetic information, medical condition, disability, marital status, or protected veteran status. This position is considered a “mandated reporter” under the California Child Abuse and Neglect Reporting Act and is required to comply with the requirements set forth in CSU Executive Order 1083 as a condition of employment. View Benefits Summary Advertised: May 18 2023 Pacific Daylight Time Applications close: Closing Date/Time:
TACOMA PUBLIC SCHOOLS
Tacoma, Washington, United States
Description Tacoma Public Schools Expected Start Date: 3/25/2024 or as soon as possible FTE: . 75 Hours per day: 6, Monday - Friday, 8:15am - 2:45pm Salary Level: PA4A $25.36 - No degree PA4E $26.11 - AA degree PA4F $26.36 - BA/BS or higher degree Benefits: This job has the full range of benefits offered by Tacoma Public Schools. Union/Days per year: Education Support Professional, 192 work days, 10 month Additional Information: This position requires completion and attaining of the state mandated General Paraeducator Certificate. The Paraeducator Certificate Program offers statewide standards-based training for all paraeducator/Education Support Professionals (ESP), and supports a career growth ladder for those who wish to advance their career as a paraeducator or pursue a teaching profession. Staff will be required to complete 28 hours of training on the Fundamental Course of Study provided by the district. The first two days of FCS training will be required to be completed within four months of the date of hire, and the second two days within six months of the date of hire, or by September 1 of the next school year. The general certificate is then earned by a paraeducator who completes ten days (70 clock hours) of professional development training. Educational Support Professional positions hired after March 8th, 2024, will be paid in equal installments for each pay period between their start date and last pay period of the year. Last paycheck for the 23-24 school year will be on July 20th. The first paycheck for the following school year will be September 20th, 2024. Once hired, if you are determined to be benefits eligible and enroll in benefits you will be billed for premiums for the timeframe that you are not receiving paychecks. If you waive (do not enroll) benefits, you would not be able to enroll for benefits until open enrollment in Oct/Nov 2024 and benefits would begin January 2025. Examples Of Duties This position provides one-on-one assistance to an assigned student with a disability (7th grade, male) in all school activities and day-to-day needs during the school day; assists a certificated teacher with instructional and personal care needs for students with a broad range of disabilities, including medically fragile, orthopedically impaired, developmental, physical, and/or behavioral. The position provides academic interventions and may include assisting students with activities of daily living. This position assists a certificated teacher with instructional and non-instructional activities for the assigned student and other classroom students as time permits. ESSENTIAL JOB FUNCTIONS 1. Provides instruction to students individually or in small groups in assigned learning or “center” activities per direction of teacher; may implement lesson/activity assigned by specialists; provides assistance as necessary to students with sensory or physical handicaps; promotes and monitors a safe environment conducive to the instructional process; may perform vocational training with students according to their individual needs as assigned by the teacher or specialist; may assist students with job hunting skills and job application procedures and encourages students to participate in all learning activities. 2. May instruct students in self-care activities or carry out activities such as feeding, dressing and toileting; may perform diapering/toileting assistance and changing of sanitary napkins and colostomy bags, brushing teeth, inserting orthodontics and suctioning machines, tube or pump feeding; may restrain and calm students when they become self-abusive or violent toward others; monitors and protects students through seizures and other physical emergencies; performs sensory stimulation activities as assigned; uses adaptive equipment; may assist students to perform activities during adaptive physical education; may administer and log medications as assigned, as trained by the licensed school nurse or appropriate therapist. 3. Supervises students during recess or lunch periods; may supervise students in locker/shower rooms and restrooms; assists students in bus loading or unloading; instructs bus drivers on proper physical and/or behavioral support of students; may transport students as needed throughout the school or building premises. 4. Records student progress on data sheets, daily logs and prepares reports to assist the teacher; maintains communication with classroom teacher, program administrator and/or other school staff; may assist in assessing students; communicates with parents/guardians as assigned; maintains student records; collects and records data for the teacher on student progress toward IEP goals and objectives, behavioral plans, and grooming plans in addition to academic progress. 5. May be required to adjust position of students with physical disabilities periodically throughout the day to protect skin and ensure comfort; implement occupational therapy and physical therapy as instructed by specialists; use and teach basic sign language with students as needed; monitors students constantly to ensure safety. 6. May prepare and serve lunches and snacks for students in the assigned program; may clean dishes, utensils, and eating area following snack periods. 7. Models positive and appropriate behavior for students; corrects inappropriate behavior and demonstrates and discusses appropriate behavior; instructs students in appropriate conflict resolution as directed; administers discipline according to District guidelines and assists in classroom management. 8. Assists teacher in adapting materials and activities as directed; may assist in administering standardized tests as assigned; uses special teaching techniques, computer software, and adaptive equipment to meet the needs of students with particular disabilities, as assigned; arranges classroom furniture and materials for activities; may accompany students on field trips and camp activities; may accompany student to off-site jobs several times per week to supervise work; may supervise and provide instruction with students in general education classes. 9. Participates in department staff meetings; provides information regarding students. 10. May use specialized adaptive equipment such as wheelchairs, wedges, standers, side-layers, etc.; assists in adapting and maintaining equipment for student use. 11. May coordinate computer activities for students with disabilities; maintains and troubleshoots equipment; assists in the scheduling of students to use equipment; maintains equipment and software. 12. Demonstrates reasonable, reliable and regular attendance to prevent undue hardship that would create negative effects for instruction and related activities on the students and the program; adheres to District policy per general Employee Conduct rules regarding tardiness and unauthorized absences. 13. Addresses concerns with appropriate teaching staff and/or therapy staff and/or building administrators as appropriate. OTHER JOB DUTIES 1. May perform cleansing intermittent catheterizations after receiving required training. 2. Provides general clerical assistance in the classroom; duplicates materials and completes necessary paperwork. 3. Supervises students in the classroom during teacher’s brief breaks. 4. Performs related duties as assigned, on a temporary basis; may work in more than one classroom as assigned by building administrator. 5. May perform, after received required training, physical restraint of student if student is harm to self or others. 6. Regular, reliable, predictable attendance or physical presence is an essential job requirement and critical to the performance of the work. CONDITIONS May be confined to a work area for prolonged periods; may be required to lift and move students or materials; may be exposed to bodily fluids and infectious disease; may be exposed to high noise levels; substantial requirement to deal with distraught and/or potentially violent situations and/or people; may be required to regularly travel to other District sites; may be exposed to inclement weather; may be required to lift and carry up to 25 pounds, bend, squat, stoop, kneel, crouch, walk, twist, climb, and/or be mobile. Minimum Qualifications Education and Experience Associate degree or 72 credit hours of post- secondary education or passing state test to demonstrate knowledge, demonstrated ability to assist in instructing students, and one year of experience in working with special needs individuals who may have severe disabilities or any combination of experience and training which provides the applicant with the knowledge, skills, and ability required to perform the work and that meets federal and state requirements. Licenses/Special Requirements CPR/First Aid certification or willingness to be trained within the first 90 days of employment. Required to attend District restraint training and maintain certification. May be required to complete cleansing intermittent catheterization (CIC) training. Fingerprints and successful WSP and FBI background clearance/sexual misconduct clearance. Allowable Substitution Equivalent combinations of education and experience will be evaluated by the Human Resources Department for comparability. Knowledge, Skills and Abilities Knowledge of assigned developmental, behavioral, and/or physical disabilities. Knowledge of assigned subject areas and basic learning styles. Knowledge of effective instructional methods for students with disabilities. Knowledge of safe and proper methods of lifting and positioning of students. Knowledge of basic sign language skills (for designated positions.) Ability to maintain confidentiality. Ability to defuse student conflict and de-escalate situations. Ability to obtain, clarify, and exchange information. Ability to use excellent communication and interpersonal skills to work effectively and collegially with staff, community and students, including students with special needs. Ability to walk, sit, squat, crawl, kneel, bend, stoop, reach and lift to attend to the physical needs of the students. Ability to work in inclement weather. Ability to lift up to 25 pounds individually and team-lift up to 50 pounds. Ability to organize and coordinate activities. Ability to feed, diaper, and provide toileting and/or other personal assistance to students. Ability to be sensitive to students who are unable to communicate their needs. Ability to appropriately restrain students as necessary. Ability to demonstrate reasonable, reliable, and regular attendance. Ability to establish and maintain effective civil and collegial working relationships with a variety of people in a multicultural, diverse socio-economic setting. Supplemental Information This job description is not an employment agreement or contract. District administration has the exclusive right to alter this job description at any time without notice. The statements contained herein reflect general details as necessary to describe the primary functions of this job, the level of knowledge and skill typically required and the scope of responsibility, but should not be considered an all-inclusive listing of work requirements. Individuals may perform other duties as assigned including work in other functional areas to cover absences or relief, to equalize peak work periods or otherwise balance the workload. Tacoma Public Schools does not discriminate in any programs or activities on the basis of sex, race, creed, religion, color, national origin, age, veteran or military status, sexual orientation, gender expression or identity, disability, or the use of a trained dog guide or service animal and provides equal access to the Boy Scouts and other designated youth groups. The following employees have been designated to handle questions and complaints of alleged discrimination: Civil Rights Coordinator: Renee Trueblood, 253-571-1252, civilrights@tacoma.k12.wa.us Title IX Coordinator: Wayne Greer, 253-571-1191, wgreer@tacoma.k12.wa.us 504 Coordinator, Elementary: Jennifer Herbold, 253-571-1096, jherbol@tacoma.k12.wa.us 504 Coordinator, Secondary: Megan Nelson, 253-571-1003, mnelson@tacoma.k12.wa.us Mailing address: P.O. Box 1357, Tacoma, WA 98401-1357. Closing Date/Time: 3/28/2024 11:59 PM Pacific
Mar 22, 2024
Part Time
Description Tacoma Public Schools Expected Start Date: 3/25/2024 or as soon as possible FTE: . 75 Hours per day: 6, Monday - Friday, 8:15am - 2:45pm Salary Level: PA4A $25.36 - No degree PA4E $26.11 - AA degree PA4F $26.36 - BA/BS or higher degree Benefits: This job has the full range of benefits offered by Tacoma Public Schools. Union/Days per year: Education Support Professional, 192 work days, 10 month Additional Information: This position requires completion and attaining of the state mandated General Paraeducator Certificate. The Paraeducator Certificate Program offers statewide standards-based training for all paraeducator/Education Support Professionals (ESP), and supports a career growth ladder for those who wish to advance their career as a paraeducator or pursue a teaching profession. Staff will be required to complete 28 hours of training on the Fundamental Course of Study provided by the district. The first two days of FCS training will be required to be completed within four months of the date of hire, and the second two days within six months of the date of hire, or by September 1 of the next school year. The general certificate is then earned by a paraeducator who completes ten days (70 clock hours) of professional development training. Educational Support Professional positions hired after March 8th, 2024, will be paid in equal installments for each pay period between their start date and last pay period of the year. Last paycheck for the 23-24 school year will be on July 20th. The first paycheck for the following school year will be September 20th, 2024. Once hired, if you are determined to be benefits eligible and enroll in benefits you will be billed for premiums for the timeframe that you are not receiving paychecks. If you waive (do not enroll) benefits, you would not be able to enroll for benefits until open enrollment in Oct/Nov 2024 and benefits would begin January 2025. Examples Of Duties This position provides one-on-one assistance to an assigned student with a disability (7th grade, male) in all school activities and day-to-day needs during the school day; assists a certificated teacher with instructional and personal care needs for students with a broad range of disabilities, including medically fragile, orthopedically impaired, developmental, physical, and/or behavioral. The position provides academic interventions and may include assisting students with activities of daily living. This position assists a certificated teacher with instructional and non-instructional activities for the assigned student and other classroom students as time permits. ESSENTIAL JOB FUNCTIONS 1. Provides instruction to students individually or in small groups in assigned learning or “center” activities per direction of teacher; may implement lesson/activity assigned by specialists; provides assistance as necessary to students with sensory or physical handicaps; promotes and monitors a safe environment conducive to the instructional process; may perform vocational training with students according to their individual needs as assigned by the teacher or specialist; may assist students with job hunting skills and job application procedures and encourages students to participate in all learning activities. 2. May instruct students in self-care activities or carry out activities such as feeding, dressing and toileting; may perform diapering/toileting assistance and changing of sanitary napkins and colostomy bags, brushing teeth, inserting orthodontics and suctioning machines, tube or pump feeding; may restrain and calm students when they become self-abusive or violent toward others; monitors and protects students through seizures and other physical emergencies; performs sensory stimulation activities as assigned; uses adaptive equipment; may assist students to perform activities during adaptive physical education; may administer and log medications as assigned, as trained by the licensed school nurse or appropriate therapist. 3. Supervises students during recess or lunch periods; may supervise students in locker/shower rooms and restrooms; assists students in bus loading or unloading; instructs bus drivers on proper physical and/or behavioral support of students; may transport students as needed throughout the school or building premises. 4. Records student progress on data sheets, daily logs and prepares reports to assist the teacher; maintains communication with classroom teacher, program administrator and/or other school staff; may assist in assessing students; communicates with parents/guardians as assigned; maintains student records; collects and records data for the teacher on student progress toward IEP goals and objectives, behavioral plans, and grooming plans in addition to academic progress. 5. May be required to adjust position of students with physical disabilities periodically throughout the day to protect skin and ensure comfort; implement occupational therapy and physical therapy as instructed by specialists; use and teach basic sign language with students as needed; monitors students constantly to ensure safety. 6. May prepare and serve lunches and snacks for students in the assigned program; may clean dishes, utensils, and eating area following snack periods. 7. Models positive and appropriate behavior for students; corrects inappropriate behavior and demonstrates and discusses appropriate behavior; instructs students in appropriate conflict resolution as directed; administers discipline according to District guidelines and assists in classroom management. 8. Assists teacher in adapting materials and activities as directed; may assist in administering standardized tests as assigned; uses special teaching techniques, computer software, and adaptive equipment to meet the needs of students with particular disabilities, as assigned; arranges classroom furniture and materials for activities; may accompany students on field trips and camp activities; may accompany student to off-site jobs several times per week to supervise work; may supervise and provide instruction with students in general education classes. 9. Participates in department staff meetings; provides information regarding students. 10. May use specialized adaptive equipment such as wheelchairs, wedges, standers, side-layers, etc.; assists in adapting and maintaining equipment for student use. 11. May coordinate computer activities for students with disabilities; maintains and troubleshoots equipment; assists in the scheduling of students to use equipment; maintains equipment and software. 12. Demonstrates reasonable, reliable and regular attendance to prevent undue hardship that would create negative effects for instruction and related activities on the students and the program; adheres to District policy per general Employee Conduct rules regarding tardiness and unauthorized absences. 13. Addresses concerns with appropriate teaching staff and/or therapy staff and/or building administrators as appropriate. OTHER JOB DUTIES 1. May perform cleansing intermittent catheterizations after receiving required training. 2. Provides general clerical assistance in the classroom; duplicates materials and completes necessary paperwork. 3. Supervises students in the classroom during teacher’s brief breaks. 4. Performs related duties as assigned, on a temporary basis; may work in more than one classroom as assigned by building administrator. 5. May perform, after received required training, physical restraint of student if student is harm to self or others. 6. Regular, reliable, predictable attendance or physical presence is an essential job requirement and critical to the performance of the work. CONDITIONS May be confined to a work area for prolonged periods; may be required to lift and move students or materials; may be exposed to bodily fluids and infectious disease; may be exposed to high noise levels; substantial requirement to deal with distraught and/or potentially violent situations and/or people; may be required to regularly travel to other District sites; may be exposed to inclement weather; may be required to lift and carry up to 25 pounds, bend, squat, stoop, kneel, crouch, walk, twist, climb, and/or be mobile. Minimum Qualifications Education and Experience Associate degree or 72 credit hours of post- secondary education or passing state test to demonstrate knowledge, demonstrated ability to assist in instructing students, and one year of experience in working with special needs individuals who may have severe disabilities or any combination of experience and training which provides the applicant with the knowledge, skills, and ability required to perform the work and that meets federal and state requirements. Licenses/Special Requirements CPR/First Aid certification or willingness to be trained within the first 90 days of employment. Required to attend District restraint training and maintain certification. May be required to complete cleansing intermittent catheterization (CIC) training. Fingerprints and successful WSP and FBI background clearance/sexual misconduct clearance. Allowable Substitution Equivalent combinations of education and experience will be evaluated by the Human Resources Department for comparability. Knowledge, Skills and Abilities Knowledge of assigned developmental, behavioral, and/or physical disabilities. Knowledge of assigned subject areas and basic learning styles. Knowledge of effective instructional methods for students with disabilities. Knowledge of safe and proper methods of lifting and positioning of students. Knowledge of basic sign language skills (for designated positions.) Ability to maintain confidentiality. Ability to defuse student conflict and de-escalate situations. Ability to obtain, clarify, and exchange information. Ability to use excellent communication and interpersonal skills to work effectively and collegially with staff, community and students, including students with special needs. Ability to walk, sit, squat, crawl, kneel, bend, stoop, reach and lift to attend to the physical needs of the students. Ability to work in inclement weather. Ability to lift up to 25 pounds individually and team-lift up to 50 pounds. Ability to organize and coordinate activities. Ability to feed, diaper, and provide toileting and/or other personal assistance to students. Ability to be sensitive to students who are unable to communicate their needs. Ability to appropriately restrain students as necessary. Ability to demonstrate reasonable, reliable, and regular attendance. Ability to establish and maintain effective civil and collegial working relationships with a variety of people in a multicultural, diverse socio-economic setting. Supplemental Information This job description is not an employment agreement or contract. District administration has the exclusive right to alter this job description at any time without notice. The statements contained herein reflect general details as necessary to describe the primary functions of this job, the level of knowledge and skill typically required and the scope of responsibility, but should not be considered an all-inclusive listing of work requirements. Individuals may perform other duties as assigned including work in other functional areas to cover absences or relief, to equalize peak work periods or otherwise balance the workload. Tacoma Public Schools does not discriminate in any programs or activities on the basis of sex, race, creed, religion, color, national origin, age, veteran or military status, sexual orientation, gender expression or identity, disability, or the use of a trained dog guide or service animal and provides equal access to the Boy Scouts and other designated youth groups. The following employees have been designated to handle questions and complaints of alleged discrimination: Civil Rights Coordinator: Renee Trueblood, 253-571-1252, civilrights@tacoma.k12.wa.us Title IX Coordinator: Wayne Greer, 253-571-1191, wgreer@tacoma.k12.wa.us 504 Coordinator, Elementary: Jennifer Herbold, 253-571-1096, jherbol@tacoma.k12.wa.us 504 Coordinator, Secondary: Megan Nelson, 253-571-1003, mnelson@tacoma.k12.wa.us Mailing address: P.O. Box 1357, Tacoma, WA 98401-1357. Closing Date/Time: 3/28/2024 11:59 PM Pacific
TACOMA PUBLIC SCHOOLS
Tacoma, Washington, United States
Description Tacoma Public Schools Expected Start Date: March 2024 FTE: .8125 Hours per day: 6.5 Salary Level: PA4A $25.36 - No degree PA4E $26.11 - AA degree PA4F $26.36 - BA/BS or higher degree Benefits: This job has the full range of benefits offered by Tacoma Public Schools. Union/Days per year: Education Support Professional, 192 work days, 10 month Additional Information: This position assist a grade 8 male student in the Acess program. Educational Support Professional positions hired after March 8th , 2024 will be paid in equal installments for each pay period between their date of hire and last pay period of the year. Last pay check for the 23-24 school year will be on July 20th and benefits will not be eligible after June 30th, 2024. The first pay check for the following school year will be September 20th, 2024 and benefits will begin again on September 1st, 2024. This position requires completion and attaining of the state mandated General Paraeducator Certificate. The Paraeducator Certificate Program offers statewide standards-based training for all paraeducator/Education Support Professionals (ESP), and supports a career growth ladder for those who wish to advance their career as a paraeducator or pursue a teaching profession. Staff will be required to complete 28 hours of training on the Fundamental Course of Study provided by the district. The first two days of FCS training will be required to be completed within four months of the date of hire, and the second two days within six months of the date of hire, or by September 1 of the next school year. The general certificate is then earned by a paraeducator who completes ten days (70 clock hours) of professional development training. Examples Of Duties This position assists a certificated teacher with instructional and personal care needs for students with a broad range of disabilities, including medically fragile, orthopedically impaired, developmental, physical, and/or behavioral. The position provides academic interventions and may include assisting students with activities of daily living. ESSENTIAL JOB FUNCTIONS 1. Provides instruction to students individually or in small groups in assigned learning or “center” activities per direction of teacher; may implement lesson/activity assigned by specialists; provides assistance as necessary to students with sensory or physical handicaps; promotes and monitors a safe environment conducive to the instructional process; may perform vocational training with students according to their individual needs as assigned by the teacher or specialist; may assist students with job hunting skills and job application procedures and encourages students to participate in all learning activities. 2. May instruct students in self-care activities or carry out activities such as feeding, dressing and toileting; may perform diapering/toileting assistance and changing of sanitary napkins and colostomy bags, brushing teeth, inserting orthodontics and suctioning machines, tube or pump feeding; may restrain and calm students when they become self-abusive or violent toward others; monitors and protects students through seizures and other physical emergencies; performs sensory stimulation activities as assigned; uses adaptive equipment; may assist students to perform activities during adaptive physical education; may administer and log medications as assigned, as trained by the licensed school nurse or appropriate therapist. 3. Supervises students during recess or lunch periods; may supervise students in locker/shower rooms and restrooms; assists students in bus loading or unloading; instructs bus drivers on proper physical and/or behavioral support of students; may transport students as needed throughout the school or building premises. 4. Records student progress on data sheets, daily logs and prepares reports to assist the teacher; maintains communication with classroom teacher, program administrator and/or other school staff; may assist in assessing students; communicates with parents/guardians as assigned; maintains student records; collects and records data for the teacher on student progress toward IEP goals and objectives, behavioral plans, and grooming plans in addition to academic progress. 5. May be required to adjust position of students with physical disabilities periodically throughout the day to protect skin and ensure comfort; implement occupational therapy and physical therapy as instructed by specialists; use and teach basic sign language with students as needed; monitors students constantly to ensure safety. 6. May prepare and serve lunches and snacks for students in the assigned program; may clean dishes, utensils, and eating area following snack periods. 7. Models positive and appropriate behavior for students; corrects inappropriate behavior and demonstrates and discusses appropriate behavior; instructs students in appropriate conflict resolution as directed; administers discipline according to District guidelines and assists in classroom management. 8. Assists teacher in adapting materials and activities as directed; may assist in administering standardized tests as assigned; uses special teaching techniques, computer software, and adaptive equipment to meet the needs of students with particular disabilities, as assigned; arranges classroom furniture and materials for activities; may accompany students on field trips and camp activities; may accompany student to off-site jobs several times per week to supervise work; may supervise and provide instruction with students in general education classes. 9. Participates in department staff meetings; provides information regarding students. 10. May use specialized adaptive equipment such as wheelchairs, wedges, standers, side-layers, etc.; assists in adapting and maintaining equipment for student use. 11. May coordinate computer activities for students with disabilities; maintains and troubleshoots equipment; assists in the scheduling of students to use equipment; maintains equipment and software. 12. Demonstrates reasonable, reliable and regular attendance to prevent undue hardship that would create negative effects for instruction and related activities on the students and the program; adheres to District policy per general Employee Conduct rules regarding tardiness and unauthorized absences. 13. Addresses concerns with appropriate teaching staff and/or therapy staff and/or building administrators as appropriate. OTHER JOB DUTIES 1. May perform cleansing intermittent catheterizations after receiving required training. 2. Provides general clerical assistance in the classroom; duplicates materials and completes necessary paperwork. 3. Supervises students in the classroom during teacher’s brief breaks. 4. Performs related duties as assigned, on a temporary basis; may work in more than one classroom as assigned by building administrator. 5. May perform, after received required training, physical restraint of student if student is harm to self or others. 6. Regular, reliable, predictable attendance or physical presence is an essential job requirement and critical to the performance of the work. CONDITIONS May be confined to a work area for prolonged periods; may be required to lift and move students or materials; may be exposed to bodily fluids and infectious disease; may be exposed to high noise levels; substantial requirement to deal with distraught and/or potentially violent situations and/or people; may be required to regularly travel to other District sites; may be exposed to inclement weather; may be required to lift and carry up to 25 pounds, bend, squat, stoop, kneel, crouch, walk, twist, climb, and/or be mobile. Minimum Qualifications Education and Experience Associate degree or 72 credit hours of post- secondary education or passing state test to demonstrate knowledge, demonstrated ability to assist in instructing students, and one year of experience in working with special needs individuals who may have severe disabilities or any combination of experience and training which provides the applicant with the knowledge, skills, and ability required to perform the work and that meets federal and state requirements. Licenses/Special Requirements CPR/First Aid certification or willingness to be trained within the first 90 days of employment. Required to attend District restraint training and maintain certification. May be required to complete cleansing intermittent catheterization (CIC) training. Fingerprints and successful WSP and FBI background clearance/sexual misconduct clearance. Allowable Substitution Equivalent combinations of education and experience will be evaluated by the Human Resources Department for comparability. Knowledge, Skills and Abilities Knowledge of assigned developmental, behavioral, and/or physical disabilities. Knowledge of assigned subject areas and basic learning styles. Knowledge of effective instructional methods for students with disabilities. Knowledge of safe and proper methods of lifting and positioning of students. Knowledge of basic sign language skills (for designated positions.) Ability to maintain confidentiality. Ability to defuse student conflict and de-escalate situations. Ability to obtain, clarify, and exchange information. Ability to use excellent communication and interpersonal skills to work effectively and collegially with staff, community and students, including students with special needs. Ability to walk, sit, squat, crawl, kneel, bend, stoop, reach and lift to attend to the physical needs of the students. Ability to work in inclement weather. Ability to lift up to 25 pounds individually and team-lift up to 50 pounds. Ability to organize and coordinate activities. Ability to feed, diaper, and provide toileting and/or other personal assistance to students. Ability to be sensitive to students who are unable to communicate their needs. Ability to appropriately restrain students as necessary. Ability to demonstrate reasonable, reliable, and regular attendance. Ability to establish and maintain effective civil and collegial working relationships with a variety of people in a multicultural, diverse socio-economic setting. Supplemental Information This job description is not an employment agreement or contract. District administration has the exclusive right to alter this job description at any time without notice. The statements contained herein reflect general details as necessary to describe the primary functions of this job, the level of knowledge and skill typically required and the scope of responsibility, but should not be considered an all-inclusive listing of work requirements. Individuals may perform other duties as assigned including work in other functional areas to cover absences or relief, to equalize peak work periods or otherwise balance the workload. Tacoma Public Schools does not discriminate in any programs or activities on the basis of sex, race, creed, religion, color, national origin, age, veteran or military status, sexual orientation, gender expression or identity, disability, or the use of a trained dog guide or service animal and provides equal access to the Boy Scouts and other designated youth groups. The following employees have been designated to handle questions and complaints of alleged discrimination: Civil Rights Coordinator: Renee Trueblood, 253-571-1252, civilrights@tacoma.k12.wa.us Title IX Coordinator: Wayne Greer, 253-571-1191, wgreer@tacoma.k12.wa.us 504 Coordinator, Elementary: Jennifer Herbold, 253-571-1096, jherbol@tacoma.k12.wa.us 504 Coordinator, Secondary: Megan Nelson, 253-571-1003, mnelson@tacoma.k12.wa.us Mailing address: P.O. Box 1357, Tacoma, WA 98401-1357. Closing Date/Time: 3/28/2024 11:59 PM Pacific
Mar 23, 2024
Part Time
Description Tacoma Public Schools Expected Start Date: March 2024 FTE: .8125 Hours per day: 6.5 Salary Level: PA4A $25.36 - No degree PA4E $26.11 - AA degree PA4F $26.36 - BA/BS or higher degree Benefits: This job has the full range of benefits offered by Tacoma Public Schools. Union/Days per year: Education Support Professional, 192 work days, 10 month Additional Information: This position assist a grade 8 male student in the Acess program. Educational Support Professional positions hired after March 8th , 2024 will be paid in equal installments for each pay period between their date of hire and last pay period of the year. Last pay check for the 23-24 school year will be on July 20th and benefits will not be eligible after June 30th, 2024. The first pay check for the following school year will be September 20th, 2024 and benefits will begin again on September 1st, 2024. This position requires completion and attaining of the state mandated General Paraeducator Certificate. The Paraeducator Certificate Program offers statewide standards-based training for all paraeducator/Education Support Professionals (ESP), and supports a career growth ladder for those who wish to advance their career as a paraeducator or pursue a teaching profession. Staff will be required to complete 28 hours of training on the Fundamental Course of Study provided by the district. The first two days of FCS training will be required to be completed within four months of the date of hire, and the second two days within six months of the date of hire, or by September 1 of the next school year. The general certificate is then earned by a paraeducator who completes ten days (70 clock hours) of professional development training. Examples Of Duties This position assists a certificated teacher with instructional and personal care needs for students with a broad range of disabilities, including medically fragile, orthopedically impaired, developmental, physical, and/or behavioral. The position provides academic interventions and may include assisting students with activities of daily living. ESSENTIAL JOB FUNCTIONS 1. Provides instruction to students individually or in small groups in assigned learning or “center” activities per direction of teacher; may implement lesson/activity assigned by specialists; provides assistance as necessary to students with sensory or physical handicaps; promotes and monitors a safe environment conducive to the instructional process; may perform vocational training with students according to their individual needs as assigned by the teacher or specialist; may assist students with job hunting skills and job application procedures and encourages students to participate in all learning activities. 2. May instruct students in self-care activities or carry out activities such as feeding, dressing and toileting; may perform diapering/toileting assistance and changing of sanitary napkins and colostomy bags, brushing teeth, inserting orthodontics and suctioning machines, tube or pump feeding; may restrain and calm students when they become self-abusive or violent toward others; monitors and protects students through seizures and other physical emergencies; performs sensory stimulation activities as assigned; uses adaptive equipment; may assist students to perform activities during adaptive physical education; may administer and log medications as assigned, as trained by the licensed school nurse or appropriate therapist. 3. Supervises students during recess or lunch periods; may supervise students in locker/shower rooms and restrooms; assists students in bus loading or unloading; instructs bus drivers on proper physical and/or behavioral support of students; may transport students as needed throughout the school or building premises. 4. Records student progress on data sheets, daily logs and prepares reports to assist the teacher; maintains communication with classroom teacher, program administrator and/or other school staff; may assist in assessing students; communicates with parents/guardians as assigned; maintains student records; collects and records data for the teacher on student progress toward IEP goals and objectives, behavioral plans, and grooming plans in addition to academic progress. 5. May be required to adjust position of students with physical disabilities periodically throughout the day to protect skin and ensure comfort; implement occupational therapy and physical therapy as instructed by specialists; use and teach basic sign language with students as needed; monitors students constantly to ensure safety. 6. May prepare and serve lunches and snacks for students in the assigned program; may clean dishes, utensils, and eating area following snack periods. 7. Models positive and appropriate behavior for students; corrects inappropriate behavior and demonstrates and discusses appropriate behavior; instructs students in appropriate conflict resolution as directed; administers discipline according to District guidelines and assists in classroom management. 8. Assists teacher in adapting materials and activities as directed; may assist in administering standardized tests as assigned; uses special teaching techniques, computer software, and adaptive equipment to meet the needs of students with particular disabilities, as assigned; arranges classroom furniture and materials for activities; may accompany students on field trips and camp activities; may accompany student to off-site jobs several times per week to supervise work; may supervise and provide instruction with students in general education classes. 9. Participates in department staff meetings; provides information regarding students. 10. May use specialized adaptive equipment such as wheelchairs, wedges, standers, side-layers, etc.; assists in adapting and maintaining equipment for student use. 11. May coordinate computer activities for students with disabilities; maintains and troubleshoots equipment; assists in the scheduling of students to use equipment; maintains equipment and software. 12. Demonstrates reasonable, reliable and regular attendance to prevent undue hardship that would create negative effects for instruction and related activities on the students and the program; adheres to District policy per general Employee Conduct rules regarding tardiness and unauthorized absences. 13. Addresses concerns with appropriate teaching staff and/or therapy staff and/or building administrators as appropriate. OTHER JOB DUTIES 1. May perform cleansing intermittent catheterizations after receiving required training. 2. Provides general clerical assistance in the classroom; duplicates materials and completes necessary paperwork. 3. Supervises students in the classroom during teacher’s brief breaks. 4. Performs related duties as assigned, on a temporary basis; may work in more than one classroom as assigned by building administrator. 5. May perform, after received required training, physical restraint of student if student is harm to self or others. 6. Regular, reliable, predictable attendance or physical presence is an essential job requirement and critical to the performance of the work. CONDITIONS May be confined to a work area for prolonged periods; may be required to lift and move students or materials; may be exposed to bodily fluids and infectious disease; may be exposed to high noise levels; substantial requirement to deal with distraught and/or potentially violent situations and/or people; may be required to regularly travel to other District sites; may be exposed to inclement weather; may be required to lift and carry up to 25 pounds, bend, squat, stoop, kneel, crouch, walk, twist, climb, and/or be mobile. Minimum Qualifications Education and Experience Associate degree or 72 credit hours of post- secondary education or passing state test to demonstrate knowledge, demonstrated ability to assist in instructing students, and one year of experience in working with special needs individuals who may have severe disabilities or any combination of experience and training which provides the applicant with the knowledge, skills, and ability required to perform the work and that meets federal and state requirements. Licenses/Special Requirements CPR/First Aid certification or willingness to be trained within the first 90 days of employment. Required to attend District restraint training and maintain certification. May be required to complete cleansing intermittent catheterization (CIC) training. Fingerprints and successful WSP and FBI background clearance/sexual misconduct clearance. Allowable Substitution Equivalent combinations of education and experience will be evaluated by the Human Resources Department for comparability. Knowledge, Skills and Abilities Knowledge of assigned developmental, behavioral, and/or physical disabilities. Knowledge of assigned subject areas and basic learning styles. Knowledge of effective instructional methods for students with disabilities. Knowledge of safe and proper methods of lifting and positioning of students. Knowledge of basic sign language skills (for designated positions.) Ability to maintain confidentiality. Ability to defuse student conflict and de-escalate situations. Ability to obtain, clarify, and exchange information. Ability to use excellent communication and interpersonal skills to work effectively and collegially with staff, community and students, including students with special needs. Ability to walk, sit, squat, crawl, kneel, bend, stoop, reach and lift to attend to the physical needs of the students. Ability to work in inclement weather. Ability to lift up to 25 pounds individually and team-lift up to 50 pounds. Ability to organize and coordinate activities. Ability to feed, diaper, and provide toileting and/or other personal assistance to students. Ability to be sensitive to students who are unable to communicate their needs. Ability to appropriately restrain students as necessary. Ability to demonstrate reasonable, reliable, and regular attendance. Ability to establish and maintain effective civil and collegial working relationships with a variety of people in a multicultural, diverse socio-economic setting. Supplemental Information This job description is not an employment agreement or contract. District administration has the exclusive right to alter this job description at any time without notice. The statements contained herein reflect general details as necessary to describe the primary functions of this job, the level of knowledge and skill typically required and the scope of responsibility, but should not be considered an all-inclusive listing of work requirements. Individuals may perform other duties as assigned including work in other functional areas to cover absences or relief, to equalize peak work periods or otherwise balance the workload. Tacoma Public Schools does not discriminate in any programs or activities on the basis of sex, race, creed, religion, color, national origin, age, veteran or military status, sexual orientation, gender expression or identity, disability, or the use of a trained dog guide or service animal and provides equal access to the Boy Scouts and other designated youth groups. The following employees have been designated to handle questions and complaints of alleged discrimination: Civil Rights Coordinator: Renee Trueblood, 253-571-1252, civilrights@tacoma.k12.wa.us Title IX Coordinator: Wayne Greer, 253-571-1191, wgreer@tacoma.k12.wa.us 504 Coordinator, Elementary: Jennifer Herbold, 253-571-1096, jherbol@tacoma.k12.wa.us 504 Coordinator, Secondary: Megan Nelson, 253-571-1003, mnelson@tacoma.k12.wa.us Mailing address: P.O. Box 1357, Tacoma, WA 98401-1357. Closing Date/Time: 3/28/2024 11:59 PM Pacific
TACOMA PUBLIC SCHOOLS
Tacoma, Washington, United States
Description Tacoma Public Schools Expected Start Date: April, 2024 FTE: .75 Hours per day: 6 Salary Level: PA4A $25.36 - No degree PA4E $26.11 - AA degree PA4F $26.36 - BA/BS or higher degree Benefits: This job has the full range of benefits offered by Tacoma Public Schools. Union/Days per year: Education Support Professional, 192 work days, 10 month Additional Information: This position provides one-on-one assistance to one female and one male 4 grade students with a disability in all school activities and day-to-day needs during the school day; assists a certificated teacher with instructional and non-instructional activities for the assigned student and other classroom students as time permits. Additional Information: This position requires completion and attaining of the state mandated General Paraeducator Certificate. The Paraeducator Certificate Program offers statewide standards-based training for all paraeducator/Education Support Professionals (ESP), and supports a career growth ladder for those who wish to advance their career as a paraeducator or pursue a teaching profession. Staff will be required to complete 28 hours of training on the Fundamental Course of Study provided by the district. The first two days of FCS training will be required to be completed within four months of the date of hire, and the second two days within six months of the date of hire, or by September 1 of the next school year. The general certificate is then earned by a paraeducator who completes ten days (70 clock hours) of professional development training. Educational Support Professional positions hired after March 8th, 2024, will be paid in equal installments for each pay period between their start date and last pay period of the year. Last paycheck for the 23-24 school year will be on July 20th. The first paycheck for the following school year will be September 20th, 2024. Once hired, if you are determined to be benefits eligible and enroll in benefits you will be billed for premiums for the timeframe that you are not receiving paychecks. If you waive (do not enroll) benefits, you would not be able to enroll for benefits until open enrollment in Oct/Nov 2024 and benefits would begin January 2025. Examples Of Duties This position assists a certificated teacher with instructional and personal care needs for students with a broad range of disabilities, including medically fragile, orthopedically impaired, developmental, physical, and/or behavioral. The position provides academic interventions and may include assisting students with activities of daily living. ESSENTIAL JOB FUNCTIONS 1. Provides instruction to students individually or in small groups in assigned learning or “center” activities per direction of teacher; may implement lesson/activity assigned by specialists; provides assistance as necessary to students with sensory or physical handicaps; promotes and monitors a safe environment conducive to the instructional process; may perform vocational training with students according to their individual needs as assigned by the teacher or specialist; may assist students with job hunting skills and job application procedures and encourages students to participate in all learning activities. 2. May instruct students in self-care activities or carry out activities such as feeding, dressing and toileting; may perform diapering/toileting assistance and changing of sanitary napkins and colostomy bags, brushing teeth, inserting orthodontics and suctioning machines, tube or pump feeding; may restrain and calm students when they become self-abusive or violent toward others; monitors and protects students through seizures and other physical emergencies; performs sensory stimulation activities as assigned; uses adaptive equipment; may assist students to perform activities during adaptive physical education; may administer and log medications as assigned, as trained by the licensed school nurse or appropriate therapist. 3. Supervises students during recess or lunch periods; may supervise students in locker/shower rooms and restrooms; assists students in bus loading or unloading; instructs bus drivers on proper physical and/or behavioral support of students; may transport students as needed throughout the school or building premises. 4. Records student progress on data sheets, daily logs and prepares reports to assist the teacher; maintains communication with classroom teacher, program administrator and/or other school staff; may assist in assessing students; communicates with parents/guardians as assigned; maintains student records; collects and records data for the teacher on student progress toward IEP goals and objectives, behavioral plans, and grooming plans in addition to academic progress. 5. May be required to adjust position of students with physical disabilities periodically throughout the day to protect skin and ensure comfort; implement occupational therapy and physical therapy as instructed by specialists; use and teach basic sign language with students as needed; monitors students constantly to ensure safety. 6. May prepare and serve lunches and snacks for students in the assigned program; may clean dishes, utensils, and eating area following snack periods. 7. Models positive and appropriate behavior for students; corrects inappropriate behavior and demonstrates and discusses appropriate behavior; instructs students in appropriate conflict resolution as directed; administers discipline according to District guidelines and assists in classroom management. 8. Assists teacher in adapting materials and activities as directed; may assist in administering standardized tests as assigned; uses special teaching techniques, computer software, and adaptive equipment to meet the needs of students with particular disabilities, as assigned; arranges classroom furniture and materials for activities; may accompany students on field trips and camp activities; may accompany student to off-site jobs several times per week to supervise work; may supervise and provide instruction with students in general education classes. 9. Participates in department staff meetings; provides information regarding students. 10. May use specialized adaptive equipment such as wheelchairs, wedges, standers, side-layers, etc.; assists in adapting and maintaining equipment for student use. 11. May coordinate computer activities for students with disabilities; maintains and troubleshoots equipment; assists in the scheduling of students to use equipment; maintains equipment and software. 12. Demonstrates reasonable, reliable and regular attendance to prevent undue hardship that would create negative effects for instruction and related activities on the students and the program; adheres to District policy per general Employee Conduct rules regarding tardiness and unauthorized absences. 13. Addresses concerns with appropriate teaching staff and/or therapy staff and/or building administrators as appropriate. OTHER JOB DUTIES 1. May perform cleansing intermittent catheterizations after receiving required training. 2. Provides general clerical assistance in the classroom; duplicates materials and completes necessary paperwork. 3. Supervises students in the classroom during teacher’s brief breaks. 4. Performs related duties as assigned, on a temporary basis; may work in more than one classroom as assigned by building administrator. 5. May perform, after received required training, physical restraint of student if student is harm to self or others. 6. Regular, reliable, predictable attendance or physical presence is an essential job requirement and critical to the performance of the work. CONDITIONS May be confined to a work area for prolonged periods; may be required to lift and move students or materials; may be exposed to bodily fluids and infectious disease; may be exposed to high noise levels; substantial requirement to deal with distraught and/or potentially violent situations and/or people; may be required to regularly travel to other District sites; may be exposed to inclement weather; may be required to lift and carry up to 25 pounds, bend, squat, stoop, kneel, crouch, walk, twist, climb, and/or be mobile. Minimum Qualifications Education and Experience Associate degree or 72 credit hours of post- secondary education or passing state test to demonstrate knowledge, demonstrated ability to assist in instructing students, and one year of experience in working with special needs individuals who may have severe disabilities or any combination of experience and training which provides the applicant with the knowledge, skills, and ability required to perform the work and that meets federal and state requirements. Licenses/Special Requirements CPR/First Aid certification or willingness to be trained within the first 90 days of employment. Required to attend District restraint training and maintain certification. May be required to complete cleansing intermittent catheterization (CIC) training. Fingerprints and successful WSP and FBI background clearance/sexual misconduct clearance. Allowable Substitution Equivalent combinations of education and experience will be evaluated by the Human Resources Department for comparability. Knowledge, Skills and Abilities Knowledge of assigned developmental, behavioral, and/or physical disabilities. Knowledge of assigned subject areas and basic learning styles. Knowledge of effective instructional methods for students with disabilities. Knowledge of safe and proper methods of lifting and positioning of students. Knowledge of basic sign language skills (for designated positions.) Ability to maintain confidentiality. Ability to defuse student conflict and de-escalate situations. Ability to obtain, clarify, and exchange information. Ability to use excellent communication and interpersonal skills to work effectively and collegially with staff, community and students, including students with special needs. Ability to walk, sit, squat, crawl, kneel, bend, stoop, reach and lift to attend to the physical needs of the students. Ability to work in inclement weather. Ability to lift up to 25 pounds individually and team-lift up to 50 pounds. Ability to organize and coordinate activities. Ability to feed, diaper, and provide toileting and/or other personal assistance to students. Ability to be sensitive to students who are unable to communicate their needs. Ability to appropriately restrain students as necessary. Ability to demonstrate reasonable, reliable, and regular attendance. Ability to establish and maintain effective civil and collegial working relationships with a variety of people in a multicultural, diverse socio-economic setting. Supplemental Information This job description is not an employment agreement or contract. District administration has the exclusive right to alter this job description at any time without notice. The statements contained herein reflect general details as necessary to describe the primary functions of this job, the level of knowledge and skill typically required and the scope of responsibility, but should not be considered an all-inclusive listing of work requirements. Individuals may perform other duties as assigned including work in other functional areas to cover absences or relief, to equalize peak work periods or otherwise balance the workload. Tacoma Public Schools does not discriminate in any programs or activities on the basis of sex, race, creed, religion, color, national origin, age, veteran or military status, sexual orientation, gender expression or identity, disability, or the use of a trained dog guide or service animal and provides equal access to the Boy Scouts and other designated youth groups. The following employees have been designated to handle questions and complaints of alleged discrimination: Civil Rights Coordinator: Renee Trueblood, 253-571-1252, civilrights@tacoma.k12.wa.us Title IX Coordinator: Wayne Greer, 253-571-1191, wgreer@tacoma.k12.wa.us 504 Coordinator, Elementary: Jennifer Herbold, 253-571-1096, jherbol@tacoma.k12.wa.us 504 Coordinator, Secondary: Megan Nelson, 253-571-1003, mnelson@tacoma.k12.wa.us Mailing address: P.O. Box 1357, Tacoma, WA 98401-1357. Closing Date/Time: 3/28/2024 11:59 PM Pacific
Mar 23, 2024
Part Time
Description Tacoma Public Schools Expected Start Date: April, 2024 FTE: .75 Hours per day: 6 Salary Level: PA4A $25.36 - No degree PA4E $26.11 - AA degree PA4F $26.36 - BA/BS or higher degree Benefits: This job has the full range of benefits offered by Tacoma Public Schools. Union/Days per year: Education Support Professional, 192 work days, 10 month Additional Information: This position provides one-on-one assistance to one female and one male 4 grade students with a disability in all school activities and day-to-day needs during the school day; assists a certificated teacher with instructional and non-instructional activities for the assigned student and other classroom students as time permits. Additional Information: This position requires completion and attaining of the state mandated General Paraeducator Certificate. The Paraeducator Certificate Program offers statewide standards-based training for all paraeducator/Education Support Professionals (ESP), and supports a career growth ladder for those who wish to advance their career as a paraeducator or pursue a teaching profession. Staff will be required to complete 28 hours of training on the Fundamental Course of Study provided by the district. The first two days of FCS training will be required to be completed within four months of the date of hire, and the second two days within six months of the date of hire, or by September 1 of the next school year. The general certificate is then earned by a paraeducator who completes ten days (70 clock hours) of professional development training. Educational Support Professional positions hired after March 8th, 2024, will be paid in equal installments for each pay period between their start date and last pay period of the year. Last paycheck for the 23-24 school year will be on July 20th. The first paycheck for the following school year will be September 20th, 2024. Once hired, if you are determined to be benefits eligible and enroll in benefits you will be billed for premiums for the timeframe that you are not receiving paychecks. If you waive (do not enroll) benefits, you would not be able to enroll for benefits until open enrollment in Oct/Nov 2024 and benefits would begin January 2025. Examples Of Duties This position assists a certificated teacher with instructional and personal care needs for students with a broad range of disabilities, including medically fragile, orthopedically impaired, developmental, physical, and/or behavioral. The position provides academic interventions and may include assisting students with activities of daily living. ESSENTIAL JOB FUNCTIONS 1. Provides instruction to students individually or in small groups in assigned learning or “center” activities per direction of teacher; may implement lesson/activity assigned by specialists; provides assistance as necessary to students with sensory or physical handicaps; promotes and monitors a safe environment conducive to the instructional process; may perform vocational training with students according to their individual needs as assigned by the teacher or specialist; may assist students with job hunting skills and job application procedures and encourages students to participate in all learning activities. 2. May instruct students in self-care activities or carry out activities such as feeding, dressing and toileting; may perform diapering/toileting assistance and changing of sanitary napkins and colostomy bags, brushing teeth, inserting orthodontics and suctioning machines, tube or pump feeding; may restrain and calm students when they become self-abusive or violent toward others; monitors and protects students through seizures and other physical emergencies; performs sensory stimulation activities as assigned; uses adaptive equipment; may assist students to perform activities during adaptive physical education; may administer and log medications as assigned, as trained by the licensed school nurse or appropriate therapist. 3. Supervises students during recess or lunch periods; may supervise students in locker/shower rooms and restrooms; assists students in bus loading or unloading; instructs bus drivers on proper physical and/or behavioral support of students; may transport students as needed throughout the school or building premises. 4. Records student progress on data sheets, daily logs and prepares reports to assist the teacher; maintains communication with classroom teacher, program administrator and/or other school staff; may assist in assessing students; communicates with parents/guardians as assigned; maintains student records; collects and records data for the teacher on student progress toward IEP goals and objectives, behavioral plans, and grooming plans in addition to academic progress. 5. May be required to adjust position of students with physical disabilities periodically throughout the day to protect skin and ensure comfort; implement occupational therapy and physical therapy as instructed by specialists; use and teach basic sign language with students as needed; monitors students constantly to ensure safety. 6. May prepare and serve lunches and snacks for students in the assigned program; may clean dishes, utensils, and eating area following snack periods. 7. Models positive and appropriate behavior for students; corrects inappropriate behavior and demonstrates and discusses appropriate behavior; instructs students in appropriate conflict resolution as directed; administers discipline according to District guidelines and assists in classroom management. 8. Assists teacher in adapting materials and activities as directed; may assist in administering standardized tests as assigned; uses special teaching techniques, computer software, and adaptive equipment to meet the needs of students with particular disabilities, as assigned; arranges classroom furniture and materials for activities; may accompany students on field trips and camp activities; may accompany student to off-site jobs several times per week to supervise work; may supervise and provide instruction with students in general education classes. 9. Participates in department staff meetings; provides information regarding students. 10. May use specialized adaptive equipment such as wheelchairs, wedges, standers, side-layers, etc.; assists in adapting and maintaining equipment for student use. 11. May coordinate computer activities for students with disabilities; maintains and troubleshoots equipment; assists in the scheduling of students to use equipment; maintains equipment and software. 12. Demonstrates reasonable, reliable and regular attendance to prevent undue hardship that would create negative effects for instruction and related activities on the students and the program; adheres to District policy per general Employee Conduct rules regarding tardiness and unauthorized absences. 13. Addresses concerns with appropriate teaching staff and/or therapy staff and/or building administrators as appropriate. OTHER JOB DUTIES 1. May perform cleansing intermittent catheterizations after receiving required training. 2. Provides general clerical assistance in the classroom; duplicates materials and completes necessary paperwork. 3. Supervises students in the classroom during teacher’s brief breaks. 4. Performs related duties as assigned, on a temporary basis; may work in more than one classroom as assigned by building administrator. 5. May perform, after received required training, physical restraint of student if student is harm to self or others. 6. Regular, reliable, predictable attendance or physical presence is an essential job requirement and critical to the performance of the work. CONDITIONS May be confined to a work area for prolonged periods; may be required to lift and move students or materials; may be exposed to bodily fluids and infectious disease; may be exposed to high noise levels; substantial requirement to deal with distraught and/or potentially violent situations and/or people; may be required to regularly travel to other District sites; may be exposed to inclement weather; may be required to lift and carry up to 25 pounds, bend, squat, stoop, kneel, crouch, walk, twist, climb, and/or be mobile. Minimum Qualifications Education and Experience Associate degree or 72 credit hours of post- secondary education or passing state test to demonstrate knowledge, demonstrated ability to assist in instructing students, and one year of experience in working with special needs individuals who may have severe disabilities or any combination of experience and training which provides the applicant with the knowledge, skills, and ability required to perform the work and that meets federal and state requirements. Licenses/Special Requirements CPR/First Aid certification or willingness to be trained within the first 90 days of employment. Required to attend District restraint training and maintain certification. May be required to complete cleansing intermittent catheterization (CIC) training. Fingerprints and successful WSP and FBI background clearance/sexual misconduct clearance. Allowable Substitution Equivalent combinations of education and experience will be evaluated by the Human Resources Department for comparability. Knowledge, Skills and Abilities Knowledge of assigned developmental, behavioral, and/or physical disabilities. Knowledge of assigned subject areas and basic learning styles. Knowledge of effective instructional methods for students with disabilities. Knowledge of safe and proper methods of lifting and positioning of students. Knowledge of basic sign language skills (for designated positions.) Ability to maintain confidentiality. Ability to defuse student conflict and de-escalate situations. Ability to obtain, clarify, and exchange information. Ability to use excellent communication and interpersonal skills to work effectively and collegially with staff, community and students, including students with special needs. Ability to walk, sit, squat, crawl, kneel, bend, stoop, reach and lift to attend to the physical needs of the students. Ability to work in inclement weather. Ability to lift up to 25 pounds individually and team-lift up to 50 pounds. Ability to organize and coordinate activities. Ability to feed, diaper, and provide toileting and/or other personal assistance to students. Ability to be sensitive to students who are unable to communicate their needs. Ability to appropriately restrain students as necessary. Ability to demonstrate reasonable, reliable, and regular attendance. Ability to establish and maintain effective civil and collegial working relationships with a variety of people in a multicultural, diverse socio-economic setting. Supplemental Information This job description is not an employment agreement or contract. District administration has the exclusive right to alter this job description at any time without notice. The statements contained herein reflect general details as necessary to describe the primary functions of this job, the level of knowledge and skill typically required and the scope of responsibility, but should not be considered an all-inclusive listing of work requirements. Individuals may perform other duties as assigned including work in other functional areas to cover absences or relief, to equalize peak work periods or otherwise balance the workload. Tacoma Public Schools does not discriminate in any programs or activities on the basis of sex, race, creed, religion, color, national origin, age, veteran or military status, sexual orientation, gender expression or identity, disability, or the use of a trained dog guide or service animal and provides equal access to the Boy Scouts and other designated youth groups. The following employees have been designated to handle questions and complaints of alleged discrimination: Civil Rights Coordinator: Renee Trueblood, 253-571-1252, civilrights@tacoma.k12.wa.us Title IX Coordinator: Wayne Greer, 253-571-1191, wgreer@tacoma.k12.wa.us 504 Coordinator, Elementary: Jennifer Herbold, 253-571-1096, jherbol@tacoma.k12.wa.us 504 Coordinator, Secondary: Megan Nelson, 253-571-1003, mnelson@tacoma.k12.wa.us Mailing address: P.O. Box 1357, Tacoma, WA 98401-1357. Closing Date/Time: 3/28/2024 11:59 PM Pacific
Cal State University (CSU) Fresno
5241 N Maple Ave, Fresno, CA 93740, USA
Temporary Faculty Pool - University Coach (Supervisor), Multiple Subject & Single Subject Teaching Credential Programs Department Overview [ Department website ] The Department of Curriculum and Instruction offers courses for the preparation and professional development of PreK-12 teachers in both the Multiple Subject (elementary) and the Single Subject (secondary) Credential Programs. The department also houses two master's programs (M.A.Ed.-C&I and MAT) and two advanced certificate programs - educational technology and research methods. The Department provides educational research courses for eight graduate programs in the Kremen School. Department faculty are active in teaching, scholarship, service, and grant leadership. Position Summary The University Coach (Supervisor) is a faculty member in the Curriculum and Instruction Department, supervising Teacher Credential Candidates for the Multiple Subject and/or Single Subject Credential Programs. Coaches are assigned Teacher Credential Candidates by the Office of Clinical Practice. Serving as a liaison between the University and the cooperating schools (schools in which teaching candidates are placed), coaches provide the schools with information about the Teacher Credential Candidates and the Multiple Subject or Single Subject program. In turn, they communicate the cooperating schools’ suggestions and their needs to the University for improvement of the Multiple Subject or Single Subject Teacher Education Programs. University Coaches (Supervisors) should have recent professional and/or teaching experience in an elementary and/or secondary setting where the curriculum aligns with recently adopted state standards and the school reflects the diversity of California’s student population. The University Coach (Supervisor) should have current knowledge of supervision approaches such as cognitive coaching, adult learning theory, and current “content specific” pedagogy and instructional practices. All University Coaches (Supervisors) will be evaluated by their Teacher Credential Candidate(s) and the Mentor Teacher at the end of the semester and will receive regular peer evaluations of their coaching from a faculty member. Evaluation results will be placed in their Faculty Personnel Action File (PAF). Instructor Responsibility : Temporary faculty members are responsible for adherence to and implementation of university and system-wide policies as directed per Academic Policy Manual 306 , paragraph 2. Instructors are responsible for the preparation, delivery, conducting, proctoring, and grading (as appropriate) lectures, office hours, homework assignments, quizzes, class projects, and midterm and final exams. All classes must be offered and meet as scheduled throughout the entire semester, in the mode assigned and listed in the schedule of classes (i.e. asynchronous, synchronous, in-person, or hybrid). Coach Responsibilities : Coaches are considered Temporary Faculty members. As such, they are responsible for adherence to and implementation of university and system-wide policies as directed per Academic Policy Manual 306 , paragraph 2. Individuals hired as coaches/university supervisors are expected to: Meet with Mentor Teachers for an orientation to go over course requirements, discuss expectations, roles, and co-teaching during the first two weeks of the semester or after student teaching begins. Note: Orientation can occur as a “triad” meeting; a triad meeting involves the Teacher Candidate, Mentor Teacher and University Coach (Supervisor). Make regular visits to the school site for the purpose of meeting with Teacher Candidates, Mentor Teachers, Administrators/designee, or visiting/observing Teacher Candidates. Visits include holding small group, individual, or virtual discussions to review pertinent information. University Coaches may enhance communication and contacts with teacher candidates (via phone, webinar, online community, etc.). Complete (in TK20) a minimum of six formal lesson observations using scripted field notes or an observation rubric based on the California Teacher Performance Expectations (TPEs) to provide formative, action-oriented feedback. At least four of the lesson observations must be in-person, face-to-face; the remaining two may be synchronous/asynchronous video observation. Have a debriefing meeting with the candidate after each observation to guide the candidate's reflection on the lesson and provide feedback. Be available and maintain communication with the Teacher Candidate and Mentor Teacher throughout the entire semester (as established by the University Calendar) to ensure that the candidate is progressing; provide feedback on growth areas. Review lesson plans and reflections, and provide continuous feedback to the Teacher Candidate throughout the semester. Use their experience and knowledge to assist (consult, collaborate) the Teacher Candidate in understanding and applying current teaching methods, related materials and resources. Use effective questioning and coaching strategies to help the Teacher Candidate become skillful in continuous self-assessment, self-reflection, and goal setting. Discuss and document “areas for improvement” at the first sign of need. Monitor progress and contact the Program Coordinator (if the candidate is Single Subject, the appropriate Academic Subject Matter Coordinator should also be contacted) if the “areas for improvement” does not yield expected growth. Review the Credential Candidate or Concerns section of the Office of Clinical Practice Handbook to determine if a “Statement of Concern” is warranted. Support Candidates in basic needs and emotional and mental health areas (if concerns arise about a candidate’s well-being, the Coach is asked to please notify the Program Coordinator and, if the candidate is Single Subject, the appropriate Academic Subject Matter Coordinator). Become familiar with resources available at the Fresno State Student Health and Counseling Center: https://www.fresnostate.edu/studentaffairs/health/index.htm Evaluate the Teacher Candidate’s Site Visitation Project and/or Teaching Sample Project and schedules time to debrief results with the Teacher Candidate; provides remediation if necessary. Formally evaluate (Mid-Semester and Final-Semester Evaluation) the Teacher Candidate during a “triad” meeting at least twice per semester. A triad meeting involves the Teacher Candidate, Mentor Teacher, and University Coach (Supervisor). Assist the Teacher Candidate with meeting the Teaching Performance Expectations (TPE’s) and assign a CR/NC grade through PeopleSoft/MyFresnoState. Attend all mandatory program events, meetings, training, and obtain reliability as a rater; participate in FAST training, calibration, and scoring. Interact with Teacher Credential Candidates and Mentor Teachers with respect at all times. Submit all proper documentation digitally through TK20 (https://fresnostate.tk20.com/) Conditional Appointment Please be advised that an appointment is contingent upon budget and enrollment considerations and subject to order of assignment provisions in the collective bargaining agreement between California State University and California Faculty Association. These provisions state the “Order of Work,” or the order in which available courses must be assigned to faculty, starting with tenure line faculty and ending with new lecturer appointees. Appointees will be required to demonstrate eligibility to work in the United States (Fresno State is not a sponsoring agency for Temporary Faculty positions). Compensation - Commensurate by qualifications and experience within salary range placement. The salary ranges are established by the CSU Salary Schedule (Class Code = 2358 for Academic Year Lecturers). The salary range for Temporary Faculty with a Master's degree is $4,530.00 - $6,056.00 per a month when teaching full time (15 WTUs). Starting salaries are usually at or near the minimum of the range. Actual monthly salary will be adjusted based on the number of WTUs assigned per an academic term. Anticipated Semester The temporary faculty pool is continuously open, and positions are filled as needed, based on student enrollment and funding. This is a pool of part-time lecturers for the department to draw on as necessary. The number of positions varies from semester to semester, depending on the needs of the Department. Appointments from the pool are temporary and often made just prior to the start of the academic term. Applicants may need to be available to begin teaching on short notice. The pool will remain in place for two academic terms; those interested in remaining in the pool beyond that time must reapply. Fall 2023: August 17, 2023 - December 22, 2023; Spring 2024: January 16, 2024 - May 18, 2024 Required Qualifications: Education (from an accredited institution or foreign equivalent) Multiple Subject University Coaches (Supervisors) must possess: A clear Multiple Subject teaching credential A master's degree in an area of education or closely related field Single Subject University Coaches (Supervisors) must possess: A clear single subject teaching credential (Agriculture, Art, English, Industrial Technology, Math, Music, Physical Education, Science, Social Science, Foreign Language: Spanish and French) A master's degree in Education or closely related field Individuals interested in coaching candidates who are pursuing a Bilingual Authorization must also possess a BCLAD or Bilingual Authorization and be fluent in Spanish or Hmong. Experience : Demonstrated commitment to working effectively with faculty, staff, and students from diverse ethnic, cultural, and socioeconomic backgrounds. A minimum of three years’ experience teaching at the elementary and/or secondary level (middle or high school). Application Procedures : A review of applications continues on a rolling basis as teaching positions open. Review may begin as early July 26, 2023 for a Fall 2023 assignment. Deadline is August 11, 2023 to be fully considered for Fall 2023 hiring. Projected deadline is October 31, 2023 to be fully considered for Spring 2024 hiring. Job Announcement for 2023-2024 Academic Year closing date is March 1, 2024. Complete an online application at https://careers.fresnostate.edu, search for the appropriate Job Announcement, Create an Applicant Profile, or Login if you have already have an Applicant Profile, and attach the following materials: Cover letter addressing qualifications and experience, and list of courses you are interested and qualified in teaching, Curriculum vitae, Names and contact information of at least three professional references - the committee will request current letters of recommendation, do not attach, Statement on diversity: This statement provides the applicant’s unique perspective on their past and present contributions to and future aspirations for promoting diversity, inclusion, and social justice in their professional careers. The purpose of the diversity statement is to help the department identify candidates who have professional experience, intellectual commitments, and/or willingness to engage in activities that could help Fresno State contribute to its mission in these areas, Copies of unofficial transcripts from all relevant educational programs. For inquiries contact Chris Cooper, Coordinator of the Office of Clinical Practice, at cooper05@mail.fresnostate.edu OR before August 17, 2023, contact Dr. Carol Fry Bohlin, Curriculum & Instruction Department Chair (2019-2023), at carolb@mail.fresnostate.edu . Beginning August 17, contact Dr. Patricia D. López, Department Chair (2023-2027), at pdlopez@mail.fresnostate.edu. The position advertised will remain open until filled . Interviews may follow. Qualified applicants not hired at this time will remain in this pool for future consideration. About the Campus California State University, Fresno, is a forward-looking and diverse institution located in California’s Central Valley, known for its agriculture, reasonable housing costs, cultural diversity, and proximity to Yosemite National Park and the Sierra Nevada. The Fresno State campus sits in the midst of the San Joaquin Valley, a valley rich in the traditions and representation of Native American peoples and cultures. We are grateful to be in the traditional homelands of the Yokuts and Mono peoples, whose diverse tribal communities share stewardship over this land. The campus is ranked 36 th in the nation by Washington Monthly’s 2022 National University Rankings , and ranked 25 th in the nation in MONEY Magazines 50 Best Public Colleges . The campus is classified as an R2 “ Doctoral Universities - High research activities ” university per Carnegie Classification of Institutions of Higher Education . Fresno State’s Principles of Community These Principles were developed collaboratively by faculty, staff, and administrators. They exemplify what we aspire to be. Find out more about our Principles of Community here . We all play a role in fostering an inclusive work and learning environment of respect, kindness, collaboration, and accountability where every member of the student body, faculty, staff, and administration can thrive. Our Principles of Community reflect our core values of Discovery, Diversity, and Distinction as well as our deep commitment to our mission "to boldly educate and empower students for success." California State University, Fresno is an engaged University. We focus on broadening students' intellectual horizons, fostering lifelong learning skills, developing the leaders of tomorrow, promoting community involvement, and instilling an appreciation of world cultures. We nurture cultural competence by celebrating the rich diversity of the campus community and welcoming the participation of all. Members of the University community are expected to work effectively with faculty, staff and students from diverse ethnic, cultural and socioeconomic backgrounds. Our Students California State University, Fresno is committed to serving our students with a focus on inclusion. Fresno State has been recognized as a Hispanic-Serving Institution (HSI); an Asian American/Native American/Pacific Islander-Serving Institution (AANAPISI); and has been designated to the Community Engagement Classification by the Carnegie Foundation for the Advancement of Teaching. Other Campus Information In compliance with the Annual Security Report & Fire Safety Report of Campus Security Policy and Campus Crime Statistics Act, California State University, Fresno has made crime-reporting statistics available to applicants, students, and employees online at https://adminfinance.fresnostate.edu/clery/index.html . Print copies are available by request from the Campus Police Department. A background check (including criminal records check) must be completed satisfactorily for this position. An offer of employment may be withdrawn or employment may be terminated based upon the results of the background investigation. The person holding this position is considered a "limited reporter" under the California Child Abuse and Neglect Reporting Act and is required to comply with the requirements set forth in CSU Executive Order 1083 Revised July 21, 2017 as a condition of employment. California State University, Fresno is a tobacco-free, smoke-free, and vapor-free campus. For more information, please click http://fresnostate.edu/adminserv/smokefree/index.html California State University, Fresno is committed to maintaining and implementing employment policies and procedures in compliance with applicable state and federal equal employment opportunity laws and regulations. Executive Orders 1096 and 1097 prohibit discrimination, harassment, and retaliation on the basis of a protected status: race, color, religion, national origin, ancestry, age, sex (including gender identity), sexual orientation, marital status, pregnancy, mental disability, physical disability, medical condition and covered veteran status. Fresno State's commitment to diversity informs our efforts in recruitment, hiring, and retention. We are proud to be an affirmative action and equal opportunity employer. Per the CSU COVID-19 Vaccination Policy, it is strongly recommended that all employees who are accessing office and campus facilities follow COVID-19 vaccine recommendations adopted by the U.S. Centers for Disease Control and Prevention (CDC) and the California Department of Public Health (CDPH) applicable to their age, medical condition, and other relevant indications. Questions regarding COVID19 may be sent to hr@csufresno.edu . The systemwide policy can be found at https://calstate.policystat.com/policy/9779821/latest/ . Out of State Employment Per CSU-wide policy (HR2021-04), all faculty who will begin initial employment (or return from a 12-month break in service) on or after January 1, 2022 are required to perform their work from within the State of California. Faculty hired prior to January 1, 2022 must be available to perform work in the State of California if their assignment is in-person. Advertised: Jul 14 2023 Pacific Daylight Time Applications close: Closing Date/Time:
Mar 07, 2024
Temporary Faculty Pool - University Coach (Supervisor), Multiple Subject & Single Subject Teaching Credential Programs Department Overview [ Department website ] The Department of Curriculum and Instruction offers courses for the preparation and professional development of PreK-12 teachers in both the Multiple Subject (elementary) and the Single Subject (secondary) Credential Programs. The department also houses two master's programs (M.A.Ed.-C&I and MAT) and two advanced certificate programs - educational technology and research methods. The Department provides educational research courses for eight graduate programs in the Kremen School. Department faculty are active in teaching, scholarship, service, and grant leadership. Position Summary The University Coach (Supervisor) is a faculty member in the Curriculum and Instruction Department, supervising Teacher Credential Candidates for the Multiple Subject and/or Single Subject Credential Programs. Coaches are assigned Teacher Credential Candidates by the Office of Clinical Practice. Serving as a liaison between the University and the cooperating schools (schools in which teaching candidates are placed), coaches provide the schools with information about the Teacher Credential Candidates and the Multiple Subject or Single Subject program. In turn, they communicate the cooperating schools’ suggestions and their needs to the University for improvement of the Multiple Subject or Single Subject Teacher Education Programs. University Coaches (Supervisors) should have recent professional and/or teaching experience in an elementary and/or secondary setting where the curriculum aligns with recently adopted state standards and the school reflects the diversity of California’s student population. The University Coach (Supervisor) should have current knowledge of supervision approaches such as cognitive coaching, adult learning theory, and current “content specific” pedagogy and instructional practices. All University Coaches (Supervisors) will be evaluated by their Teacher Credential Candidate(s) and the Mentor Teacher at the end of the semester and will receive regular peer evaluations of their coaching from a faculty member. Evaluation results will be placed in their Faculty Personnel Action File (PAF). Instructor Responsibility : Temporary faculty members are responsible for adherence to and implementation of university and system-wide policies as directed per Academic Policy Manual 306 , paragraph 2. Instructors are responsible for the preparation, delivery, conducting, proctoring, and grading (as appropriate) lectures, office hours, homework assignments, quizzes, class projects, and midterm and final exams. All classes must be offered and meet as scheduled throughout the entire semester, in the mode assigned and listed in the schedule of classes (i.e. asynchronous, synchronous, in-person, or hybrid). Coach Responsibilities : Coaches are considered Temporary Faculty members. As such, they are responsible for adherence to and implementation of university and system-wide policies as directed per Academic Policy Manual 306 , paragraph 2. Individuals hired as coaches/university supervisors are expected to: Meet with Mentor Teachers for an orientation to go over course requirements, discuss expectations, roles, and co-teaching during the first two weeks of the semester or after student teaching begins. Note: Orientation can occur as a “triad” meeting; a triad meeting involves the Teacher Candidate, Mentor Teacher and University Coach (Supervisor). Make regular visits to the school site for the purpose of meeting with Teacher Candidates, Mentor Teachers, Administrators/designee, or visiting/observing Teacher Candidates. Visits include holding small group, individual, or virtual discussions to review pertinent information. University Coaches may enhance communication and contacts with teacher candidates (via phone, webinar, online community, etc.). Complete (in TK20) a minimum of six formal lesson observations using scripted field notes or an observation rubric based on the California Teacher Performance Expectations (TPEs) to provide formative, action-oriented feedback. At least four of the lesson observations must be in-person, face-to-face; the remaining two may be synchronous/asynchronous video observation. Have a debriefing meeting with the candidate after each observation to guide the candidate's reflection on the lesson and provide feedback. Be available and maintain communication with the Teacher Candidate and Mentor Teacher throughout the entire semester (as established by the University Calendar) to ensure that the candidate is progressing; provide feedback on growth areas. Review lesson plans and reflections, and provide continuous feedback to the Teacher Candidate throughout the semester. Use their experience and knowledge to assist (consult, collaborate) the Teacher Candidate in understanding and applying current teaching methods, related materials and resources. Use effective questioning and coaching strategies to help the Teacher Candidate become skillful in continuous self-assessment, self-reflection, and goal setting. Discuss and document “areas for improvement” at the first sign of need. Monitor progress and contact the Program Coordinator (if the candidate is Single Subject, the appropriate Academic Subject Matter Coordinator should also be contacted) if the “areas for improvement” does not yield expected growth. Review the Credential Candidate or Concerns section of the Office of Clinical Practice Handbook to determine if a “Statement of Concern” is warranted. Support Candidates in basic needs and emotional and mental health areas (if concerns arise about a candidate’s well-being, the Coach is asked to please notify the Program Coordinator and, if the candidate is Single Subject, the appropriate Academic Subject Matter Coordinator). Become familiar with resources available at the Fresno State Student Health and Counseling Center: https://www.fresnostate.edu/studentaffairs/health/index.htm Evaluate the Teacher Candidate’s Site Visitation Project and/or Teaching Sample Project and schedules time to debrief results with the Teacher Candidate; provides remediation if necessary. Formally evaluate (Mid-Semester and Final-Semester Evaluation) the Teacher Candidate during a “triad” meeting at least twice per semester. A triad meeting involves the Teacher Candidate, Mentor Teacher, and University Coach (Supervisor). Assist the Teacher Candidate with meeting the Teaching Performance Expectations (TPE’s) and assign a CR/NC grade through PeopleSoft/MyFresnoState. Attend all mandatory program events, meetings, training, and obtain reliability as a rater; participate in FAST training, calibration, and scoring. Interact with Teacher Credential Candidates and Mentor Teachers with respect at all times. Submit all proper documentation digitally through TK20 (https://fresnostate.tk20.com/) Conditional Appointment Please be advised that an appointment is contingent upon budget and enrollment considerations and subject to order of assignment provisions in the collective bargaining agreement between California State University and California Faculty Association. These provisions state the “Order of Work,” or the order in which available courses must be assigned to faculty, starting with tenure line faculty and ending with new lecturer appointees. Appointees will be required to demonstrate eligibility to work in the United States (Fresno State is not a sponsoring agency for Temporary Faculty positions). Compensation - Commensurate by qualifications and experience within salary range placement. The salary ranges are established by the CSU Salary Schedule (Class Code = 2358 for Academic Year Lecturers). The salary range for Temporary Faculty with a Master's degree is $4,530.00 - $6,056.00 per a month when teaching full time (15 WTUs). Starting salaries are usually at or near the minimum of the range. Actual monthly salary will be adjusted based on the number of WTUs assigned per an academic term. Anticipated Semester The temporary faculty pool is continuously open, and positions are filled as needed, based on student enrollment and funding. This is a pool of part-time lecturers for the department to draw on as necessary. The number of positions varies from semester to semester, depending on the needs of the Department. Appointments from the pool are temporary and often made just prior to the start of the academic term. Applicants may need to be available to begin teaching on short notice. The pool will remain in place for two academic terms; those interested in remaining in the pool beyond that time must reapply. Fall 2023: August 17, 2023 - December 22, 2023; Spring 2024: January 16, 2024 - May 18, 2024 Required Qualifications: Education (from an accredited institution or foreign equivalent) Multiple Subject University Coaches (Supervisors) must possess: A clear Multiple Subject teaching credential A master's degree in an area of education or closely related field Single Subject University Coaches (Supervisors) must possess: A clear single subject teaching credential (Agriculture, Art, English, Industrial Technology, Math, Music, Physical Education, Science, Social Science, Foreign Language: Spanish and French) A master's degree in Education or closely related field Individuals interested in coaching candidates who are pursuing a Bilingual Authorization must also possess a BCLAD or Bilingual Authorization and be fluent in Spanish or Hmong. Experience : Demonstrated commitment to working effectively with faculty, staff, and students from diverse ethnic, cultural, and socioeconomic backgrounds. A minimum of three years’ experience teaching at the elementary and/or secondary level (middle or high school). Application Procedures : A review of applications continues on a rolling basis as teaching positions open. Review may begin as early July 26, 2023 for a Fall 2023 assignment. Deadline is August 11, 2023 to be fully considered for Fall 2023 hiring. Projected deadline is October 31, 2023 to be fully considered for Spring 2024 hiring. Job Announcement for 2023-2024 Academic Year closing date is March 1, 2024. Complete an online application at https://careers.fresnostate.edu, search for the appropriate Job Announcement, Create an Applicant Profile, or Login if you have already have an Applicant Profile, and attach the following materials: Cover letter addressing qualifications and experience, and list of courses you are interested and qualified in teaching, Curriculum vitae, Names and contact information of at least three professional references - the committee will request current letters of recommendation, do not attach, Statement on diversity: This statement provides the applicant’s unique perspective on their past and present contributions to and future aspirations for promoting diversity, inclusion, and social justice in their professional careers. The purpose of the diversity statement is to help the department identify candidates who have professional experience, intellectual commitments, and/or willingness to engage in activities that could help Fresno State contribute to its mission in these areas, Copies of unofficial transcripts from all relevant educational programs. For inquiries contact Chris Cooper, Coordinator of the Office of Clinical Practice, at cooper05@mail.fresnostate.edu OR before August 17, 2023, contact Dr. Carol Fry Bohlin, Curriculum & Instruction Department Chair (2019-2023), at carolb@mail.fresnostate.edu . Beginning August 17, contact Dr. Patricia D. López, Department Chair (2023-2027), at pdlopez@mail.fresnostate.edu. The position advertised will remain open until filled . Interviews may follow. Qualified applicants not hired at this time will remain in this pool for future consideration. About the Campus California State University, Fresno, is a forward-looking and diverse institution located in California’s Central Valley, known for its agriculture, reasonable housing costs, cultural diversity, and proximity to Yosemite National Park and the Sierra Nevada. The Fresno State campus sits in the midst of the San Joaquin Valley, a valley rich in the traditions and representation of Native American peoples and cultures. We are grateful to be in the traditional homelands of the Yokuts and Mono peoples, whose diverse tribal communities share stewardship over this land. The campus is ranked 36 th in the nation by Washington Monthly’s 2022 National University Rankings , and ranked 25 th in the nation in MONEY Magazines 50 Best Public Colleges . The campus is classified as an R2 “ Doctoral Universities - High research activities ” university per Carnegie Classification of Institutions of Higher Education . Fresno State’s Principles of Community These Principles were developed collaboratively by faculty, staff, and administrators. They exemplify what we aspire to be. Find out more about our Principles of Community here . We all play a role in fostering an inclusive work and learning environment of respect, kindness, collaboration, and accountability where every member of the student body, faculty, staff, and administration can thrive. Our Principles of Community reflect our core values of Discovery, Diversity, and Distinction as well as our deep commitment to our mission "to boldly educate and empower students for success." California State University, Fresno is an engaged University. We focus on broadening students' intellectual horizons, fostering lifelong learning skills, developing the leaders of tomorrow, promoting community involvement, and instilling an appreciation of world cultures. We nurture cultural competence by celebrating the rich diversity of the campus community and welcoming the participation of all. Members of the University community are expected to work effectively with faculty, staff and students from diverse ethnic, cultural and socioeconomic backgrounds. Our Students California State University, Fresno is committed to serving our students with a focus on inclusion. Fresno State has been recognized as a Hispanic-Serving Institution (HSI); an Asian American/Native American/Pacific Islander-Serving Institution (AANAPISI); and has been designated to the Community Engagement Classification by the Carnegie Foundation for the Advancement of Teaching. Other Campus Information In compliance with the Annual Security Report & Fire Safety Report of Campus Security Policy and Campus Crime Statistics Act, California State University, Fresno has made crime-reporting statistics available to applicants, students, and employees online at https://adminfinance.fresnostate.edu/clery/index.html . Print copies are available by request from the Campus Police Department. A background check (including criminal records check) must be completed satisfactorily for this position. An offer of employment may be withdrawn or employment may be terminated based upon the results of the background investigation. The person holding this position is considered a "limited reporter" under the California Child Abuse and Neglect Reporting Act and is required to comply with the requirements set forth in CSU Executive Order 1083 Revised July 21, 2017 as a condition of employment. California State University, Fresno is a tobacco-free, smoke-free, and vapor-free campus. For more information, please click http://fresnostate.edu/adminserv/smokefree/index.html California State University, Fresno is committed to maintaining and implementing employment policies and procedures in compliance with applicable state and federal equal employment opportunity laws and regulations. Executive Orders 1096 and 1097 prohibit discrimination, harassment, and retaliation on the basis of a protected status: race, color, religion, national origin, ancestry, age, sex (including gender identity), sexual orientation, marital status, pregnancy, mental disability, physical disability, medical condition and covered veteran status. Fresno State's commitment to diversity informs our efforts in recruitment, hiring, and retention. We are proud to be an affirmative action and equal opportunity employer. Per the CSU COVID-19 Vaccination Policy, it is strongly recommended that all employees who are accessing office and campus facilities follow COVID-19 vaccine recommendations adopted by the U.S. Centers for Disease Control and Prevention (CDC) and the California Department of Public Health (CDPH) applicable to their age, medical condition, and other relevant indications. Questions regarding COVID19 may be sent to hr@csufresno.edu . The systemwide policy can be found at https://calstate.policystat.com/policy/9779821/latest/ . Out of State Employment Per CSU-wide policy (HR2021-04), all faculty who will begin initial employment (or return from a 12-month break in service) on or after January 1, 2022 are required to perform their work from within the State of California. Faculty hired prior to January 1, 2022 must be available to perform work in the State of California if their assignment is in-person. Advertised: Jul 14 2023 Pacific Daylight Time Applications close: Closing Date/Time:
Cal State University (CSU) Fresno
5241 N Maple Ave, Fresno, CA 93740, USA
Temporary Faculty Pool - University Coach (Supervisor) - Education Specialist (ES) Credential Program Department Overview The Literacy, Early, Bilingual, and Special Education Department (LEBSE) offers courses for the preparation and professional development and advancement of Pre-K-12 teachers. At the preliminary credential level, the department provides coursework and support for the Multiple Subject and Single Subject Programs, and the Education Specialist Credential Program, which offers a combined program for both the Mild-to-Moderate and Extensive Support Needs Credentials. LEBSE also provides courses and supervision for the Bilingual Authorization Program. Additionally, the department currently houses four (4) graduate programs: Literacy, Early Education, Multilingual/Multicultural, and Special Education, and two advanced credentials: Reading Literacy and Leadership Specialist Credential and the Early Childhood Specialist Credential. The department prides itself in having faculty who are actively involved in teaching, scholarship, service, and grant leadership. Position Summary The University Coach (Supervisor) is a faculty member of the LEBSE Department, but supervises Teacher Credential Candidates for the Education Specialist Credential Program in both the Mild-to-Moderate and Extensive Support Needs credential areas. They are assigned Teacher Credential Candidates by the Office of Clinical Practice. Serving as a liaison between the University and the cooperating schools, they provide the schools and Mentor Teachers with information about the Teacher Credential Candidates and the Education Specialist Credential Program. In turn, they communicate the cooperating schools’ suggestions and their needs to the University for improvement of the Education Specialist Teacher Preparation Program. Education Specialist University Coaches (Supervisors) should have recent professional and/or teaching experience in a Pre K-12 setting, where the curriculum aligns with recently adopted state standards and the school reflects the diversity of California’s student population. The University Coach (Supervisor) should have current knowledge of supervision approaches such as cognitive coaching, adult learning theory, and current “content specific” pedagogy and instructional practices. All University Coaches (Supervisors) will be evaluated by their Teacher Credential Candidate(s) and the Mentor Teacher at the end of the semester and will receive regular peer evaluations of their coaching from a faculty member. Evaluation results will be placed in their Faculty personnel Action File (PAF). Coach Responsibilities: Coaches are considered temporary faculty members. As such, they are responsible for adherence to and implementation of university and system-wide policies as directed per Academic Policy Manual 306 , paragraph 2. Individuals hired as coaches/university supervisors are expected to: Meet with Mentor Teachers for an orientation to go over course requirements and discuss expectations, roles, and co-teaching during the first two weeks of the semester or after student teaching begins. Note: Orientation can occur as a “triad” meeting; a triad meeting involves the Teacher Candidate, Mentor Teacher and University Coach (Supervisor). Make regular visits to the school site for the purpose of meeting with Teacher Candidates, Mentor Teachers, Administrators/designee, or visiting/observing Teacher Candidates. Visits include holding small group, individual, or virtual discussions to review pertinent information. University Coaches may enhance communication and contacts with teacher candidates (via phone, webinar, online community, etc.). Complete (in TK20) a minimum of six formal lesson observations using scripted field notes or an observation rubric based on the California Teacher Performance Expectations (TPEs) to provide formative, action-oriented feedback. At least four of the lesson observations must be in-person, face-to-face; the remaining two may be synchronous/asynchronous video observations. Has a debriefing meeting with the candidate after each observation to guide candidate’s reflection on the lesson and provide feedback. Be available and maintain communication with the Teacher Candidate and Mentor Teacher throughout the entire semester (as established by the University Calendar) to ensure that the candidate is progressing; provide feedback on growth areas. Review lesson plans and reflections, and provide continuous feedback to the Teacher Candidate throughout the semester. Use their experience and knowledge to assist (consult, collaborate) the Teacher Candidate in understanding and applying current teaching methods, related materials and resources. Use effective questioning and coaching strategies to help the Teacher Candidate become skillful in continuous self-assessment, self-reflection, and goal setting. Discuss and document “areas for improvement” at the first sign of need. Monitor progress and contact the Education Specialist Program Coordinator if the “areas for improvement” does not yield expected growth. Reviews the Credential Candidate or Concerns section of the Office of Clinical Practice Handbook to determine if a “Statement of Concern” is warranted. Support Candidates in basic needs and emotional and mental health areas (if concerns arise concerned about a candidate’s well-being, the Coach is asked to please notify the Education Specialist Program Coordinator). Become familiar with resources available at the Fresno State Student Health and Counseling Center: https://www.fresnostate.edu/studentaffairs/health/index.html Evaluate the Teacher Candidate’s Site Visitation Project and/or Teaching Sample Project and schedule time to debrief results with the Teacher Candidate; provide remediation if necessary. Formally evaluate (Mid-Semester and Final-Semester Evaluation) the Teacher Candidate during a “triad” meeting at least twice per semester. A triad meeting involves the Teacher Candidate, Mentor Teacher, and University Coach (Supervisor). Assist the Teacher Candidate with meeting the Teaching Performance Expectations (TPE’s) and assign a CR/NC grade through PeopleSoft/MyFresnoState. Attend all mandatory program events, meetings, and professional developments; and obtain reliability as a rater; participates in FAST training, calibration, and scoring. Interact with Teacher Credential Candidates and Mentor Teachers with respect at all times. Submit all proper documentation digitally through TK20 (https://fresnostate.tk20.com/) Instructor Responsibility : Temporary faculty members are responsible for adherence to and implementation of university and system-wide policies as directed per Academic Policy Manual 306 , paragraph 2. Instructors are responsible for the preparation, delivery, conducting, proctoring, and grading (as appropriate) lectures, office hours, homework assignments, quizzes, class projects, and midterm and final exams. All classes must be offered and meet as scheduled throughout the entire semester, in the mode assigned and listed in the schedule of classes (i.e. asynchronous, synchronous, in-person, or hybrid). Conditional Appointment Please be advised that an appointment is contingent upon budget and enrollment considerations and subject to order of assignment provisions in the collective bargaining agreement between California State University and California Faculty Association. These provisions state the “Order of Work,” or the order in which available courses must be assigned to faculty, starting with tenure line faculty and ending with new lecturer appointees. Appointees will be required to demonstrate eligibility to work in the United States (Fresno State is not a sponsoring agency for Temporary Faculty positions). Compensation - Commensurate by qualifications and experience within salary range placement. The salary ranges are established by the CSU Salary Schedule (Class Code = 2358 for Academic Year Lecturers). The salary range for Temporary Faculty with a Master's degree is $4,530.00 - $6,056.00 per a month when teaching full time (15 WTUs). Starting salaries are usually at or near the minimum of the range. Actual monthly salary will be adjusted based on the number of WTUs assigned per an academic term. Anticipated Semester The temporary faculty pool is continuously open, and positions are filled as needed, based on student enrollment and funding. This is a pool of part-time lecturers for the department to draw on as necessary. The number of positions varies from semester to semester, depending on the needs of the Department. Appointments from the pool are temporary and often made just prior to the start of the academic term. Applicants may need to be available to begin teaching on short notice. The pool will remain in place for two academic terms; those interested in remaining in the pool beyond that time must reapply. Fall 2023: August 17, 2023 - December 22, 2023; Spring 2024: January 16, 2024 - May 18, 2024 Required Qualifications: Education (from an accredited institution or foreign equivalent) Education Specialist University Coaches (Supervisors) must possess: A clear Education Specialist teaching credential or administrative services credential A Master's degree in Special Education or closely related field Individuals interested in coaching ES credential candidates who are pursuing a Bilingual Authorization must also possess a Bilingual Authorization or BCLAD and be fluent in Spanish or Hmong. Experience : Demonstrated commitment to working effectively with faculty, staff, and students from diverse ethnic, cultural, and socioeconomic backgrounds. A minimum of three years’ experience teaching in Special Education. Application Procedures : A review of applications continues on a rolling basis as teaching positions open. Review may begin as early July 26, 2023 for a Fall 2023 assignment. Deadline is August 12, 2023 to be fully considered for Fall 2023 hiring. Projected deadline is October 31, 2023 to be fully considered for Spring 2024 hiring. Job Announcement for 2023-2024 Academic Year closing date is March 1, 2024. Complete an online application at https://careers.fresnostate.edu, search for the appropriate Job Announcement, Create an Applicant Profile, or Login if you have already have an Applicant Profile, and attach the following materials: Cover letter addressing qualifications and experience, and list of courses you are interested and qualified in teaching, Curriculum vitae, Names and contact information of at least three professional references - the committee will request current letters of recommendation, do not attach. Statement on diversity: This statement provides the applicant’s unique perspective on their past and present contributions to and future aspirations for promoting diversity, inclusion, and social justice in their professional careers. The purpose of the diversity statement is to help the department identify candidates who have professional experience, intellectual commitments, and/or willingness to engage in activities that could help Fresno State contribute to its mission in these areas. Copies of unofficial transcripts from all relevant educational programs. For inquiries contact Chris Cooper, Coordinator of the Office of Clinical Practice, at cooper05@mail.fresnostate.edu OR Dr. Imelda Basurto, Literacy, Early, Bilingual, & Special Education Department Chair, at ibasurto@mail.frresnostate.edu. The position advertised will remain open until filled . Interviews may follow. Qualified applicants not hired at this time will remain in this pool for future consideration. About the Campus California State University, Fresno, is a forward-looking and diverse institution located in California’s Central Valley, known for its agriculture, reasonable housing costs, cultural diversity, and proximity to Yosemite National Park and the Sierra Nevada. The Fresno State campus sits in the midst of the San Joaquin Valley, a valley rich in the traditions and representation of Native American peoples and cultures. We are grateful to be in the traditional homelands of the Yokuts and Mono peoples, whose diverse tribal communities share stewardship over this land. The campus is ranked 36 th in the nation by Washington Monthly’s 2022 National University Rankings , and ranked 25 th in the nation in MONEY Magazines 50 Best Public Colleges . The campus is classified as an R2 “ Doctoral Universities - High research activities ” university per Carnegie Classification of Institutions of Higher Education . Fresno State’s Principles of Community These Principles were developed collaboratively by faculty, staff, and administrators. They exemplify what we aspire to be. Find out more about our Principles of Community here . We all play a role in fostering an inclusive work and learning environment of respect, kindness, collaboration, and accountability where every member of the student body, faculty, staff, and administration can thrive. Our Principles of Community reflect our core values of Discovery, Diversity, and Distinction as well as our deep commitment to our mission "to boldly educate and empower students for success." California State University, Fresno is an engaged University. We focus on broadening students' intellectual horizons, fostering lifelong learning skills, developing the leaders of tomorrow, promoting community involvement, and instilling an appreciation of world cultures. We nurture cultural competence by celebrating the rich diversity of the campus community and welcoming the participation of all. Members of the University community are expected to work effectively with faculty, staff and students from diverse ethnic, cultural and socioeconomic backgrounds. Our Students California State University, Fresno is committed to serving our students with a focus on inclusion. Fresno State has been recognized as a Hispanic-Serving Institution (HSI); an Asian American/Native American/Pacific Islander-Serving Institution (AANAPISI); and has been designated to the Community Engagement Classification by the Carnegie Foundation for the Advancement of Teaching. Other Campus Information In compliance with the Annual Security Report & Fire Safety Report of Campus Security Policy and Campus Crime Statistics Act, California State University, Fresno has made crime-reporting statistics available to applicants, students, and employees online at https://adminfinance.fresnostate.edu/clery/index.html . Print copies are available by request from the Campus Police Department. A background check (including criminal records check) must be completed satisfactorily for this position. An offer of employment may be withdrawn or employment may be terminated based upon the results of the background investigation. The person holding this position is considered a "limited reporter" under the California Child Abuse and Neglect Reporting Act and is required to comply with the requirements set forth in CSU Executive Order 1083 Revised July 21, 2017 as a condition of employment. California State University, Fresno is a tobacco-free, smoke-free, and vapor-free campus. For more information, please click http://fresnostate.edu/adminserv/smokefree/index.html California State University, Fresno is committed to maintaining and implementing employment policies and procedures in compliance with applicable state and federal equal employment opportunity laws and regulations. Executive Orders 1096 and 1097 prohibit discrimination, harassment, and retaliation on the basis of a protected status: race, color, religion, national origin, ancestry, age, sex (including gender identity), sexual orientation, marital status, pregnancy, mental disability, physical disability, medical condition and covered veteran status. Fresno State's commitment to diversity informs our efforts in recruitment, hiring, and retention. We are proud to be an affirmative action and equal opportunity employer. Per the CSU COVID-19 Vaccination Policy, it is strongly recommended that all employees who are accessing office and campus facilities follow COVID-19 vaccine recommendations adopted by the U.S. Centers for Disease Control and Prevention (CDC) and the California Department of Public Health (CDPH) applicable to their age, medical condition, and other relevant indications. Questions regarding COVID19 may be sent to hr@csufresno.edu . The systemwide policy can be found at https://calstate.policystat.com/policy/9779821/latest/ . Out of State Employment Per CSU-wide policy (HR2021-04), all faculty who will begin initial employment (or return from a 12-month break in service) on or after January 1, 2022 are required to perform their work from within the State of California. Faculty hired prior to January 1, 2022 must be available to perform work in the State of California if their assignment is in-person. Advertised: Jul 17 2023 Pacific Daylight Time Applications close: Closing Date/Time:
Mar 07, 2024
Temporary Faculty Pool - University Coach (Supervisor) - Education Specialist (ES) Credential Program Department Overview The Literacy, Early, Bilingual, and Special Education Department (LEBSE) offers courses for the preparation and professional development and advancement of Pre-K-12 teachers. At the preliminary credential level, the department provides coursework and support for the Multiple Subject and Single Subject Programs, and the Education Specialist Credential Program, which offers a combined program for both the Mild-to-Moderate and Extensive Support Needs Credentials. LEBSE also provides courses and supervision for the Bilingual Authorization Program. Additionally, the department currently houses four (4) graduate programs: Literacy, Early Education, Multilingual/Multicultural, and Special Education, and two advanced credentials: Reading Literacy and Leadership Specialist Credential and the Early Childhood Specialist Credential. The department prides itself in having faculty who are actively involved in teaching, scholarship, service, and grant leadership. Position Summary The University Coach (Supervisor) is a faculty member of the LEBSE Department, but supervises Teacher Credential Candidates for the Education Specialist Credential Program in both the Mild-to-Moderate and Extensive Support Needs credential areas. They are assigned Teacher Credential Candidates by the Office of Clinical Practice. Serving as a liaison between the University and the cooperating schools, they provide the schools and Mentor Teachers with information about the Teacher Credential Candidates and the Education Specialist Credential Program. In turn, they communicate the cooperating schools’ suggestions and their needs to the University for improvement of the Education Specialist Teacher Preparation Program. Education Specialist University Coaches (Supervisors) should have recent professional and/or teaching experience in a Pre K-12 setting, where the curriculum aligns with recently adopted state standards and the school reflects the diversity of California’s student population. The University Coach (Supervisor) should have current knowledge of supervision approaches such as cognitive coaching, adult learning theory, and current “content specific” pedagogy and instructional practices. All University Coaches (Supervisors) will be evaluated by their Teacher Credential Candidate(s) and the Mentor Teacher at the end of the semester and will receive regular peer evaluations of their coaching from a faculty member. Evaluation results will be placed in their Faculty personnel Action File (PAF). Coach Responsibilities: Coaches are considered temporary faculty members. As such, they are responsible for adherence to and implementation of university and system-wide policies as directed per Academic Policy Manual 306 , paragraph 2. Individuals hired as coaches/university supervisors are expected to: Meet with Mentor Teachers for an orientation to go over course requirements and discuss expectations, roles, and co-teaching during the first two weeks of the semester or after student teaching begins. Note: Orientation can occur as a “triad” meeting; a triad meeting involves the Teacher Candidate, Mentor Teacher and University Coach (Supervisor). Make regular visits to the school site for the purpose of meeting with Teacher Candidates, Mentor Teachers, Administrators/designee, or visiting/observing Teacher Candidates. Visits include holding small group, individual, or virtual discussions to review pertinent information. University Coaches may enhance communication and contacts with teacher candidates (via phone, webinar, online community, etc.). Complete (in TK20) a minimum of six formal lesson observations using scripted field notes or an observation rubric based on the California Teacher Performance Expectations (TPEs) to provide formative, action-oriented feedback. At least four of the lesson observations must be in-person, face-to-face; the remaining two may be synchronous/asynchronous video observations. Has a debriefing meeting with the candidate after each observation to guide candidate’s reflection on the lesson and provide feedback. Be available and maintain communication with the Teacher Candidate and Mentor Teacher throughout the entire semester (as established by the University Calendar) to ensure that the candidate is progressing; provide feedback on growth areas. Review lesson plans and reflections, and provide continuous feedback to the Teacher Candidate throughout the semester. Use their experience and knowledge to assist (consult, collaborate) the Teacher Candidate in understanding and applying current teaching methods, related materials and resources. Use effective questioning and coaching strategies to help the Teacher Candidate become skillful in continuous self-assessment, self-reflection, and goal setting. Discuss and document “areas for improvement” at the first sign of need. Monitor progress and contact the Education Specialist Program Coordinator if the “areas for improvement” does not yield expected growth. Reviews the Credential Candidate or Concerns section of the Office of Clinical Practice Handbook to determine if a “Statement of Concern” is warranted. Support Candidates in basic needs and emotional and mental health areas (if concerns arise concerned about a candidate’s well-being, the Coach is asked to please notify the Education Specialist Program Coordinator). Become familiar with resources available at the Fresno State Student Health and Counseling Center: https://www.fresnostate.edu/studentaffairs/health/index.html Evaluate the Teacher Candidate’s Site Visitation Project and/or Teaching Sample Project and schedule time to debrief results with the Teacher Candidate; provide remediation if necessary. Formally evaluate (Mid-Semester and Final-Semester Evaluation) the Teacher Candidate during a “triad” meeting at least twice per semester. A triad meeting involves the Teacher Candidate, Mentor Teacher, and University Coach (Supervisor). Assist the Teacher Candidate with meeting the Teaching Performance Expectations (TPE’s) and assign a CR/NC grade through PeopleSoft/MyFresnoState. Attend all mandatory program events, meetings, and professional developments; and obtain reliability as a rater; participates in FAST training, calibration, and scoring. Interact with Teacher Credential Candidates and Mentor Teachers with respect at all times. Submit all proper documentation digitally through TK20 (https://fresnostate.tk20.com/) Instructor Responsibility : Temporary faculty members are responsible for adherence to and implementation of university and system-wide policies as directed per Academic Policy Manual 306 , paragraph 2. Instructors are responsible for the preparation, delivery, conducting, proctoring, and grading (as appropriate) lectures, office hours, homework assignments, quizzes, class projects, and midterm and final exams. All classes must be offered and meet as scheduled throughout the entire semester, in the mode assigned and listed in the schedule of classes (i.e. asynchronous, synchronous, in-person, or hybrid). Conditional Appointment Please be advised that an appointment is contingent upon budget and enrollment considerations and subject to order of assignment provisions in the collective bargaining agreement between California State University and California Faculty Association. These provisions state the “Order of Work,” or the order in which available courses must be assigned to faculty, starting with tenure line faculty and ending with new lecturer appointees. Appointees will be required to demonstrate eligibility to work in the United States (Fresno State is not a sponsoring agency for Temporary Faculty positions). Compensation - Commensurate by qualifications and experience within salary range placement. The salary ranges are established by the CSU Salary Schedule (Class Code = 2358 for Academic Year Lecturers). The salary range for Temporary Faculty with a Master's degree is $4,530.00 - $6,056.00 per a month when teaching full time (15 WTUs). Starting salaries are usually at or near the minimum of the range. Actual monthly salary will be adjusted based on the number of WTUs assigned per an academic term. Anticipated Semester The temporary faculty pool is continuously open, and positions are filled as needed, based on student enrollment and funding. This is a pool of part-time lecturers for the department to draw on as necessary. The number of positions varies from semester to semester, depending on the needs of the Department. Appointments from the pool are temporary and often made just prior to the start of the academic term. Applicants may need to be available to begin teaching on short notice. The pool will remain in place for two academic terms; those interested in remaining in the pool beyond that time must reapply. Fall 2023: August 17, 2023 - December 22, 2023; Spring 2024: January 16, 2024 - May 18, 2024 Required Qualifications: Education (from an accredited institution or foreign equivalent) Education Specialist University Coaches (Supervisors) must possess: A clear Education Specialist teaching credential or administrative services credential A Master's degree in Special Education or closely related field Individuals interested in coaching ES credential candidates who are pursuing a Bilingual Authorization must also possess a Bilingual Authorization or BCLAD and be fluent in Spanish or Hmong. Experience : Demonstrated commitment to working effectively with faculty, staff, and students from diverse ethnic, cultural, and socioeconomic backgrounds. A minimum of three years’ experience teaching in Special Education. Application Procedures : A review of applications continues on a rolling basis as teaching positions open. Review may begin as early July 26, 2023 for a Fall 2023 assignment. Deadline is August 12, 2023 to be fully considered for Fall 2023 hiring. Projected deadline is October 31, 2023 to be fully considered for Spring 2024 hiring. Job Announcement for 2023-2024 Academic Year closing date is March 1, 2024. Complete an online application at https://careers.fresnostate.edu, search for the appropriate Job Announcement, Create an Applicant Profile, or Login if you have already have an Applicant Profile, and attach the following materials: Cover letter addressing qualifications and experience, and list of courses you are interested and qualified in teaching, Curriculum vitae, Names and contact information of at least three professional references - the committee will request current letters of recommendation, do not attach. Statement on diversity: This statement provides the applicant’s unique perspective on their past and present contributions to and future aspirations for promoting diversity, inclusion, and social justice in their professional careers. The purpose of the diversity statement is to help the department identify candidates who have professional experience, intellectual commitments, and/or willingness to engage in activities that could help Fresno State contribute to its mission in these areas. Copies of unofficial transcripts from all relevant educational programs. For inquiries contact Chris Cooper, Coordinator of the Office of Clinical Practice, at cooper05@mail.fresnostate.edu OR Dr. Imelda Basurto, Literacy, Early, Bilingual, & Special Education Department Chair, at ibasurto@mail.frresnostate.edu. The position advertised will remain open until filled . Interviews may follow. Qualified applicants not hired at this time will remain in this pool for future consideration. About the Campus California State University, Fresno, is a forward-looking and diverse institution located in California’s Central Valley, known for its agriculture, reasonable housing costs, cultural diversity, and proximity to Yosemite National Park and the Sierra Nevada. The Fresno State campus sits in the midst of the San Joaquin Valley, a valley rich in the traditions and representation of Native American peoples and cultures. We are grateful to be in the traditional homelands of the Yokuts and Mono peoples, whose diverse tribal communities share stewardship over this land. The campus is ranked 36 th in the nation by Washington Monthly’s 2022 National University Rankings , and ranked 25 th in the nation in MONEY Magazines 50 Best Public Colleges . The campus is classified as an R2 “ Doctoral Universities - High research activities ” university per Carnegie Classification of Institutions of Higher Education . Fresno State’s Principles of Community These Principles were developed collaboratively by faculty, staff, and administrators. They exemplify what we aspire to be. Find out more about our Principles of Community here . We all play a role in fostering an inclusive work and learning environment of respect, kindness, collaboration, and accountability where every member of the student body, faculty, staff, and administration can thrive. Our Principles of Community reflect our core values of Discovery, Diversity, and Distinction as well as our deep commitment to our mission "to boldly educate and empower students for success." California State University, Fresno is an engaged University. We focus on broadening students' intellectual horizons, fostering lifelong learning skills, developing the leaders of tomorrow, promoting community involvement, and instilling an appreciation of world cultures. We nurture cultural competence by celebrating the rich diversity of the campus community and welcoming the participation of all. Members of the University community are expected to work effectively with faculty, staff and students from diverse ethnic, cultural and socioeconomic backgrounds. Our Students California State University, Fresno is committed to serving our students with a focus on inclusion. Fresno State has been recognized as a Hispanic-Serving Institution (HSI); an Asian American/Native American/Pacific Islander-Serving Institution (AANAPISI); and has been designated to the Community Engagement Classification by the Carnegie Foundation for the Advancement of Teaching. Other Campus Information In compliance with the Annual Security Report & Fire Safety Report of Campus Security Policy and Campus Crime Statistics Act, California State University, Fresno has made crime-reporting statistics available to applicants, students, and employees online at https://adminfinance.fresnostate.edu/clery/index.html . Print copies are available by request from the Campus Police Department. A background check (including criminal records check) must be completed satisfactorily for this position. An offer of employment may be withdrawn or employment may be terminated based upon the results of the background investigation. The person holding this position is considered a "limited reporter" under the California Child Abuse and Neglect Reporting Act and is required to comply with the requirements set forth in CSU Executive Order 1083 Revised July 21, 2017 as a condition of employment. California State University, Fresno is a tobacco-free, smoke-free, and vapor-free campus. For more information, please click http://fresnostate.edu/adminserv/smokefree/index.html California State University, Fresno is committed to maintaining and implementing employment policies and procedures in compliance with applicable state and federal equal employment opportunity laws and regulations. Executive Orders 1096 and 1097 prohibit discrimination, harassment, and retaliation on the basis of a protected status: race, color, religion, national origin, ancestry, age, sex (including gender identity), sexual orientation, marital status, pregnancy, mental disability, physical disability, medical condition and covered veteran status. Fresno State's commitment to diversity informs our efforts in recruitment, hiring, and retention. We are proud to be an affirmative action and equal opportunity employer. Per the CSU COVID-19 Vaccination Policy, it is strongly recommended that all employees who are accessing office and campus facilities follow COVID-19 vaccine recommendations adopted by the U.S. Centers for Disease Control and Prevention (CDC) and the California Department of Public Health (CDPH) applicable to their age, medical condition, and other relevant indications. Questions regarding COVID19 may be sent to hr@csufresno.edu . The systemwide policy can be found at https://calstate.policystat.com/policy/9779821/latest/ . Out of State Employment Per CSU-wide policy (HR2021-04), all faculty who will begin initial employment (or return from a 12-month break in service) on or after January 1, 2022 are required to perform their work from within the State of California. Faculty hired prior to January 1, 2022 must be available to perform work in the State of California if their assignment is in-person. Advertised: Jul 17 2023 Pacific Daylight Time Applications close: Closing Date/Time:
California State University (CSU) Northridge
18111 Nordhoff Street, Northridge, CA 91330, USA
Tenure-Track Faculty Position Announcement Department: Elementary Education Faculty Hire Number: #24-44 Rank: Assistant Professor Effective Date of Appointment: Aug 21, 2024 (Subject to Budgetary Approval) Salary: $76,188 - $80,004 (Dependent upon qualifications) CSUN’s Commitment to You: CSUN is committed to achieving excellence through teaching, scholarship, learning and inclusion. Our values include a respect for all people, building partnerships with the community and the encouragement of innovation, experimentation, and creativity. CSUN strives to cultivate a community in which a diverse population can learn and work in an atmosphere of civility and respect. CSUN is especially interested in candidates who make contributions to equity and inclusion in the pursuit of excellence for all members of the university community. As a Hispanic-serving Institution (HSI), inclusiveness and diversity are integral to CSUN’s commitment to excellence in teaching, research, and engagement. As of Fall 2022, CSUN enrolls ~38,000 students, where 57.3% are Latinx, 19.8% are White, 9.2% are Asian-American, 4.9% are Black/African American, 0.1% are Native American, and 0.2% are Native Hawaiian or Pacific Islander. For more information about the University, visit: http://www.csun.edu About the College: For more information about the College Education, see: https://www.csun.edu/eisner-education About the Department: For more information about the Department of Elementary Education, see: https://www.csun.edu/eisner-education/elementary-education Position: The department of Elementary Education at California State University, Northridge (CSUN) is seeking a tenure-track faculty member in Early Childhood and Literacy Education at the rank of Assistant Professor. The successful candidate will teach early childhood (age 3-8) elementary education courses in credential (e.g., stand-alone ECE methods, language arts, or reading methodology courses and/or integrated courses) and MA programs (e.g., language arts seminar courses),; coordinate and lead early childhood program,; collaborate in field-based university/TK-12 partnership programs, and supervise student teachers and interns in linguistically and culturally diverse PK-3 rd grade school settings; develop and/or participate in grant projects that support innovation in curriculum and pedagogy in urban schools and teacher education; collaborate with faculty in the Child and Adolescent Development Department and Educational Psychology Early Education faculty to implement integrated undergraduate and 5 th year post-baccalaureate teacher preparation programs; mentor graduate students in MA degree program(s); participate in student advisement, committee work, and innovative field-based programs. Some classes may be assigned at off-campus locations: The successful candidate must be willing to teach courses on campus, in clinical settings, and online as needed. This position is highly collaborative; thus, the successful applicant will engage with faculty, students, and school and community partners in a manner that highlights creativity, collegiality, and innovation. Most classes are scheduled in the late afternoons and evenings. The normal teaching assignment is 12 units per semester, plus student advisement and committee assignments. Tenure track faculty are typically given a reduced load of 3 units (equivalent to one class assignment) each semester during the first two years of employment. Opportunities for reassigned time for research, coordinator positions, and/or other projects are also available. In addition to teaching, the position requires weekly office hours, attending faculty meetings, participation in assessment of student learning, and service to the department, college, and university. The successful candidate will be held to the standards and requirements of the college and department in which he/she/they is/are housed for recommending tenure and promotion. Given CSUN’s commitment to excellence in teaching, research, and engagement in a diverse environment, the successful candidate will help the Department achieve equitable academic outcomes for all students through teaching, student mentorship, scholarship, and service. Required Qualifications: Applicant must have an earned doctorate in Early Childhood Education (ages 3-8), Human Development with an emphasis in Early Childhood Education, Child and Adolescent Development, Elementary Education, Teacher Education, Curriculum and Instruction, or related discipline from an accredited institution. ABD considered (to be completed by the date of appointment). Applicant must have a minimum of 3 years successful PK-3 teaching experience in a culturally and linguistically diverse classroom setting. Applicant must have a vision for developing, coordinating and leading programs. Applicant must demonstrate familiarity with, and knowledge of state adopted PK-3 student content standards, the framework for early childhood education grades PK-3, the Preschool Learning Foundations and Curriculum Framework in the core curriculum areas for grades PK-3. Applicant must demonstrate strong potential for scholarship in early childhood and/or literacy-related field. Applicant must demonstrate awareness of effective developmentally appropriate strategies in literacy and mathematics, and pedagogical approaches for teaching Early Childhood and literacy methods and seminar courses. Applicant must demonstrate knowledge of inclusive practices when mentoring a diverse body of students. Applicant must demonstrate knowledge of English language development for multilingual and English learner students. Applicant must demonstrate knowledge of theories and practices associated with 21 st Century skills, including but not limited to digital literacies, critical theory, culturally responsive and sustaining pedagogy, and/or sociocultural theory. Applicant must demonstrate commitment to justice-oriented teacher education and the profession. Preferred Qualifications: Applicant will have a minimum of 4 years successful combination of Preschool and TK-3 teaching experience in a classroom setting and/or a combination of teaching experience, early childhood coaching, literacy coaching, professional development, or district leadership experience. Applicant will have experience developing, coordinating, and leading programs. Applicant will demonstrate awareness of and sensitivity to working with the educational goals and learning needs of culturally and linguistically diverse students and communities. Applicant will demonstrate understanding of Early Childhood Literacy and Math Standards, Common Core education frameworks, including core competencies, instructional design, and implementation. Applicant will have familiarity with and knowledge of NAEYC (National Association for the Education of Young Children) professional preparation standards. Applicant will have experience with creating student-centered learning environments, integrating technology, working at the intersections of early childhood and primary grade literacy and math constructs, facilitating developmentally appropriate interdisciplinary/project-based/inquiry-based/play-based learning for young children. Applicant will have experience teaching pedagogy and/or methods courses in Early Childhood and Literacy education in pre-service, induction, and/or graduate programs. Applicant will have experience mentoring a diverse body of students according to the tenets of equity and inclusion. Applicant will have experience implementing the theories and practices associated with 21 st Century skills, including but not limited to digital literacies, critical theory, culturally responsive and sustaining pedagogies, and sociocultural theory. Applicant will have a clear track record of using their research, teaching, mentorship, and/or service to advance justice, equity, diversity, and inclusion in Early Childhood/literacy and teacher education. Application Deadline: Screening of applications will begin November 20, 2023 . Priority will be given to applicants who meet the screening deadline; however, the position will remain open until filled. How to Apply: Candidates should apply by completing the CSUN online application. To apply and for more detailed information on the application and hiring process, please visit this link: www.csun.edu/careers . Applicants must submit a cover letter (no more than 2 pages) that addresses the qualifications and responsibilities described above and highlights accomplishments. In addition, applicants must submit a curriculum vitae and unofficial transcripts to the website in the section above. In later stages of the search process, applicants may be requested to provide additional materials, including letters of recommendation, professional work samples, and work produced through student mentoring. At time of appointment, the successful candidate, if not a U.S. citizen, must have authorization from the United States Citizenship and Immigration Services (USCIS) to work in the United States. General Information: In compliance with the Annual Security Report & Fire Safety Report of Campus Security Policy and Campus Crime Statistics Act, California State University, Northridge has made crime-reporting statistics available on-line here . Print copies are available by request from the Department of Police Services, the Office for Faculty Affairs, and the Office of Equity and Diversity. The person holding this position may be considered a 'mandated reporter' under the California Child Abuse and Neglect Reporting Act and is required to comply with the requirements set forth in CSU Executive Order 1083 as a condition of employment. A background check (including a criminal records check) must be completed satisfactorily before any candidate can be offered a position with the CSU. Failure to satisfactorily complete the background check may affect the application status of applicants or continued employment of current CSU employees who apply for the position. In accordance with the California State University (CSU) Out-of-State Employment Policy, the CSU is a state entity whose business operations reside within the State of California and prohibits hiring employees to perform CSU-related work outside of California. CSUN is an Equal Opportunity Employer and prohibits discrimination based on race, color, ethnicity, religion, national origin, age, gender, gender identity/expression, sexual orientation, genetic information, medical condition, marital status, veteran status, and disability. Our nondiscrimination policy is set forth in CSU Nondiscrimination Policy . Reasonable accommodations will be provided for applicants with disabilities who self-disclose by contacting the Department of Elementary Education at 818-677- 2621. Advertised: Oct 24 2023 Pacific Daylight Time Applications close: Closing Date/Time:
Mar 07, 2024
Tenure-Track Faculty Position Announcement Department: Elementary Education Faculty Hire Number: #24-44 Rank: Assistant Professor Effective Date of Appointment: Aug 21, 2024 (Subject to Budgetary Approval) Salary: $76,188 - $80,004 (Dependent upon qualifications) CSUN’s Commitment to You: CSUN is committed to achieving excellence through teaching, scholarship, learning and inclusion. Our values include a respect for all people, building partnerships with the community and the encouragement of innovation, experimentation, and creativity. CSUN strives to cultivate a community in which a diverse population can learn and work in an atmosphere of civility and respect. CSUN is especially interested in candidates who make contributions to equity and inclusion in the pursuit of excellence for all members of the university community. As a Hispanic-serving Institution (HSI), inclusiveness and diversity are integral to CSUN’s commitment to excellence in teaching, research, and engagement. As of Fall 2022, CSUN enrolls ~38,000 students, where 57.3% are Latinx, 19.8% are White, 9.2% are Asian-American, 4.9% are Black/African American, 0.1% are Native American, and 0.2% are Native Hawaiian or Pacific Islander. For more information about the University, visit: http://www.csun.edu About the College: For more information about the College Education, see: https://www.csun.edu/eisner-education About the Department: For more information about the Department of Elementary Education, see: https://www.csun.edu/eisner-education/elementary-education Position: The department of Elementary Education at California State University, Northridge (CSUN) is seeking a tenure-track faculty member in Early Childhood and Literacy Education at the rank of Assistant Professor. The successful candidate will teach early childhood (age 3-8) elementary education courses in credential (e.g., stand-alone ECE methods, language arts, or reading methodology courses and/or integrated courses) and MA programs (e.g., language arts seminar courses),; coordinate and lead early childhood program,; collaborate in field-based university/TK-12 partnership programs, and supervise student teachers and interns in linguistically and culturally diverse PK-3 rd grade school settings; develop and/or participate in grant projects that support innovation in curriculum and pedagogy in urban schools and teacher education; collaborate with faculty in the Child and Adolescent Development Department and Educational Psychology Early Education faculty to implement integrated undergraduate and 5 th year post-baccalaureate teacher preparation programs; mentor graduate students in MA degree program(s); participate in student advisement, committee work, and innovative field-based programs. Some classes may be assigned at off-campus locations: The successful candidate must be willing to teach courses on campus, in clinical settings, and online as needed. This position is highly collaborative; thus, the successful applicant will engage with faculty, students, and school and community partners in a manner that highlights creativity, collegiality, and innovation. Most classes are scheduled in the late afternoons and evenings. The normal teaching assignment is 12 units per semester, plus student advisement and committee assignments. Tenure track faculty are typically given a reduced load of 3 units (equivalent to one class assignment) each semester during the first two years of employment. Opportunities for reassigned time for research, coordinator positions, and/or other projects are also available. In addition to teaching, the position requires weekly office hours, attending faculty meetings, participation in assessment of student learning, and service to the department, college, and university. The successful candidate will be held to the standards and requirements of the college and department in which he/she/they is/are housed for recommending tenure and promotion. Given CSUN’s commitment to excellence in teaching, research, and engagement in a diverse environment, the successful candidate will help the Department achieve equitable academic outcomes for all students through teaching, student mentorship, scholarship, and service. Required Qualifications: Applicant must have an earned doctorate in Early Childhood Education (ages 3-8), Human Development with an emphasis in Early Childhood Education, Child and Adolescent Development, Elementary Education, Teacher Education, Curriculum and Instruction, or related discipline from an accredited institution. ABD considered (to be completed by the date of appointment). Applicant must have a minimum of 3 years successful PK-3 teaching experience in a culturally and linguistically diverse classroom setting. Applicant must have a vision for developing, coordinating and leading programs. Applicant must demonstrate familiarity with, and knowledge of state adopted PK-3 student content standards, the framework for early childhood education grades PK-3, the Preschool Learning Foundations and Curriculum Framework in the core curriculum areas for grades PK-3. Applicant must demonstrate strong potential for scholarship in early childhood and/or literacy-related field. Applicant must demonstrate awareness of effective developmentally appropriate strategies in literacy and mathematics, and pedagogical approaches for teaching Early Childhood and literacy methods and seminar courses. Applicant must demonstrate knowledge of inclusive practices when mentoring a diverse body of students. Applicant must demonstrate knowledge of English language development for multilingual and English learner students. Applicant must demonstrate knowledge of theories and practices associated with 21 st Century skills, including but not limited to digital literacies, critical theory, culturally responsive and sustaining pedagogy, and/or sociocultural theory. Applicant must demonstrate commitment to justice-oriented teacher education and the profession. Preferred Qualifications: Applicant will have a minimum of 4 years successful combination of Preschool and TK-3 teaching experience in a classroom setting and/or a combination of teaching experience, early childhood coaching, literacy coaching, professional development, or district leadership experience. Applicant will have experience developing, coordinating, and leading programs. Applicant will demonstrate awareness of and sensitivity to working with the educational goals and learning needs of culturally and linguistically diverse students and communities. Applicant will demonstrate understanding of Early Childhood Literacy and Math Standards, Common Core education frameworks, including core competencies, instructional design, and implementation. Applicant will have familiarity with and knowledge of NAEYC (National Association for the Education of Young Children) professional preparation standards. Applicant will have experience with creating student-centered learning environments, integrating technology, working at the intersections of early childhood and primary grade literacy and math constructs, facilitating developmentally appropriate interdisciplinary/project-based/inquiry-based/play-based learning for young children. Applicant will have experience teaching pedagogy and/or methods courses in Early Childhood and Literacy education in pre-service, induction, and/or graduate programs. Applicant will have experience mentoring a diverse body of students according to the tenets of equity and inclusion. Applicant will have experience implementing the theories and practices associated with 21 st Century skills, including but not limited to digital literacies, critical theory, culturally responsive and sustaining pedagogies, and sociocultural theory. Applicant will have a clear track record of using their research, teaching, mentorship, and/or service to advance justice, equity, diversity, and inclusion in Early Childhood/literacy and teacher education. Application Deadline: Screening of applications will begin November 20, 2023 . Priority will be given to applicants who meet the screening deadline; however, the position will remain open until filled. How to Apply: Candidates should apply by completing the CSUN online application. To apply and for more detailed information on the application and hiring process, please visit this link: www.csun.edu/careers . Applicants must submit a cover letter (no more than 2 pages) that addresses the qualifications and responsibilities described above and highlights accomplishments. In addition, applicants must submit a curriculum vitae and unofficial transcripts to the website in the section above. In later stages of the search process, applicants may be requested to provide additional materials, including letters of recommendation, professional work samples, and work produced through student mentoring. At time of appointment, the successful candidate, if not a U.S. citizen, must have authorization from the United States Citizenship and Immigration Services (USCIS) to work in the United States. General Information: In compliance with the Annual Security Report & Fire Safety Report of Campus Security Policy and Campus Crime Statistics Act, California State University, Northridge has made crime-reporting statistics available on-line here . Print copies are available by request from the Department of Police Services, the Office for Faculty Affairs, and the Office of Equity and Diversity. The person holding this position may be considered a 'mandated reporter' under the California Child Abuse and Neglect Reporting Act and is required to comply with the requirements set forth in CSU Executive Order 1083 as a condition of employment. A background check (including a criminal records check) must be completed satisfactorily before any candidate can be offered a position with the CSU. Failure to satisfactorily complete the background check may affect the application status of applicants or continued employment of current CSU employees who apply for the position. In accordance with the California State University (CSU) Out-of-State Employment Policy, the CSU is a state entity whose business operations reside within the State of California and prohibits hiring employees to perform CSU-related work outside of California. CSUN is an Equal Opportunity Employer and prohibits discrimination based on race, color, ethnicity, religion, national origin, age, gender, gender identity/expression, sexual orientation, genetic information, medical condition, marital status, veteran status, and disability. Our nondiscrimination policy is set forth in CSU Nondiscrimination Policy . Reasonable accommodations will be provided for applicants with disabilities who self-disclose by contacting the Department of Elementary Education at 818-677- 2621. Advertised: Oct 24 2023 Pacific Daylight Time Applications close: Closing Date/Time:
Cal State University (CSU) San Jose
1 Washington Street, San Jose, CA 95192, USA
Department Summary The Department of History at San José State University is a vibrant center of learning for nearly 300 undergraduate and graduate History majors, plus hundreds more undergraduate students enrolled in History survey courses that fulfill General Education and American Institutions graduation requirements. The department has nine full-time tenured or tenure-track faculty and fourteen part-time or full-time lecturers. We offer courses that cover most of the world and all periods of time. Learn more about our department at https:// www.sjsu.edu/history/ The Social Science Teacher Preparation Program in SJSU’s Department of History offers upper- division undergraduate courses that are intended for future K-12 teachers. The courses are designed to prepare students with the content knowledge and grade-level specific pedagogical strategies they will need to teach in California public school classrooms. The History Department works with the College of Education/Teacher Preparation Department to coordinate the applications, courses, and student teaching supervision for graduates receiving a single subject teaching credential in Social Science. Learn more about or program at https:// www.sjsu.edu/history/undergraduate-program/sstp.php Brief Description of Duties SJSU’s History Department invites highly qualified and motivated applicants to apply for a position as Subject Area Coordinator for Social Science. Duties include, but are not limited to, the following: Assess subject matter competency, providing feedback on how to attain subject matter competency, and re-check subject matter competency of all subject-area applicants to the program and in the credential program. Interview and conduct initial credential program advising with all subject-area applicants to the program. Work with the Field Placement Coordinator in the College of Education to vet potential mentor teachers, make placements for teacher candidates, and monitor their progress. Collaborate with the History Department & College of Education Field Office to plan supervision loads. Collaborate with the College of Education Field Office to address any issues that arise for teacher candidates, supervisors, and/or mentor teachers in the field and if necessary, develop improvement or remediation plans for teacher candidates. Attend monthly meetings of the Single Subject Credential Program, including preparation and presentation of related tasks. Work with the College of Education Program Advisor and TED Chair to develop and implement new policies, procedures, curriculum, and assessments particularly as they relate to methods coursework, supervision of teacher candidates, and CalTPA. Recruit, hire, and retain instructors for supervision, seminar/colloquium, and methods. Manage supervisors, including workload assignments, monitoring work, and writing evaluations. Meet with supervisors regularly to calibrate on supervision duties such as preparing for formative and summative assessments and /or offering professional development. Keep up-to-date on trends and issues relevant to the subject area and credential program (e.g., changes in laws, CCTC initiatives, CalTPA, etc.). Teach weekly/bi-weekly Student Teaching Seminar class for Phase 2 candidates. Demonstrate awareness of and address the needs of a student population of great diversity- including age, abilities, cultural background, ethnicity, religion, economic background, primary language, sexual orientation, gender identity, and academic preparation-through inclusive course materials, teaching strategies and advisement. All faculty shall organize all their classes within the Canvas Learning Management System (LMS). All classes must be offered and meet as scheduled throughout the entire semester or term, in the mode assigned and listed in the schedule of classes (i.e., asynchronous, synchronous, bichronous, in-person, or hybrid). Required Qualifications MA in History or Education (Social Science emphasis) or Teaching (Social Science emphasis). Minimum five years of History/Social Science teaching experience in California, grades 4-12. Evidence of a teaching philosophy that embraces current history education pedagogical strategies related to anti-racist, anti-oppressive, and culturally relevant teaching. Experience with the Canvas learning management system required. Ability to teach and evaluate adult learners. Evidence of satisfactory achievement in previous academic work. Applicants should demonstrate an awareness of and sensitivity to the educational goals of a multicultural population as might have been gained in cross-cultural study, training, teaching and other comparable experience. Applicants should demonstrate an awareness of and sensitivity to the educational goals of a multicultural population as might have been gained in cross-cultural study, training, teaching and other comparable experience. Preferred Qualifications Ph.D. in History or Ed.D. in Education (Social Science emphasis). Teaching experience at the post-secondary level (community college, 4-year college, or university). Compensation Compensation and salary range placement are determined by qualifications and experience. To learn more about range placement, please see University Policy S21-2 . Anticipated starting salary: L-A / Range 2 - $4530 - $5405 L-B / Range 3 - $5405 - $6786 L-C / Range 4 - $6190 - $8554 L-D / Range 5 - $7794 - $9385 Range salaries above are the anticipated monthly salary rate of full-time AY faculty--part-time rates are prorated. There are 6 monthly payments per semester (full-time AY annual salary = rate x 12). See the Faculty Salary Schedule for more information. Application Procedure Click Apply Now to complete the SJSU Online Employment Application and attach the following documents: CV Cover Letter List of at least three (3) or as many as five (5) references Statement of Teaching Philosophy Applications will be considered until the position is filled. Employment Conditions Faculty employees must complete CSU employee training as assigned and required based on their role (e.g., preventing discrimination and harassment, gender equity and Title IX, health and safety). Pursuant to the Jeanne Clery Disclosure of Campus Security Policy and Campus Crime Statistics Act (Clery Act) and CSU systemwide policy, the faculty member in this position will subject to ongoing review for designation as a Campus Security Authority (CSA). Individuals designated as Campus Security Authorities are required to immediately report Clery incidents to the institution and to complete Clery Act training as determined by the University Clery Director. Questions regarding CSA designation and training can be sent to the Clery Director at clerycompliance@sjsu.edu. The President may recommend or require compliance with safety measures that decrease the likelihood of COVID-19 transmission or illness and allows the core mission and activities of the campus to continue. Conditional Offer The work for this faculty position is located in the State of California and requires commuting to the campus. Employment is contingent upon US residence and proof of eligibility to work in the United States. Offers of employment are conditional, and may be rescinded if the background check reveals disqualifying information, and/or it is discovered that the candidate knowingly withheld or falsified information. Failure to satisfactorily complete the background check may affect the continued employment of a current CSU employee who was conditionally offered the position. Appointment is contingent upon budget and enrollment considerations and subject to order of assignment provisions in the collective bargaining agreement between California State University and California Faculty Association. These provisions state the order in which available courses must be assigned to faculty, starting with tenure line faculty and ending with new lecturer appointees. San José State University: Silicon Valley's Public University Located in the heart of Silicon Valley-one of the most innovative and diverse regions in the world-San José State University is the founding campus of the 23-campus California State University (CSU) system and the first public university in the West. Recognized as a national leader in transformative higher education, San José State University is an essential contributor to the economic, cultural, and social development of Silicon Valley, the Bay Area, and California. SJSU ranks high nationally in research funding and is second highest in research productivity in the CSU system. Cutting-edge research, combined with world-class scholarship, student-centered learning opportunities, and experiential and interdisciplinary programs, allows SJSU to provide transformative opportunities that advance the public good locally and globally. San José State enrolls more than 36,000 students - many are historically underserved, and around 45% are first-generation and 38% are Pell-recipients. SJSU is a Hispanic Serving Institution (HSI) and an Asian American and Native American Pacific Islander (AANAPISI) Serving Institution. The university’s commitment to social justice extends from its vibrant, inclusive campus to an international network of over 275,000 alumni. As such, San José State is committed to increasing the diversity of its faculty so our disciplines, students, and community can benefit from different and divergent cultural and identity perspectives. Equal Employment Statement San José State University prohibits discrimination on the basis of Age, Ancestry, Caste, Color, Disability, Ethnicity, Gender, Gender Expression, Gender Identity, Genetic Information, Marital Status, Medical Condition, Military Status, Nationality, Race, Religion, Religious Creed, Sex, Sexual Orientation, Sex Stereotype, and Veteran Status. This policy applies to all San José State University students, faculty, and staff as well as University programs and activities. Reasonable accommodations are made for applicants with disabilities who self-disclose. Note that all San José State University employees are considered mandated reporters under the California Child Abuse and Neglect Reporting Act and are required to comply with the requirements set forth in CSU Executive Order 1083 as a condition of employment. Jeanne Clery Disclosure of Campus Security Policy and Crime Statistics Act and Campus Housing Fire Safety Notification Pursuant to the Jeanne Clery Disclosure of Campus Security Policy and Campus Crime Statistics Act, the Annual Security Report (ASR) is also now available for viewing at https:// www.sjsu.edu/clery/docs/SJSU-Annual-Security-Report.pdf. The ASR contains the current security and safety-related policy statements, emergency preparedness and evacuation information, crime prevention and Sexual Assault prevention information, and information about drug and alcohol prevention programming. The ASR also contains statistics of Clery crimes for San José State University locations for the three most recent calendar years. A paper copy of the ASR is available upon request by contacting the Office of the Clery Director by phone at 408-924-1501 or by email at clerycompliance@sjsu.edu. Pursuant to the Higher Education Opportunity Act, the Annual Fire Safety Report (AFSR) is also available for viewing at https:// www.sjsu.edu/clery/docs/SJSU-Annual-Fire-Safety-Report.pdf. The purpose of this report is to disclose statistics for fires that occurred within SJSU on-campus housing facilities for the three most recent calendar years, and to distribute fire safety policies and procedures intended to promote safety on Campus. A paper copy of the AFSR is available upon request by contacting the Housing Office by phone at 408-795-5600 or by email at uhs-frontdesk@sjsu.edu. Advertised: Jan 17 2024 Pacific Standard Time Applications close: Closing Date/Time:
Mar 07, 2024
Department Summary The Department of History at San José State University is a vibrant center of learning for nearly 300 undergraduate and graduate History majors, plus hundreds more undergraduate students enrolled in History survey courses that fulfill General Education and American Institutions graduation requirements. The department has nine full-time tenured or tenure-track faculty and fourteen part-time or full-time lecturers. We offer courses that cover most of the world and all periods of time. Learn more about our department at https:// www.sjsu.edu/history/ The Social Science Teacher Preparation Program in SJSU’s Department of History offers upper- division undergraduate courses that are intended for future K-12 teachers. The courses are designed to prepare students with the content knowledge and grade-level specific pedagogical strategies they will need to teach in California public school classrooms. The History Department works with the College of Education/Teacher Preparation Department to coordinate the applications, courses, and student teaching supervision for graduates receiving a single subject teaching credential in Social Science. Learn more about or program at https:// www.sjsu.edu/history/undergraduate-program/sstp.php Brief Description of Duties SJSU’s History Department invites highly qualified and motivated applicants to apply for a position as Subject Area Coordinator for Social Science. Duties include, but are not limited to, the following: Assess subject matter competency, providing feedback on how to attain subject matter competency, and re-check subject matter competency of all subject-area applicants to the program and in the credential program. Interview and conduct initial credential program advising with all subject-area applicants to the program. Work with the Field Placement Coordinator in the College of Education to vet potential mentor teachers, make placements for teacher candidates, and monitor their progress. Collaborate with the History Department & College of Education Field Office to plan supervision loads. Collaborate with the College of Education Field Office to address any issues that arise for teacher candidates, supervisors, and/or mentor teachers in the field and if necessary, develop improvement or remediation plans for teacher candidates. Attend monthly meetings of the Single Subject Credential Program, including preparation and presentation of related tasks. Work with the College of Education Program Advisor and TED Chair to develop and implement new policies, procedures, curriculum, and assessments particularly as they relate to methods coursework, supervision of teacher candidates, and CalTPA. Recruit, hire, and retain instructors for supervision, seminar/colloquium, and methods. Manage supervisors, including workload assignments, monitoring work, and writing evaluations. Meet with supervisors regularly to calibrate on supervision duties such as preparing for formative and summative assessments and /or offering professional development. Keep up-to-date on trends and issues relevant to the subject area and credential program (e.g., changes in laws, CCTC initiatives, CalTPA, etc.). Teach weekly/bi-weekly Student Teaching Seminar class for Phase 2 candidates. Demonstrate awareness of and address the needs of a student population of great diversity- including age, abilities, cultural background, ethnicity, religion, economic background, primary language, sexual orientation, gender identity, and academic preparation-through inclusive course materials, teaching strategies and advisement. All faculty shall organize all their classes within the Canvas Learning Management System (LMS). All classes must be offered and meet as scheduled throughout the entire semester or term, in the mode assigned and listed in the schedule of classes (i.e., asynchronous, synchronous, bichronous, in-person, or hybrid). Required Qualifications MA in History or Education (Social Science emphasis) or Teaching (Social Science emphasis). Minimum five years of History/Social Science teaching experience in California, grades 4-12. Evidence of a teaching philosophy that embraces current history education pedagogical strategies related to anti-racist, anti-oppressive, and culturally relevant teaching. Experience with the Canvas learning management system required. Ability to teach and evaluate adult learners. Evidence of satisfactory achievement in previous academic work. Applicants should demonstrate an awareness of and sensitivity to the educational goals of a multicultural population as might have been gained in cross-cultural study, training, teaching and other comparable experience. Applicants should demonstrate an awareness of and sensitivity to the educational goals of a multicultural population as might have been gained in cross-cultural study, training, teaching and other comparable experience. Preferred Qualifications Ph.D. in History or Ed.D. in Education (Social Science emphasis). Teaching experience at the post-secondary level (community college, 4-year college, or university). Compensation Compensation and salary range placement are determined by qualifications and experience. To learn more about range placement, please see University Policy S21-2 . Anticipated starting salary: L-A / Range 2 - $4530 - $5405 L-B / Range 3 - $5405 - $6786 L-C / Range 4 - $6190 - $8554 L-D / Range 5 - $7794 - $9385 Range salaries above are the anticipated monthly salary rate of full-time AY faculty--part-time rates are prorated. There are 6 monthly payments per semester (full-time AY annual salary = rate x 12). See the Faculty Salary Schedule for more information. Application Procedure Click Apply Now to complete the SJSU Online Employment Application and attach the following documents: CV Cover Letter List of at least three (3) or as many as five (5) references Statement of Teaching Philosophy Applications will be considered until the position is filled. Employment Conditions Faculty employees must complete CSU employee training as assigned and required based on their role (e.g., preventing discrimination and harassment, gender equity and Title IX, health and safety). Pursuant to the Jeanne Clery Disclosure of Campus Security Policy and Campus Crime Statistics Act (Clery Act) and CSU systemwide policy, the faculty member in this position will subject to ongoing review for designation as a Campus Security Authority (CSA). Individuals designated as Campus Security Authorities are required to immediately report Clery incidents to the institution and to complete Clery Act training as determined by the University Clery Director. Questions regarding CSA designation and training can be sent to the Clery Director at clerycompliance@sjsu.edu. The President may recommend or require compliance with safety measures that decrease the likelihood of COVID-19 transmission or illness and allows the core mission and activities of the campus to continue. Conditional Offer The work for this faculty position is located in the State of California and requires commuting to the campus. Employment is contingent upon US residence and proof of eligibility to work in the United States. Offers of employment are conditional, and may be rescinded if the background check reveals disqualifying information, and/or it is discovered that the candidate knowingly withheld or falsified information. Failure to satisfactorily complete the background check may affect the continued employment of a current CSU employee who was conditionally offered the position. Appointment is contingent upon budget and enrollment considerations and subject to order of assignment provisions in the collective bargaining agreement between California State University and California Faculty Association. These provisions state the order in which available courses must be assigned to faculty, starting with tenure line faculty and ending with new lecturer appointees. San José State University: Silicon Valley's Public University Located in the heart of Silicon Valley-one of the most innovative and diverse regions in the world-San José State University is the founding campus of the 23-campus California State University (CSU) system and the first public university in the West. Recognized as a national leader in transformative higher education, San José State University is an essential contributor to the economic, cultural, and social development of Silicon Valley, the Bay Area, and California. SJSU ranks high nationally in research funding and is second highest in research productivity in the CSU system. Cutting-edge research, combined with world-class scholarship, student-centered learning opportunities, and experiential and interdisciplinary programs, allows SJSU to provide transformative opportunities that advance the public good locally and globally. San José State enrolls more than 36,000 students - many are historically underserved, and around 45% are first-generation and 38% are Pell-recipients. SJSU is a Hispanic Serving Institution (HSI) and an Asian American and Native American Pacific Islander (AANAPISI) Serving Institution. The university’s commitment to social justice extends from its vibrant, inclusive campus to an international network of over 275,000 alumni. As such, San José State is committed to increasing the diversity of its faculty so our disciplines, students, and community can benefit from different and divergent cultural and identity perspectives. Equal Employment Statement San José State University prohibits discrimination on the basis of Age, Ancestry, Caste, Color, Disability, Ethnicity, Gender, Gender Expression, Gender Identity, Genetic Information, Marital Status, Medical Condition, Military Status, Nationality, Race, Religion, Religious Creed, Sex, Sexual Orientation, Sex Stereotype, and Veteran Status. This policy applies to all San José State University students, faculty, and staff as well as University programs and activities. Reasonable accommodations are made for applicants with disabilities who self-disclose. Note that all San José State University employees are considered mandated reporters under the California Child Abuse and Neglect Reporting Act and are required to comply with the requirements set forth in CSU Executive Order 1083 as a condition of employment. Jeanne Clery Disclosure of Campus Security Policy and Crime Statistics Act and Campus Housing Fire Safety Notification Pursuant to the Jeanne Clery Disclosure of Campus Security Policy and Campus Crime Statistics Act, the Annual Security Report (ASR) is also now available for viewing at https:// www.sjsu.edu/clery/docs/SJSU-Annual-Security-Report.pdf. The ASR contains the current security and safety-related policy statements, emergency preparedness and evacuation information, crime prevention and Sexual Assault prevention information, and information about drug and alcohol prevention programming. The ASR also contains statistics of Clery crimes for San José State University locations for the three most recent calendar years. A paper copy of the ASR is available upon request by contacting the Office of the Clery Director by phone at 408-924-1501 or by email at clerycompliance@sjsu.edu. Pursuant to the Higher Education Opportunity Act, the Annual Fire Safety Report (AFSR) is also available for viewing at https:// www.sjsu.edu/clery/docs/SJSU-Annual-Fire-Safety-Report.pdf. The purpose of this report is to disclose statistics for fires that occurred within SJSU on-campus housing facilities for the three most recent calendar years, and to distribute fire safety policies and procedures intended to promote safety on Campus. A paper copy of the AFSR is available upon request by contacting the Housing Office by phone at 408-795-5600 or by email at uhs-frontdesk@sjsu.edu. Advertised: Jan 17 2024 Pacific Standard Time Applications close: Closing Date/Time:
Cal State University (CSU) Fresno
5241 N Maple Ave, Fresno, CA 93740, USA
Temporary Faculty Pool - University Coach (Supervisor) in Biology Biology Department Overview Biology is the scientific study of life: its processes, complexity and incredible diversity. The Department of Biology at California State University, Fresno offers diversified undergraduate and graduate education that spans the breadth of modern Biology - from the inner workings of cells to the structure of whole ecosystems. The Department of Biology is a vibrant group of faculty members; excellent teachers with active and externally funded research programs. Fresno State biologists are investigating the molecular mechanisms of cellular processes, the ecology of Sierra Nevada forests and watersheds, and evolution of life in the world’s oceans. The Department offers a diverse graduate and undergraduate curriculum to prepare students for an array of career paths in the biological sciences. Motivated students have a wealth of independent research opportunities with Biology faculty. Position Summary The University Coach (Supervisor) is a faculty member of the Biology Department, but supervises Teacher Credential Candidates for all science content areas (Biology, Physics, Chemistry, and Earth Science). She or he is assigned Teacher Credential Candidates by the Single Subject Science Program Coordinator. Serving as a liaison between the University and the cooperating schools, she or he provides the schools with information about the Teacher Credential Candidates and the Single Subject program. In turn, she or he communicates the cooperating schools’ suggestions and their needs to the University for improvement of the Single Subject Teacher Education Program. Science Single Subject University Coaches (Supervisors) are experts in a Science Discipline (Biology, Physics, Chemistry, or Earth Science) and should have recent professional and/or teaching experience s in a school setting where the curriculum aligns with the Next Generation Science Standards (NGSS) and the school reflects the diversity of California’s student population. The University Coach (Supervisor) should have current knowledge of supervision approaches such as cognitive coaching, adult learning theory, and current “content specific” pedagogy and instructional practices. All University Coaches (Supervisors) will be evaluated by their Teacher Credential Candidate(s) at the end of the semester. Evaluation results will be placed in one’s Faculty personnel Action File (PAF). Instructor Responsibility : Temporary faculty members are responsible for adherence to and implementation of university and system-wide policies as directed per Academic Policy Manual 306 , paragraph 2. Instructors are responsible for the preparation, delivery, conducting, proctoring, and grading (as appropriate) lectures, office hours, homework assignments, quizzes, class projects, and midterm and final exams. Conditional Appointment Please be advised that an appointment is contingent upon budget and enrollment considerations and subject to order of assignment provisions in the collective bargaining agreement between California State University and California Faculty Association. These provisions state the “Order of Work,” or the order in which available courses must be assigned to faculty, starting with tenure line faculty and ending with new lecturer appointees. Appointees will be required to demonstrate eligibility to work in the United States (Fresno State is not a sponsoring agency for Temporary Faculty positions). Compensation - Commensurate by qualifications and experience within salary range placement. The salary ranges are established by the CSU Salary Schedule (Class Code = 2358 for Academic Year Lecturers). The salary range for Temporary Faculty with a Master's degree is $4,530.00 - $6,056.00 per a month when teaching full time (15 WTUs). Starting salaries are usually at or near the minimum of the range. Actual monthly salary will be adjusted based on the number of WTUs assigned per an academic term. Anticipated Semester The temporary faculty pool is continuously open, and positions are filled as needed, based on student enrollment and funding. This is a pool of part-time lecturers for the department to draw on as necessary. The number of positions varies from semester to semester, depending on the needs of the Department. Appointments from the pool are temporary and often made just prior to the start of the academic term. Applicants may need to be available to begin teaching on short notice. The pool will remain in place for two academic terms; those interested in remaining in the pool beyond that time must reapply. Fall 2023: August 17, 2023 - December 22, 2023; Spring 2024: January 16, 2024 - May 18, 2024 Required Qualifications: Education (from an accredited institution or foreign equivalent.) Single Subject Science University Coaches (Supervisors) must possess: A clear single subject science teaching credential A Master's degree in Education or the Sciences Experience : Demonstrated commitment to working effectively with faculty, staff, and students from diverse ethnic, cultural, and socioeconomic backgrounds. A minimum of three years’ experience teaching science. Job Responsibilities : Meets with Mentor Teachers for an orientation to go over course requirements, discusses expectations, roles, and co-teaching during the first two weeks of the semester or after student teaching begins. Note: Orientation can occur as a “triad” meeting; a triad meeting involves the Teacher Candidate, Mentor Teacher and University Coach (Supervisor). Makes regular visits to the school site for the purpose of meeting with Teacher Candidates, Mentor Teachers, Administrators/designee, or visiting/observing Teacher Candidates. Visits include holding small group, individual, or virtual discussions to review pertinent information. University Coaches may enhance communication and contacts with teacher candidates (via phone, webinar, online community, etc.). Completes (in TK20) a minimum of six formal lesson observations using scripted field notes or an observation rubric based on the California Teacher Performance Expectations (TPEs) to provide formative, action-oriented feedback. Lesson observations may be face-to-face or synchronous/asynchronous video observation. Have a debriefing meeting with the candidate after each observation. Is available and maintains communication with the Teacher Candidate and Mentor Teacher throughout the entire semester (as established by the University Calendar) to ensure that the candidate is progressing; provide feedback on growth areas. Reviews lesson plans and reflections, and provides continuous feedback to the Teacher Candidate throughout the semester. Uses his or her experience and knowledge to assist (consult, collaborate) the Teacher Candidate in understanding and applying current teaching methods, related materials and resources. Uses effective questioning and coaching strategies to help the Teacher Candidate become skillful in continuous self-assessment, self-reflection, and goal setting. Discuss and document “areas for improvement” at the first sign of need. Monitor progress and contact the Single Subject Science Program Coordinator if the “areas for improvement” does not yield expected growth. Review the Credential Candidate or Concerns section of the Single Subject Program Handbook to determine if a “Statement of Concern” is warranted. Support Candidates in basic needs, emotional, and mental health areas (if you are concerned about a Candidate’s well-being, please notify the Single Subject Science Program Coordinator). Become familiar with resources available at the Fresno State Student Health and Counseling Center: https://www.fresnostate.edu/studentaffairs/health/index.htm Evaluates the Teacher Candidate’s Teaching Sample Project and schedules time to debrief results with the Teacher Candidate; provide remediation if necessary. Formally evaluates (Mid-Semester and Final-Semester Evaluation) the Teacher Candidate during a “triad” meeting at least twice per semester. A triad meeting involves the Teacher Candidate, Mentor Teacher and University Coach (Supervisor). Assists the Teacher Candidate with meeting the Teaching Performance Expectations (TPE’s) and assigns a CR/NC grade through PeopleSoft/MyFresnoState. Attends all mandatory program events, meetings, training, and obtains reliability as a rater; participates in FAST training, calibration, and scoring. Interacts with Teacher Credential Candidates and Mentor Teachers with respect at all times. Submits all proper documentation digitally through TK20 (https://fresnostate.tk20.com/) Application Procedures : A review of applications continues on a rolling basis as teaching positions open. Review may begin as early May 15, 2023 for a Fall 2023 assignment. Deadline is June 30, 2023 to be fully considered for Fall 2023 hiring. Projected deadline is October 31, 2023 to be fully considered for Spring 2024 hiring. Job Announcement for 2023-2024 Academic Year closing date is March 1, 2024. Complete an online application at https://careers.fresnostate.edu, search for the appropriate Job Announcement, Create an Applicant Profile, or Login if you have already have an Applicant Profile, and attach the following materials: Cover letter addressing qualifications and experience, and list of courses you are interested and qualified in teaching, Curriculum vitae, Names and contact information of at least three professional references - the committee will request current letters of recommendation, do not attach, Statement on diversity: This statement provides the applicant’s unique perspective on their past and present contributions to and future aspirations for promoting diversity, inclusion, and social justice in their professional careers. The purpose of the diversity statement is to help the department identify candidates who have professional experience, intellectual commitments, and/or willingness to engage in activities that could help Fresno State contribute to its mission in these areas, Copies of unofficial transcripts from all relevant educational programs. For inquiries contact Dr. Alexandria Hansen, Coordinator of Single Subject Credential Program, E-mail: akhansen@csufresno.edu The position advertised will remain open until filled . Interviews may follow. Qualified applicants not hired at this time will remain in this pool for future consideration. About the Campus California State University, Fresno, is a forward-looking and diverse institution located in California’s Central Valley, known for its agriculture, reasonable housing costs, cultural diversity, and proximity to Yosemite National Park and the Sierra Nevada. The Fresno State campus sits in the midst of the San Joaquin Valley, a valley rich in the traditions and representation of Native American peoples and cultures. We are grateful to be in the traditional homelands of the Yokuts and Mono peoples, whose diverse tribal communities share stewardship over this land. The campus is ranked 36 th in the nation by Washington Monthly’s 2022 National University Rankings , and ranked 25 th in the nation in MONEY Magazines 50 Best Public Colleges . The campus is classified as an R2 “ Doctoral Universities - High research activities ” university per Carnegie Classification of Institutions of Higher Education . Fresno State’s Principles of Community These Principles were developed collaboratively by faculty, staff, and administrators. They exemplify what we aspire to be. Find out more about our Principles of Community here . We all play a role in fostering an inclusive work and learning environment of respect, kindness, collaboration, and accountability where every member of the student body, faculty, staff, and administration can thrive. Our Principles of Community reflect our core values of Discovery, Diversity, and Distinction as well as our deep commitment to our mission "to boldly educate and empower students for success." California State University, Fresno is an engaged University. We focus on broadening students' intellectual horizons, fostering lifelong learning skills, developing the leaders of tomorrow, promoting community involvement, and instilling an appreciation of world cultures. We nurture cultural competence by celebrating the rich diversity of the campus community and welcoming the participation of all. Members of the University community are expected to work effectively with faculty, staff and students from diverse ethnic, cultural and socioeconomic backgrounds. Our Students California State University, Fresno is committed to serving our students with a focus on inclusion. Fresno State has been recognized as a Hispanic-Serving Institution (HSI); an Asian American/Native American/Pacific Islander-Serving Institution (AANAPISI); and has been designated to the Community Engagement Classification by the Carnegie Foundation for the Advancement of Teaching. Other Campus Information In compliance with the Annual Security Report & Fire Safety Report of Campus Security Policy and Campus Crime Statistics Act, California State University, Fresno has made crime-reporting statistics available to applicants, students, and employees online at https://adminfinance.fresnostate.edu/clery/index.html . Print copies are available by request from the Campus Police Department. A background check (including criminal records check) must be completed satisfactorily for this position. An offer of employment may be withdrawn or employment may be terminated based upon the results of the background investigation. The person holding this position is considered a "limited reporter" under the California Child Abuse and Neglect Reporting Act and is required to comply with the requirements set forth in CSU Executive Order 1083 Revised July 21, 2017 as a condition of employment. California State University, Fresno is a tobacco-free, smoke-free, and vapor-free campus. For more information, please click http://fresnostate.edu/adminserv/smokefree/index.html California State University, Fresno is committed to maintaining and implementing employment policies and procedures in compliance with applicable state and federal equal employment opportunity laws and regulations. Executive Orders 1096 and 1097 prohibit discrimination, harassment, and retaliation on the basis of a protected status: race, color, religion, national origin, ancestry, age, sex (including gender identity), sexual orientation, marital status, pregnancy, mental disability, physical disability, medical condition and covered veteran status. Fresno State's commitment to diversity informs our efforts in recruitment, hiring, and retention. We are proud to be an affirmative action and equal opportunity employer. Per the CSU COVID-19 Vaccination Policy, it is strongly recommended that all employees who are accessing office and campus facilities follow COVID-19 vaccine recommendations adopted by the U.S. Centers for Disease Control and Prevention (CDC) and the California Department of Public Health (CDPH) applicable to their age, medical condition, and other relevant indications. Questions regarding COVID19 may be sent to hr@csufresno.edu . The systemwide policy can be found at https://calstate.policystat.com/policy/9779821/latest/ . Out of State Employment Per CSU-wide policy (HR2021-04), all faculty who will begin initial employment (or return from a 12-month break in service) on or after January 1, 2022 are required to perform their work from within the State of California. Faculty hired prior to January 1, 2022 must be available to perform work in the State of California if their assignment is in-person. Advertised: May 05 2023 Pacific Daylight Time Applications close: Closing Date/Time:
Mar 07, 2024
Temporary Faculty Pool - University Coach (Supervisor) in Biology Biology Department Overview Biology is the scientific study of life: its processes, complexity and incredible diversity. The Department of Biology at California State University, Fresno offers diversified undergraduate and graduate education that spans the breadth of modern Biology - from the inner workings of cells to the structure of whole ecosystems. The Department of Biology is a vibrant group of faculty members; excellent teachers with active and externally funded research programs. Fresno State biologists are investigating the molecular mechanisms of cellular processes, the ecology of Sierra Nevada forests and watersheds, and evolution of life in the world’s oceans. The Department offers a diverse graduate and undergraduate curriculum to prepare students for an array of career paths in the biological sciences. Motivated students have a wealth of independent research opportunities with Biology faculty. Position Summary The University Coach (Supervisor) is a faculty member of the Biology Department, but supervises Teacher Credential Candidates for all science content areas (Biology, Physics, Chemistry, and Earth Science). She or he is assigned Teacher Credential Candidates by the Single Subject Science Program Coordinator. Serving as a liaison between the University and the cooperating schools, she or he provides the schools with information about the Teacher Credential Candidates and the Single Subject program. In turn, she or he communicates the cooperating schools’ suggestions and their needs to the University for improvement of the Single Subject Teacher Education Program. Science Single Subject University Coaches (Supervisors) are experts in a Science Discipline (Biology, Physics, Chemistry, or Earth Science) and should have recent professional and/or teaching experience s in a school setting where the curriculum aligns with the Next Generation Science Standards (NGSS) and the school reflects the diversity of California’s student population. The University Coach (Supervisor) should have current knowledge of supervision approaches such as cognitive coaching, adult learning theory, and current “content specific” pedagogy and instructional practices. All University Coaches (Supervisors) will be evaluated by their Teacher Credential Candidate(s) at the end of the semester. Evaluation results will be placed in one’s Faculty personnel Action File (PAF). Instructor Responsibility : Temporary faculty members are responsible for adherence to and implementation of university and system-wide policies as directed per Academic Policy Manual 306 , paragraph 2. Instructors are responsible for the preparation, delivery, conducting, proctoring, and grading (as appropriate) lectures, office hours, homework assignments, quizzes, class projects, and midterm and final exams. Conditional Appointment Please be advised that an appointment is contingent upon budget and enrollment considerations and subject to order of assignment provisions in the collective bargaining agreement between California State University and California Faculty Association. These provisions state the “Order of Work,” or the order in which available courses must be assigned to faculty, starting with tenure line faculty and ending with new lecturer appointees. Appointees will be required to demonstrate eligibility to work in the United States (Fresno State is not a sponsoring agency for Temporary Faculty positions). Compensation - Commensurate by qualifications and experience within salary range placement. The salary ranges are established by the CSU Salary Schedule (Class Code = 2358 for Academic Year Lecturers). The salary range for Temporary Faculty with a Master's degree is $4,530.00 - $6,056.00 per a month when teaching full time (15 WTUs). Starting salaries are usually at or near the minimum of the range. Actual monthly salary will be adjusted based on the number of WTUs assigned per an academic term. Anticipated Semester The temporary faculty pool is continuously open, and positions are filled as needed, based on student enrollment and funding. This is a pool of part-time lecturers for the department to draw on as necessary. The number of positions varies from semester to semester, depending on the needs of the Department. Appointments from the pool are temporary and often made just prior to the start of the academic term. Applicants may need to be available to begin teaching on short notice. The pool will remain in place for two academic terms; those interested in remaining in the pool beyond that time must reapply. Fall 2023: August 17, 2023 - December 22, 2023; Spring 2024: January 16, 2024 - May 18, 2024 Required Qualifications: Education (from an accredited institution or foreign equivalent.) Single Subject Science University Coaches (Supervisors) must possess: A clear single subject science teaching credential A Master's degree in Education or the Sciences Experience : Demonstrated commitment to working effectively with faculty, staff, and students from diverse ethnic, cultural, and socioeconomic backgrounds. A minimum of three years’ experience teaching science. Job Responsibilities : Meets with Mentor Teachers for an orientation to go over course requirements, discusses expectations, roles, and co-teaching during the first two weeks of the semester or after student teaching begins. Note: Orientation can occur as a “triad” meeting; a triad meeting involves the Teacher Candidate, Mentor Teacher and University Coach (Supervisor). Makes regular visits to the school site for the purpose of meeting with Teacher Candidates, Mentor Teachers, Administrators/designee, or visiting/observing Teacher Candidates. Visits include holding small group, individual, or virtual discussions to review pertinent information. University Coaches may enhance communication and contacts with teacher candidates (via phone, webinar, online community, etc.). Completes (in TK20) a minimum of six formal lesson observations using scripted field notes or an observation rubric based on the California Teacher Performance Expectations (TPEs) to provide formative, action-oriented feedback. Lesson observations may be face-to-face or synchronous/asynchronous video observation. Have a debriefing meeting with the candidate after each observation. Is available and maintains communication with the Teacher Candidate and Mentor Teacher throughout the entire semester (as established by the University Calendar) to ensure that the candidate is progressing; provide feedback on growth areas. Reviews lesson plans and reflections, and provides continuous feedback to the Teacher Candidate throughout the semester. Uses his or her experience and knowledge to assist (consult, collaborate) the Teacher Candidate in understanding and applying current teaching methods, related materials and resources. Uses effective questioning and coaching strategies to help the Teacher Candidate become skillful in continuous self-assessment, self-reflection, and goal setting. Discuss and document “areas for improvement” at the first sign of need. Monitor progress and contact the Single Subject Science Program Coordinator if the “areas for improvement” does not yield expected growth. Review the Credential Candidate or Concerns section of the Single Subject Program Handbook to determine if a “Statement of Concern” is warranted. Support Candidates in basic needs, emotional, and mental health areas (if you are concerned about a Candidate’s well-being, please notify the Single Subject Science Program Coordinator). Become familiar with resources available at the Fresno State Student Health and Counseling Center: https://www.fresnostate.edu/studentaffairs/health/index.htm Evaluates the Teacher Candidate’s Teaching Sample Project and schedules time to debrief results with the Teacher Candidate; provide remediation if necessary. Formally evaluates (Mid-Semester and Final-Semester Evaluation) the Teacher Candidate during a “triad” meeting at least twice per semester. A triad meeting involves the Teacher Candidate, Mentor Teacher and University Coach (Supervisor). Assists the Teacher Candidate with meeting the Teaching Performance Expectations (TPE’s) and assigns a CR/NC grade through PeopleSoft/MyFresnoState. Attends all mandatory program events, meetings, training, and obtains reliability as a rater; participates in FAST training, calibration, and scoring. Interacts with Teacher Credential Candidates and Mentor Teachers with respect at all times. Submits all proper documentation digitally through TK20 (https://fresnostate.tk20.com/) Application Procedures : A review of applications continues on a rolling basis as teaching positions open. Review may begin as early May 15, 2023 for a Fall 2023 assignment. Deadline is June 30, 2023 to be fully considered for Fall 2023 hiring. Projected deadline is October 31, 2023 to be fully considered for Spring 2024 hiring. Job Announcement for 2023-2024 Academic Year closing date is March 1, 2024. Complete an online application at https://careers.fresnostate.edu, search for the appropriate Job Announcement, Create an Applicant Profile, or Login if you have already have an Applicant Profile, and attach the following materials: Cover letter addressing qualifications and experience, and list of courses you are interested and qualified in teaching, Curriculum vitae, Names and contact information of at least three professional references - the committee will request current letters of recommendation, do not attach, Statement on diversity: This statement provides the applicant’s unique perspective on their past and present contributions to and future aspirations for promoting diversity, inclusion, and social justice in their professional careers. The purpose of the diversity statement is to help the department identify candidates who have professional experience, intellectual commitments, and/or willingness to engage in activities that could help Fresno State contribute to its mission in these areas, Copies of unofficial transcripts from all relevant educational programs. For inquiries contact Dr. Alexandria Hansen, Coordinator of Single Subject Credential Program, E-mail: akhansen@csufresno.edu The position advertised will remain open until filled . Interviews may follow. Qualified applicants not hired at this time will remain in this pool for future consideration. About the Campus California State University, Fresno, is a forward-looking and diverse institution located in California’s Central Valley, known for its agriculture, reasonable housing costs, cultural diversity, and proximity to Yosemite National Park and the Sierra Nevada. The Fresno State campus sits in the midst of the San Joaquin Valley, a valley rich in the traditions and representation of Native American peoples and cultures. We are grateful to be in the traditional homelands of the Yokuts and Mono peoples, whose diverse tribal communities share stewardship over this land. The campus is ranked 36 th in the nation by Washington Monthly’s 2022 National University Rankings , and ranked 25 th in the nation in MONEY Magazines 50 Best Public Colleges . The campus is classified as an R2 “ Doctoral Universities - High research activities ” university per Carnegie Classification of Institutions of Higher Education . Fresno State’s Principles of Community These Principles were developed collaboratively by faculty, staff, and administrators. They exemplify what we aspire to be. Find out more about our Principles of Community here . We all play a role in fostering an inclusive work and learning environment of respect, kindness, collaboration, and accountability where every member of the student body, faculty, staff, and administration can thrive. Our Principles of Community reflect our core values of Discovery, Diversity, and Distinction as well as our deep commitment to our mission "to boldly educate and empower students for success." California State University, Fresno is an engaged University. We focus on broadening students' intellectual horizons, fostering lifelong learning skills, developing the leaders of tomorrow, promoting community involvement, and instilling an appreciation of world cultures. We nurture cultural competence by celebrating the rich diversity of the campus community and welcoming the participation of all. Members of the University community are expected to work effectively with faculty, staff and students from diverse ethnic, cultural and socioeconomic backgrounds. Our Students California State University, Fresno is committed to serving our students with a focus on inclusion. Fresno State has been recognized as a Hispanic-Serving Institution (HSI); an Asian American/Native American/Pacific Islander-Serving Institution (AANAPISI); and has been designated to the Community Engagement Classification by the Carnegie Foundation for the Advancement of Teaching. Other Campus Information In compliance with the Annual Security Report & Fire Safety Report of Campus Security Policy and Campus Crime Statistics Act, California State University, Fresno has made crime-reporting statistics available to applicants, students, and employees online at https://adminfinance.fresnostate.edu/clery/index.html . Print copies are available by request from the Campus Police Department. A background check (including criminal records check) must be completed satisfactorily for this position. An offer of employment may be withdrawn or employment may be terminated based upon the results of the background investigation. The person holding this position is considered a "limited reporter" under the California Child Abuse and Neglect Reporting Act and is required to comply with the requirements set forth in CSU Executive Order 1083 Revised July 21, 2017 as a condition of employment. California State University, Fresno is a tobacco-free, smoke-free, and vapor-free campus. For more information, please click http://fresnostate.edu/adminserv/smokefree/index.html California State University, Fresno is committed to maintaining and implementing employment policies and procedures in compliance with applicable state and federal equal employment opportunity laws and regulations. Executive Orders 1096 and 1097 prohibit discrimination, harassment, and retaliation on the basis of a protected status: race, color, religion, national origin, ancestry, age, sex (including gender identity), sexual orientation, marital status, pregnancy, mental disability, physical disability, medical condition and covered veteran status. Fresno State's commitment to diversity informs our efforts in recruitment, hiring, and retention. We are proud to be an affirmative action and equal opportunity employer. Per the CSU COVID-19 Vaccination Policy, it is strongly recommended that all employees who are accessing office and campus facilities follow COVID-19 vaccine recommendations adopted by the U.S. Centers for Disease Control and Prevention (CDC) and the California Department of Public Health (CDPH) applicable to their age, medical condition, and other relevant indications. Questions regarding COVID19 may be sent to hr@csufresno.edu . The systemwide policy can be found at https://calstate.policystat.com/policy/9779821/latest/ . Out of State Employment Per CSU-wide policy (HR2021-04), all faculty who will begin initial employment (or return from a 12-month break in service) on or after January 1, 2022 are required to perform their work from within the State of California. Faculty hired prior to January 1, 2022 must be available to perform work in the State of California if their assignment is in-person. Advertised: May 05 2023 Pacific Daylight Time Applications close: Closing Date/Time:
Stanislaus State
1 University Circle, Turlock, California 95382, USA
Faculty Employment Opportunity POSITION: MSCP University Supervisors in the Department of Teacher Education invites applications for a pool of part-time teaching appointments. Candidates selected will observe, support and evaluate student teachers in their co-teaching field placement for the Multiple Subject, or Multiple Subject (Bilingual Spanish certification) credential program, according to the meeting of required qualifications for the specific field placement. MINIMUM QUALIFICATIONS: A M.A. degree in education is required. Other minimum qualifications include: • Minimum of three years of highly successful teaching experience • Have a valid Teaching Credential from California or equivalent from another state with an authorization to teach English learners (CLAD, BCLAD, etc). • Prior experience in teacher supervision or in mentoring teachers • Training on the California Teacher Performance Assessment (TPA) • Detailed knowledge of the California Teacher Performance Expectations • Detailed knowledge of the California Content Standards for all subjects • California driver’s license and transportation to get to the assigned schools • Able to maintain positive relationships with school administrators and teachers * (Supervisors for bilingual candidates must also hold a bilingual teaching certification.) PREFERRED QUALIFICATIONS: • Ability to speak, read and write a second language • Calibration in scoring the California Teacher Performance Assessment (TPA) • Administrative experience at a school site • Five years teaching experience, preferably in various grade levels • Experience delivering teacher training including modeling lessons for teachers. HOW TO APPLY & DEADLINE: A complete application must include an application letter qualifying your interest and preferences for courses to teach. Applications must include names, addresses and telephone numbers of references, a current vita and unofficial copies of college transcripts. To apply for this position, please click the "Apply Now" button on this page. If you have questions regarding the position, please contact: Dr. Jon McFarland Department of Teacher Education College of Education, Kinesiology, and Social Work California State University, Stanislaus jmcfarland1@csustan.edu (209) 667-3600 Consideration of applications will begin upon submission of complete documentation and work being available. COMPENSATION: Commensurate with qualifications and experience. As a member of the 23-campus CSU System, we offer an extremely competitive benefits package. Newly hired lecturers with terminal degrees are placed in Range 3 of the salary schedule and others are normally placed in Range 2. Starting salaries are usually at or near the minimum of the range. The full-time (15 units per semester) monthly base salaries indicated in the schedules are prorated based on the number of units assigned and are paid in six monthly payments for each full semester. Salary rates for California State University Lecturers (Academic Year) can be found in the schedules linked below. Range 2 Range 3 ABOUT THE DEPARTMENT and THE COLLEGE: The Department of Teacher Education offers professional teacher credentialing programs in Single Subject (secondary education), Multiple Subject (elementary education) and Education Specialist, Mild/Moderate and Moderate/Severe credential. Credential programs have developed a strong partnership with neighboring schools where students do fieldwork and take many credential courses. All programs have accreditation from the California Commission on Teacher Credentialing (CCTC). CAMPUS & AREA: California State University, Stanislaus serves the San Joaquin Valley and is a critical educational resource for a six-county region of approximately 1.5 million people. The University is fully committed to creating a culture of diversity and inclusion - one in which every person in the University community feels safe to express their views without fear of reprisal. Widely recognized for its quality academic programs, the University has 10 nationally accredited programs and 662 faculty members. 94 percent of full-time faculty holds doctorates or terminal degrees in their fields. The University offers 43 undergraduate majors, 16 master's programs, 7 post-graduate credentials, a doctorate in education and serves more than 10,000 students. New instructional facilities have been built for the unique pedagogy of professional programs, laboratory sciences and performing arts. Stanislaus State continues to receive national recognition with its ranking as one of the best 384 colleges in the nation by The Princeton Review. The University was one of 12 public universities in the nation to be recognized by the American Association of State Colleges and Universities for demonstrating exceptional performance in retention and graduation rates. In addition, U.S. News and World Report ranks Stanislaus State in its top 10 among public universities in the West, while Washington Monthly honored Stanislaus State as the West’s No. 1 university for the money. Stanislaus State also is recognized as a Hispanic-Serving Institution (HSI) by the U.S. Department of Education. CSU Stanislaus values shared governance: Handbook statement on shared governance EQUAL EMPLOYMENT OPPORTUNITY The university is an Equal Opportunity Employer and does not discriminate against persons on the basis of race, religion, color, ancestry, age, disability, genetic information, gender, gender identity, gender expression, marital status, medical condition, National origin, sex, sexual orientation, covered veteran status, or any other protected status. You can learn more about federal equal employment opportunity protections by accessing the Department of Labor’s notices: http://www.dol.gov/ofccp/regs/compliance/posters/pdf/eeopost.pdf and http://www.dol.gov/ofccp/regs/compliance/posters/pdf/Supplement_English.pdf . Individuals with disabling conditions who require accommodation during the recruitment process may contact the ADA Coordinator at (209) 667-3159. In compliance with federal law, all persons hired will be required to verify identity and eligibility to work in the United States and to complete the required employment eligibility verification document form upon hire. The CSU is a state entity whose business operations reside within the State of California. The CSU prohibits hiring employees to perform CSU-related work outside California. MANDATED REPORTER PER CANRA The person holding this position is considered a ‘mandated reporter’ under the California Child Abuse And Neglect Reporting Act and is required to comply with the requirements set forth in CSU Executive Order 1083, revised July 21, 2017, as a condition of employment. CLERY ACT DISCLOSURE In compliance with the Jeanne Clery Disclosure of Campus Security Policy and Crime Statistics Act, Stanislaus State annually posts the Campus Security Report. The annual report includes statistics for the previous three years concerning reported crimes that occurred on campus; in certain off-campus buildings or property owned or controlled by Stanislaus State; and on public property within, or immediately adjacent to and accessible from the campus. The report also includes institutional policies concerning campus security, such as alcohol and drug use, crime prevention, the reporting of crimes, and sexual assault. You can obtain a copy of this report at: https://www.csustan.edu/annual-campus-security-report . Or you may request a printed copy by calling: (209) 667-3572; fax: (209) 664-7011; or email: compliance@csustan.edu . Information regarding campus security reports at other locations can be found at: https://ope.ed.gov/campussafety/#/ CRIMINAL BACKGROUND CLEARANCE NOTICE The university requires a criminal and/or child abuse background check to be completed for many of its new employees, current employees seeking promotional or transfer opportunities, and current employees assigned new duties. Satisfactory completion of a background check (including a criminal records check) is required for employment. CSU will make a conditional offer of employment, which may be rescinded if the background check reveals disqualifying information, and/or it is discovered that the candidate knowingly withheld or falsified information. Failure to satisfactorily complete the background check may affect the continued employment of a current CSU employee who was conditionally offered the position. Failure to consent to any background check will disqualify an applicant from further consideration. Additionally, an applicant who fails to provide the necessary information or who provides false or misleading information may also be disqualified from further consideration. Later discovery of false or misleading information related to the background check may result in the offer of employment being withdrawn or subject the employee to disciplinary action, up to and including termination. Advertised: Jan 07 2020 Pacific Standard Time Applications close: Closing Date/Time:
Mar 14, 2024
Faculty Employment Opportunity POSITION: MSCP University Supervisors in the Department of Teacher Education invites applications for a pool of part-time teaching appointments. Candidates selected will observe, support and evaluate student teachers in their co-teaching field placement for the Multiple Subject, or Multiple Subject (Bilingual Spanish certification) credential program, according to the meeting of required qualifications for the specific field placement. MINIMUM QUALIFICATIONS: A M.A. degree in education is required. Other minimum qualifications include: • Minimum of three years of highly successful teaching experience • Have a valid Teaching Credential from California or equivalent from another state with an authorization to teach English learners (CLAD, BCLAD, etc). • Prior experience in teacher supervision or in mentoring teachers • Training on the California Teacher Performance Assessment (TPA) • Detailed knowledge of the California Teacher Performance Expectations • Detailed knowledge of the California Content Standards for all subjects • California driver’s license and transportation to get to the assigned schools • Able to maintain positive relationships with school administrators and teachers * (Supervisors for bilingual candidates must also hold a bilingual teaching certification.) PREFERRED QUALIFICATIONS: • Ability to speak, read and write a second language • Calibration in scoring the California Teacher Performance Assessment (TPA) • Administrative experience at a school site • Five years teaching experience, preferably in various grade levels • Experience delivering teacher training including modeling lessons for teachers. HOW TO APPLY & DEADLINE: A complete application must include an application letter qualifying your interest and preferences for courses to teach. Applications must include names, addresses and telephone numbers of references, a current vita and unofficial copies of college transcripts. To apply for this position, please click the "Apply Now" button on this page. If you have questions regarding the position, please contact: Dr. Jon McFarland Department of Teacher Education College of Education, Kinesiology, and Social Work California State University, Stanislaus jmcfarland1@csustan.edu (209) 667-3600 Consideration of applications will begin upon submission of complete documentation and work being available. COMPENSATION: Commensurate with qualifications and experience. As a member of the 23-campus CSU System, we offer an extremely competitive benefits package. Newly hired lecturers with terminal degrees are placed in Range 3 of the salary schedule and others are normally placed in Range 2. Starting salaries are usually at or near the minimum of the range. The full-time (15 units per semester) monthly base salaries indicated in the schedules are prorated based on the number of units assigned and are paid in six monthly payments for each full semester. Salary rates for California State University Lecturers (Academic Year) can be found in the schedules linked below. Range 2 Range 3 ABOUT THE DEPARTMENT and THE COLLEGE: The Department of Teacher Education offers professional teacher credentialing programs in Single Subject (secondary education), Multiple Subject (elementary education) and Education Specialist, Mild/Moderate and Moderate/Severe credential. Credential programs have developed a strong partnership with neighboring schools where students do fieldwork and take many credential courses. All programs have accreditation from the California Commission on Teacher Credentialing (CCTC). CAMPUS & AREA: California State University, Stanislaus serves the San Joaquin Valley and is a critical educational resource for a six-county region of approximately 1.5 million people. The University is fully committed to creating a culture of diversity and inclusion - one in which every person in the University community feels safe to express their views without fear of reprisal. Widely recognized for its quality academic programs, the University has 10 nationally accredited programs and 662 faculty members. 94 percent of full-time faculty holds doctorates or terminal degrees in their fields. The University offers 43 undergraduate majors, 16 master's programs, 7 post-graduate credentials, a doctorate in education and serves more than 10,000 students. New instructional facilities have been built for the unique pedagogy of professional programs, laboratory sciences and performing arts. Stanislaus State continues to receive national recognition with its ranking as one of the best 384 colleges in the nation by The Princeton Review. The University was one of 12 public universities in the nation to be recognized by the American Association of State Colleges and Universities for demonstrating exceptional performance in retention and graduation rates. In addition, U.S. News and World Report ranks Stanislaus State in its top 10 among public universities in the West, while Washington Monthly honored Stanislaus State as the West’s No. 1 university for the money. Stanislaus State also is recognized as a Hispanic-Serving Institution (HSI) by the U.S. Department of Education. CSU Stanislaus values shared governance: Handbook statement on shared governance EQUAL EMPLOYMENT OPPORTUNITY The university is an Equal Opportunity Employer and does not discriminate against persons on the basis of race, religion, color, ancestry, age, disability, genetic information, gender, gender identity, gender expression, marital status, medical condition, National origin, sex, sexual orientation, covered veteran status, or any other protected status. You can learn more about federal equal employment opportunity protections by accessing the Department of Labor’s notices: http://www.dol.gov/ofccp/regs/compliance/posters/pdf/eeopost.pdf and http://www.dol.gov/ofccp/regs/compliance/posters/pdf/Supplement_English.pdf . Individuals with disabling conditions who require accommodation during the recruitment process may contact the ADA Coordinator at (209) 667-3159. In compliance with federal law, all persons hired will be required to verify identity and eligibility to work in the United States and to complete the required employment eligibility verification document form upon hire. The CSU is a state entity whose business operations reside within the State of California. The CSU prohibits hiring employees to perform CSU-related work outside California. MANDATED REPORTER PER CANRA The person holding this position is considered a ‘mandated reporter’ under the California Child Abuse And Neglect Reporting Act and is required to comply with the requirements set forth in CSU Executive Order 1083, revised July 21, 2017, as a condition of employment. CLERY ACT DISCLOSURE In compliance with the Jeanne Clery Disclosure of Campus Security Policy and Crime Statistics Act, Stanislaus State annually posts the Campus Security Report. The annual report includes statistics for the previous three years concerning reported crimes that occurred on campus; in certain off-campus buildings or property owned or controlled by Stanislaus State; and on public property within, or immediately adjacent to and accessible from the campus. The report also includes institutional policies concerning campus security, such as alcohol and drug use, crime prevention, the reporting of crimes, and sexual assault. You can obtain a copy of this report at: https://www.csustan.edu/annual-campus-security-report . Or you may request a printed copy by calling: (209) 667-3572; fax: (209) 664-7011; or email: compliance@csustan.edu . Information regarding campus security reports at other locations can be found at: https://ope.ed.gov/campussafety/#/ CRIMINAL BACKGROUND CLEARANCE NOTICE The university requires a criminal and/or child abuse background check to be completed for many of its new employees, current employees seeking promotional or transfer opportunities, and current employees assigned new duties. Satisfactory completion of a background check (including a criminal records check) is required for employment. CSU will make a conditional offer of employment, which may be rescinded if the background check reveals disqualifying information, and/or it is discovered that the candidate knowingly withheld or falsified information. Failure to satisfactorily complete the background check may affect the continued employment of a current CSU employee who was conditionally offered the position. Failure to consent to any background check will disqualify an applicant from further consideration. Additionally, an applicant who fails to provide the necessary information or who provides false or misleading information may also be disqualified from further consideration. Later discovery of false or misleading information related to the background check may result in the offer of employment being withdrawn or subject the employee to disciplinary action, up to and including termination. Advertised: Jan 07 2020 Pacific Standard Time Applications close: Closing Date/Time:
Description YOUR FUTURE STARTS HERE ! Grow your career by joining the Parks, Recreation & Libraries team in the role of Child Care Program Leader. The Human Resources Department is accepting applications for the temporary and part-time position of Child Care Program Leader in the Parks, Recreation & Libraries Department to perform a variety of duties related to assisting with planning, coordinating, and supervising Child Care and/or preschool programs. This is a year-round position and is limited to 25 hours per week for a maximum of 1,000 hours per fiscal year; the work schedule requires evening and weekend availability. DEFINITION To perform a variety of duties related to assisting with planning, coordinating and supervising City before and after school child care facilities and/or preschool programs. Examples of Duties EXAMPLES OF ESSENTIAL DUTIES - Duties may include, but are not limited to, the following: Assist with planning and directing a variety of program areas which may include preschool or afterschool programs. Aid in training of seasonal employees and volunteers. Prepare reports, schedules and other administrative material. Stimulate interest while teaching and supervising activities such as sports, games, special events, arts and crafts, drama and social activities. Ensure provision of healthy meals and snacks for program participants. Maintain positive student and family relations and follow disciplinary procedures. Maintain positive relations with school/facility site staff. Maintain a safe, clean and orderly classroom environment. Notify appropriate staff of any problems with regard to site maintenance, children or parents and make recommendations as necessary. Promote and enforce safety procedures; render first aid and CPR, if certified, as required. Maintain records and reports as required; track and complete subsidized child care paperwork. Mentor and direct temporary staff in all aspects of classroom management, curriculum and team building. Coordinate and purchase supply needs. Act in the absence of the Child Care Site Coordinator the Youth Development Program Coordinator. Coordinate distribution and assignment of department uniforms and equipment. Register new students and provide information to families regarding program requirements; conduct orientation for new participants and families; communicate with parents to report incidents or accidents; assist in conducting periodic student/family conferences. Comply with State licensing requirements and related health and safety regulations. Monitor and adhere to the program budget. Supervise assigned temporary staff; schedule, train and monitor staff relative to assigned duties; review timekeeping system of assigned staff for accuracy. Build and maintain positive working relationships with co-workers, other City employees and the public using principles of good customer service. Perform related duties as assigned. Minimum Qualifications Knowledge of: Basic knowledge of modern methods, techniques, principles and procedures used in the planning and supervision of child care and/or preschool programs and facilities. Elementary aged children with regard to interest, skills, special needs, recreational activities and program planning of such activities, i.e., sports, organized games, special events, arts and crafts and drama. Practices and methods of public relations and customer service; techniques and principles of effective interpersonal communication. Basic methodology of organizing groups, programs and services in a recreational setting. Principles and techniques of first aid and CPR. Modern office equipment, methods, procedures and computer hardware and software. Ability to : On a continuous basis, know and understand operations and observe safety rules; supervise children; stand for long periods of time; interpret, understand and follow policies and procedures; explain operations and problem solve issues for the public and with staff. Move tables, chairs and carry supplies; participate with children on field trips, perform exercises with children; lift or carry weight of 45 pounds or less. Lead activities and apply program knowledge to coordinate daily activities and special events; be engaged in all aspects of youth development programming. Effectively supervise participants. Establish positive and professional relationships with children, co-workers and parents. Establish and maintain effective working relationships with those contacted in the course of work. Understand and translate City policies and practices into everyday working practices; make sound decisions with solid problem solving methods. Respond to emergency situations in a calm and effective manner; administer first aid and CPR, if certified. Operate a computer as necessary to perform job duties. Identify problems regarding the facility and programs; refer difficult problems/irregularities for more advanced attention and recommend possible solutions. Understand and carry out written and oral directions. Maintain accurate and up-to-date records. Work outdoors in a variety of weather conditions. Communicate tactfully with customers. Communicate effectively and concisely, both orally and in writing. Experience and Training Experience : At least four (4) years teaching in a licensed day care center or comparable group child care program or working directly with children classroom teaching or teacher assisting experience in elementary or middle school education, experience in physical education or recreation programs, college work-study or internship in recreation or youth development, experience in human services or experience in school guidance or in other counseling programs. AND Training : Equivalent to completion of the twelfth (12th) grade and completed 12 semester (or equivalent quarter) units which includes 3 units in administration or staff relations and/or 3 units in early childhood education. OR Experience: Two (2) years of teaching experience in a licensed day care center or comparable group child care program or working directly with children; classroom teaching or teacher assisting experience in elementary or middle school education; experience in physical education or recreation programs; college work-study or internship in recreation or youth development; experience in human services or experience in school guidance or in other counseling programs. AND Training: An Associate’s degree or 60 semester units of college level course work including 18 units in a major field of study and 21 units in general education from an accredited college or university. Two (2) years of related work experience can substitute for an Associate’s Degree with completion of 3 semester units in administration or staff relations and/or 3 units in early childhood education. OR Experience: One (1) year of teaching experience in a licensed day care center or comparable group child care program or working directly with children; classroom teaching or teacher assisting experience in elementary or middle school education, experience in physical education or recreation programs, college work-study or internship in recreation or youth development, experience in human services or experience in school guidance or in other counseling programs. AND Training: A Bachelor’s degree from an accredited college or university which includes 3 units in administration or staff relations and/or 3 units in early childhood education. License or Certificate Possession of a valid California driver’s license by date of appointment. Possession of CPR and First Aid certificates within six (6) months of hire. Possession of or ability to obtain and maintain State required certifications related to health and safety practices and operation of a licensed day care facility within six (6) months of hire. Supplemental Information Detailed information on the City of Roseville recruitment practices can be reviewed on the Frequently Asked Questions page. The City of Roseville defines “accredited college or university” as an institution of higher learning and must be listed on the United States Department of Education Database of Accredited Post-Secondary Institutions and Programs website http://ope.ed.gov/accreditation . Credits earned from colleges, universities, and institutions listed as accredited institutions on this website will be considered as part of the educational component of the minimum qualifications for a classification. The following options apply to the evaluation of college degrees from countries outside the United States: Educational background from a foreign country may be evaluated by an accredited United States college or university listed on the U.S. Department of Education Database of Accredited Post-Secondary Institutions and Programs website. Verification of degree equivalency may be obtained from organizations that provide foreign education credential evaluation services. The City of Roseville will accept verification from any of the listed member agencies found at www.naces.org or www.aice-eval.org . A copy of the foreign credential evaluation verification can be attached to the employment application. If you are offered a position with the City of Roseville, as a part of the pre-employment steps, applicants must provide a foreign degree credential equivalency certificate from an approved member agency above. Applicants who do not provide verification will be eliminated from further consideration. SELECTION PROCESS All candidates meeting the minimum qualifications will have their application scored in a Formula Rate Examination. The applicant’s experience and education will be evaluated using a pre-determined formula. Scores from this evaluation will determine applicant ranking and placement on the Employment List. Supplemental questions will be utilized by the department hiring authority to make interview and selection determinations. Final appointment is contingent upon a check of past employment references, passing a City-paid fingerprint check, and depending on the position applied for, a pre-employment medical exam, drug and alcohol screening test, credit check, license and/or education verification, psychological examination, and/or an extensive Police Department background check process. THE CITY OF ROSEVILLE IS AN EQUAL-OPPORTUNITY EMPLOYER. IF YOU REQUIRE AN ACCOMMODATION DUE TO A DISABILITY, PLEASE CONTACT THE HUMAN RESOURCES DEPARTMENT AT LEAST 5 WORKING DAYS BEFORE A SCHEDULED INTERVIEW/EXAMINATION PROCESS. MEDICAL DISABILITY VERIFICATION MAY BE REQUIRED PRIOR TO ACCOMMODATION. EMPLOYEE BENEFITS: The City of Roseville offers competitive benefits packages to full-time employees. Regular part-time employees receive benefits on a pro-rated basis. For more information regarding the City's benefits, visit our website here . Benefits currently include: Health, dental, and vision insurance benefits Cafeteria plan, plus City paid Flex credit Life insurance (City paid and optional supplemental employee paid) Flexible spending accounts for dependent and health/medical costs Employee assistance plan Retirement savings plan Deferred compensation plan(s) Short-term and Long-term Disability employee paid plans Educational reimbursement Vacation leave, sick leave, personal/management leaves Holiday pay (plus two floating holidays annually) Bilingual pay Longevity pay GENERAL BENEFITS : A majority of the employee benefits are similar for all City employees. There are benefits that differ depending on which bargaining unit the job classification is assigned. Exact benefits information can be found by visiting the Benefits webpage and selecting the specific bargaining unit group. TEMPORARY POSITIONS: Most benefits do not apply to the City's temporary positions. Temporary employees that work 1,500 hours annually may elect medical insurance. Temporary employees contribute to a retirement plan depending on the status of total hours worked annually. Closing Date/Time: Continuous
Mar 07, 2024
Temporary
Description YOUR FUTURE STARTS HERE ! Grow your career by joining the Parks, Recreation & Libraries team in the role of Child Care Program Leader. The Human Resources Department is accepting applications for the temporary and part-time position of Child Care Program Leader in the Parks, Recreation & Libraries Department to perform a variety of duties related to assisting with planning, coordinating, and supervising Child Care and/or preschool programs. This is a year-round position and is limited to 25 hours per week for a maximum of 1,000 hours per fiscal year; the work schedule requires evening and weekend availability. DEFINITION To perform a variety of duties related to assisting with planning, coordinating and supervising City before and after school child care facilities and/or preschool programs. Examples of Duties EXAMPLES OF ESSENTIAL DUTIES - Duties may include, but are not limited to, the following: Assist with planning and directing a variety of program areas which may include preschool or afterschool programs. Aid in training of seasonal employees and volunteers. Prepare reports, schedules and other administrative material. Stimulate interest while teaching and supervising activities such as sports, games, special events, arts and crafts, drama and social activities. Ensure provision of healthy meals and snacks for program participants. Maintain positive student and family relations and follow disciplinary procedures. Maintain positive relations with school/facility site staff. Maintain a safe, clean and orderly classroom environment. Notify appropriate staff of any problems with regard to site maintenance, children or parents and make recommendations as necessary. Promote and enforce safety procedures; render first aid and CPR, if certified, as required. Maintain records and reports as required; track and complete subsidized child care paperwork. Mentor and direct temporary staff in all aspects of classroom management, curriculum and team building. Coordinate and purchase supply needs. Act in the absence of the Child Care Site Coordinator the Youth Development Program Coordinator. Coordinate distribution and assignment of department uniforms and equipment. Register new students and provide information to families regarding program requirements; conduct orientation for new participants and families; communicate with parents to report incidents or accidents; assist in conducting periodic student/family conferences. Comply with State licensing requirements and related health and safety regulations. Monitor and adhere to the program budget. Supervise assigned temporary staff; schedule, train and monitor staff relative to assigned duties; review timekeeping system of assigned staff for accuracy. Build and maintain positive working relationships with co-workers, other City employees and the public using principles of good customer service. Perform related duties as assigned. Minimum Qualifications Knowledge of: Basic knowledge of modern methods, techniques, principles and procedures used in the planning and supervision of child care and/or preschool programs and facilities. Elementary aged children with regard to interest, skills, special needs, recreational activities and program planning of such activities, i.e., sports, organized games, special events, arts and crafts and drama. Practices and methods of public relations and customer service; techniques and principles of effective interpersonal communication. Basic methodology of organizing groups, programs and services in a recreational setting. Principles and techniques of first aid and CPR. Modern office equipment, methods, procedures and computer hardware and software. Ability to : On a continuous basis, know and understand operations and observe safety rules; supervise children; stand for long periods of time; interpret, understand and follow policies and procedures; explain operations and problem solve issues for the public and with staff. Move tables, chairs and carry supplies; participate with children on field trips, perform exercises with children; lift or carry weight of 45 pounds or less. Lead activities and apply program knowledge to coordinate daily activities and special events; be engaged in all aspects of youth development programming. Effectively supervise participants. Establish positive and professional relationships with children, co-workers and parents. Establish and maintain effective working relationships with those contacted in the course of work. Understand and translate City policies and practices into everyday working practices; make sound decisions with solid problem solving methods. Respond to emergency situations in a calm and effective manner; administer first aid and CPR, if certified. Operate a computer as necessary to perform job duties. Identify problems regarding the facility and programs; refer difficult problems/irregularities for more advanced attention and recommend possible solutions. Understand and carry out written and oral directions. Maintain accurate and up-to-date records. Work outdoors in a variety of weather conditions. Communicate tactfully with customers. Communicate effectively and concisely, both orally and in writing. Experience and Training Experience : At least four (4) years teaching in a licensed day care center or comparable group child care program or working directly with children classroom teaching or teacher assisting experience in elementary or middle school education, experience in physical education or recreation programs, college work-study or internship in recreation or youth development, experience in human services or experience in school guidance or in other counseling programs. AND Training : Equivalent to completion of the twelfth (12th) grade and completed 12 semester (or equivalent quarter) units which includes 3 units in administration or staff relations and/or 3 units in early childhood education. OR Experience: Two (2) years of teaching experience in a licensed day care center or comparable group child care program or working directly with children; classroom teaching or teacher assisting experience in elementary or middle school education; experience in physical education or recreation programs; college work-study or internship in recreation or youth development; experience in human services or experience in school guidance or in other counseling programs. AND Training: An Associate’s degree or 60 semester units of college level course work including 18 units in a major field of study and 21 units in general education from an accredited college or university. Two (2) years of related work experience can substitute for an Associate’s Degree with completion of 3 semester units in administration or staff relations and/or 3 units in early childhood education. OR Experience: One (1) year of teaching experience in a licensed day care center or comparable group child care program or working directly with children; classroom teaching or teacher assisting experience in elementary or middle school education, experience in physical education or recreation programs, college work-study or internship in recreation or youth development, experience in human services or experience in school guidance or in other counseling programs. AND Training: A Bachelor’s degree from an accredited college or university which includes 3 units in administration or staff relations and/or 3 units in early childhood education. License or Certificate Possession of a valid California driver’s license by date of appointment. Possession of CPR and First Aid certificates within six (6) months of hire. Possession of or ability to obtain and maintain State required certifications related to health and safety practices and operation of a licensed day care facility within six (6) months of hire. Supplemental Information Detailed information on the City of Roseville recruitment practices can be reviewed on the Frequently Asked Questions page. The City of Roseville defines “accredited college or university” as an institution of higher learning and must be listed on the United States Department of Education Database of Accredited Post-Secondary Institutions and Programs website http://ope.ed.gov/accreditation . Credits earned from colleges, universities, and institutions listed as accredited institutions on this website will be considered as part of the educational component of the minimum qualifications for a classification. The following options apply to the evaluation of college degrees from countries outside the United States: Educational background from a foreign country may be evaluated by an accredited United States college or university listed on the U.S. Department of Education Database of Accredited Post-Secondary Institutions and Programs website. Verification of degree equivalency may be obtained from organizations that provide foreign education credential evaluation services. The City of Roseville will accept verification from any of the listed member agencies found at www.naces.org or www.aice-eval.org . A copy of the foreign credential evaluation verification can be attached to the employment application. If you are offered a position with the City of Roseville, as a part of the pre-employment steps, applicants must provide a foreign degree credential equivalency certificate from an approved member agency above. Applicants who do not provide verification will be eliminated from further consideration. SELECTION PROCESS All candidates meeting the minimum qualifications will have their application scored in a Formula Rate Examination. The applicant’s experience and education will be evaluated using a pre-determined formula. Scores from this evaluation will determine applicant ranking and placement on the Employment List. Supplemental questions will be utilized by the department hiring authority to make interview and selection determinations. Final appointment is contingent upon a check of past employment references, passing a City-paid fingerprint check, and depending on the position applied for, a pre-employment medical exam, drug and alcohol screening test, credit check, license and/or education verification, psychological examination, and/or an extensive Police Department background check process. THE CITY OF ROSEVILLE IS AN EQUAL-OPPORTUNITY EMPLOYER. IF YOU REQUIRE AN ACCOMMODATION DUE TO A DISABILITY, PLEASE CONTACT THE HUMAN RESOURCES DEPARTMENT AT LEAST 5 WORKING DAYS BEFORE A SCHEDULED INTERVIEW/EXAMINATION PROCESS. MEDICAL DISABILITY VERIFICATION MAY BE REQUIRED PRIOR TO ACCOMMODATION. EMPLOYEE BENEFITS: The City of Roseville offers competitive benefits packages to full-time employees. Regular part-time employees receive benefits on a pro-rated basis. For more information regarding the City's benefits, visit our website here . Benefits currently include: Health, dental, and vision insurance benefits Cafeteria plan, plus City paid Flex credit Life insurance (City paid and optional supplemental employee paid) Flexible spending accounts for dependent and health/medical costs Employee assistance plan Retirement savings plan Deferred compensation plan(s) Short-term and Long-term Disability employee paid plans Educational reimbursement Vacation leave, sick leave, personal/management leaves Holiday pay (plus two floating holidays annually) Bilingual pay Longevity pay GENERAL BENEFITS : A majority of the employee benefits are similar for all City employees. There are benefits that differ depending on which bargaining unit the job classification is assigned. Exact benefits information can be found by visiting the Benefits webpage and selecting the specific bargaining unit group. TEMPORARY POSITIONS: Most benefits do not apply to the City's temporary positions. Temporary employees that work 1,500 hours annually may elect medical insurance. Temporary employees contribute to a retirement plan depending on the status of total hours worked annually. Closing Date/Time: Continuous
California State Polytechnic University Pomona
3801 West Temple Avenue, Pomona, CA 91768, USA
Tenure Track Faculty Position Early Childhood Studies ( Specialization: Early Childhood Education, Elementary Education TK-3 rd grade ) College of Education and Integrative Studies California State Polytechnic University, Pomona invites applications for a tenure track faculty position in the Department of Early Childhood Studies. Cal Poly Pomona is one of three polytechnic universities in the 23-campus California State University system and among 12 such institutions nationwide. Since its founding in 1938, Cal Poly Pomona students participate in an integrative experiential learning education that is inclusive, relevant, and values diverse perspectives and experiences. With a variety of degree programs in the arts, humanities, sciences, engineering, and professional disciplines, the university is well known for its learn-by-doing approach and Teacher Scholar Model . The university is noted for its scenic and historic 1,400-acre campus, which was once the winter ranch of cereal magnate W.K. Kellogg. We acknowledge that Cal Poly Pomona resides on the territorial and homelands of the Tongva and Tataavium people who are the traditional land caretakers of Tovaangar. The university’s nearly 30,000 students are taught and mentored by the campus’s more than 1,400 faculty as part of 54 baccalaureate and 29 master’s degree programs, 11 credential and certificate programs, and a doctorate in educational leadership. Highly regarded among its peer institutions, Cal Poly Pomona is No. 2 in the U.S. News and World Report rankings of top public regional universities in the west and was named the No. 15 best value college in the nation by Money Magazine. Cal Poly Pomona, a Hispanic-Serving Institution and an Asian American and Native American Pacific Islander-Serving Institution, stands as a national leader in promoting social mobility , and was placed among the 25 top institutions in the country in awarding bachelor’s degrees to minoritized students by Diverse Issues in Higher Education . The Cal Poly Pomona campus is located less than 30 miles east of downtown Los Angeles at the intersection of Los Angeles, Orange, Riverside and San Bernardino counties. It is within an hour’s drive of beaches, mountains and deserts. For additional information about the university, please visit www.cpp.edu , and for more about faculty life, please see YourLife@CPP . Student Population . California residents comprise the majority (96%) of applicants to undergraduate programs at Cal Poly Pomona, and 41% of new students were transfers in Fall 2022. 57% of Cal Poly Pomona students are first generation, 70% receive financial aid, and 44% qualify as Pell-eligible. The university enrolls a diverse student body that identifies as 53% Latinx, 22% Asian, 14% White, 3% Black, 2% International, 4% two or more races, 3% unknown and less than 1% Native Hawaiian or Native Pacific Islander and less than 1% Native American Indigenous. Thirty-nine percent of the student body were STEM majors with the top enrolled programs including psychology, mechanical engineering, civil engineering, biology and computer science. Inclusive Excellence Criteria. We aspire to be the model inclusive polytechnic university in the nation. We have a strong commitment to inclusive excellence and to educational experiences that leverage the diverse perspectives and experiences needed to succeed and thrive in a diverse society. *As a part of the application for faculty positions, all candidates must submit a Student Success Statement that demonstrates their commitment and record of contributions to diversity and equity through their teaching, scholarship, or service by speaking to at least two of the inclusive excellence criteria below. Candidates should explain how they have engaged in the criteria below in their pedagogy, scholarship, and/or service, as well as the level to which these efforts have been consistently incorporated into their work. Inclusive Excellence Criteria: Incorporates the contributions and struggles of historic ethnic minority groups or other disadvantaged communities into their teaching, scholarly work, and/or service contributions; Adopts teaching strategies that support the learning and success of students from diverse student populations; Mentors and engages diverse student populations in discovery, scholarship, and creative activities; Engages students in problem-based projects and learning that address the needs of diverse communities; Possesses knowledge of challenges and barriers for underrepresented students and faculty within the discipline and uses it to inform their work in specific ways; Mentors and assists diverse student populations interested in pursuing graduate education Engages in community-responsive action research or service with diverse student populations and communities; Has experience in or demonstrates a commitment to adopting experiential learning activities and pedagogy with diverse student populations and communities; and Has expertise in or demonstrated commitment to teaching, scholarship and/or service that contributes to access, diversity, and equal opportunity in higher education. College The mission of The College of Education and Integrative Studies is to prepare students to become dynamic, innovative, skilled, and socially responsible leaders in a changing local and global society. As a learning community of students, scholars, and professionals, we are dedicated to the advancement and development of knowledge, interdisciplinary and student-centered education, equity, and community engagement. We are a learning community focused on meeting the present and future needs of students in our communities. We educate students to become highly qualified and significant leaders in our society. We are committed to the principles of diversity, ethics and social justice, and life-long learning. Central to our mission are innovative and integrative thinking, reflective practice, collaborative action, and learning by discovery. Department Early Childhood Studies (ECS) is one of four departments in the College of Education and Integrative Studies that offers specialized, graduate and undergraduate programs in Education, Educational Leadership, Ethnic and Women’s Studies, Interdisciplinary General Education, and Liberal Studies. The ECS department benefits from a diverse community reflective of the greater Los Angeles area. Our student body is over sixty percent students of color and reflects our geographical context as one of the most linguistically, culturally, and racially diverse regions in the U.S. The ECS department recognizes historical, systemic, and present conditions that marginalize children, families, and communities, through intersecting oppressive formations across race, language, culture, class, religion, and disability. We are committed to transforming the consequences of the legal and social formation of racism and intersecting forms of oppression through antiracist and decolonial pedagogy, linguistically and culturally responsive approaches, and through advancing social justice and equity in early childhood education. In 2020/2021 the ECS department participated in an anti-racist training led by an expert in early childhood anti-racist research. The Early Childhood Studies (ECS) Department's undergraduate degree program advocates for equity and intersectional understanding of systems of oppression that are currently in play in early learning and care (ELC). The ECS program embeds concepts of multilingualism and anti-racism throughout all their required core courses. While at Cal Poly Pomona, Early Childhood Studies’ students learn processes important for early childhood development and identify implications of theory in the examination and application of principles and practices within diverse family, program, and community contexts. Program graduates are prepared to work in infant-toddler programs, preschools, elementary schools, careers in home visiting, family support programs, post-baccalaureate degree programs, and other professional contexts that focus on working with young children and families. For students to obtain the knowledge, skills, and dispositions to work with children and families during the most critical developmental time in a child’s life we provide hands-on experiences through service learning, internships, practicum, and fieldwork. ECS students have the opportunity to interact with children and families in our campus childcare center as well as our family-friendly space at the CPP library that supports parenting students and their children. To support our diverse student population, courses are offered in diverse modalities including face-to-face, hybrid, and online. In Spring 2021, the ECS Department was awarded NAEYC Accreditation, becoming the first university in the State of California to earn this distinction. We have a highly collaborative department. We regularly update our curriculum, support our diverse students, collaborate with community partnerships, and advocate for children and families in organizations such as PEACH (Partnerships in Education, Articulation, and Collaboration in Higher Education). Our faculty are also highly engaged in supporting families on campus and developed CPP KARES (Cal Poly Pomona Kids Activities and Resources for Educational Support) and Bronco Family Space at the CPP library. We are currently involved in a state-wide project, which aims to identify foundational competencies for early childhood professionals to have in working with multilingual children and families, and to develop a formative assessment tool through our collaboration with other stakeholders in the region. Job Description: The Early Childhood Studies Department at California State Polytechnic University, Pomona, seeks applicants for a tenure-track Assistant Professor to begin the academic year of 2024-2025. We seek an individual with expertise in Early Childhood Studies (TK-3 rd Grade), a doctorate in Early Childhood Studies, Child Development, Early Childhood Education, or a closely related field and commitment to anti-racism and equity in early childhood. The position responsibilities will be primarily to teach, advise students, serve as coordinator of ECE PK-3 rd grade credential, engage in scholarship and publish, and provide service that includes the early childhood broader professional community. Minimum requirements: Expertise in early childhood education, with experience in elementary education (TK-3 rd grade); Earned doctorate in Early Childhood Studies, Child Development, Early Childhood Education, Education or a closely related field from an accredited university by August 2024; Evidence of teaching potential or experience in higher education; Evidence of professional and scholarly work that aligns with the College’s commitment to social justice and equity and the department’s commitment to linguistically, and culturally responsive early childhood pedagogy; Evidence of practical experience or direct or indirect work in the early childhood field (prenatal to eight years) such as professional development for the workforce, working in an early childhood classroom, teaching in an elementary classroom, administrator, home visitations, child therapy or intervention programs, policy and advocacy work or other related experience. Preferred/Desired Qualifications: Active participation in Early Childhood/Child Development/Education professional associations or networks related to area of expertise; Three years of experience teaching in an early childhood classroom (TK-grade 3); Demonstrated commitment to active, student-centered learning; Experience teaching at the college or university level and evidence of teaching excellence; and Evidence of commitment to social justice and active involvement with the early childhood professional community. Conditions of Employment: The person offered this position is required to pass a background check. Application Process: Completed application packages uploaded by December 3, 2023, will receive first consideration. The position will remain open until it is filled. Additional information about the position is available at http://www.cpp.edu/~faculty-affairs/open-positions/index.shtml . Application materials must be submitted online via Pages at http://www.cpp.edu//~faculty-affairs/open-positions/ . General questions can be submitted to the following: A completed Application for Academic Employment form ( https://www.cpp.edu/~faculty-affairs/documents/acadapplication_feb2017.pdf ); Letter of interest describing the candidate’s teaching and scholarly experience and interests, addressing the duties and qualifications articulated in the position description; and includes a list of courses and teaching modalities that you are qualified to teach. A statement of teaching philosophy (2 pages max); A student success statement about your teaching and/or other experiences, successes, and challenges in working or engaging with a diverse student population (up to 2 pages, single-spaced). See http://www.cpp.edu/~faculty-affairs/documents/student_success_statement.pdf ; Current curriculum vitae that includes the names, titles, addresses, and telephone numbers of at least five references who can speak to the candidate’s potential for success in this position; Undergraduate and graduate transcripts (an official transcript will be required of finalists) showing the highest degree earned; and At least three letters of reference. At least one of which must specifically address teaching Please direct inquiries, nominations, and applications (electronic only) to Stephanie Cheung Administrative Coordinator, Early Childhood Studies via email ( scheung2@cpp.edu) or phone (909-869-3153). Applications accepted only via PageUp -online application portal-for University hires. Salary Range for 9-month Academic Year Appointment: $80,000-$82,400 Equal Opportunity Employer California State Polytechnic University, Pomona is an Equal Opportunity Employer. The university seeks to recruit and retain a diverse workforce as a reflection of our commitment to serve the people of California, to maintain the excellence of the university, and to offer our students richly varied disciplines, perspectives, and ways of knowing. Cal Poly Pomona subscribes to all state and federal regulations and prohibits discrimination based on race, color, religion, national origin, sex, gender identity/gender expression, sexual orientation, marital status, pregnancy, age, disability, genetic information, medical condition, and covered veteran status. The university hires only individuals lawfully authorized to work in the United States. As required by the Clery Disclosure Act, the university prepares a public annual security report. Advertised: Nov 03 2023 Pacific Daylight Time Applications close: Closing Date/Time:
Mar 07, 2024
Tenure Track Faculty Position Early Childhood Studies ( Specialization: Early Childhood Education, Elementary Education TK-3 rd grade ) College of Education and Integrative Studies California State Polytechnic University, Pomona invites applications for a tenure track faculty position in the Department of Early Childhood Studies. Cal Poly Pomona is one of three polytechnic universities in the 23-campus California State University system and among 12 such institutions nationwide. Since its founding in 1938, Cal Poly Pomona students participate in an integrative experiential learning education that is inclusive, relevant, and values diverse perspectives and experiences. With a variety of degree programs in the arts, humanities, sciences, engineering, and professional disciplines, the university is well known for its learn-by-doing approach and Teacher Scholar Model . The university is noted for its scenic and historic 1,400-acre campus, which was once the winter ranch of cereal magnate W.K. Kellogg. We acknowledge that Cal Poly Pomona resides on the territorial and homelands of the Tongva and Tataavium people who are the traditional land caretakers of Tovaangar. The university’s nearly 30,000 students are taught and mentored by the campus’s more than 1,400 faculty as part of 54 baccalaureate and 29 master’s degree programs, 11 credential and certificate programs, and a doctorate in educational leadership. Highly regarded among its peer institutions, Cal Poly Pomona is No. 2 in the U.S. News and World Report rankings of top public regional universities in the west and was named the No. 15 best value college in the nation by Money Magazine. Cal Poly Pomona, a Hispanic-Serving Institution and an Asian American and Native American Pacific Islander-Serving Institution, stands as a national leader in promoting social mobility , and was placed among the 25 top institutions in the country in awarding bachelor’s degrees to minoritized students by Diverse Issues in Higher Education . The Cal Poly Pomona campus is located less than 30 miles east of downtown Los Angeles at the intersection of Los Angeles, Orange, Riverside and San Bernardino counties. It is within an hour’s drive of beaches, mountains and deserts. For additional information about the university, please visit www.cpp.edu , and for more about faculty life, please see YourLife@CPP . Student Population . California residents comprise the majority (96%) of applicants to undergraduate programs at Cal Poly Pomona, and 41% of new students were transfers in Fall 2022. 57% of Cal Poly Pomona students are first generation, 70% receive financial aid, and 44% qualify as Pell-eligible. The university enrolls a diverse student body that identifies as 53% Latinx, 22% Asian, 14% White, 3% Black, 2% International, 4% two or more races, 3% unknown and less than 1% Native Hawaiian or Native Pacific Islander and less than 1% Native American Indigenous. Thirty-nine percent of the student body were STEM majors with the top enrolled programs including psychology, mechanical engineering, civil engineering, biology and computer science. Inclusive Excellence Criteria. We aspire to be the model inclusive polytechnic university in the nation. We have a strong commitment to inclusive excellence and to educational experiences that leverage the diverse perspectives and experiences needed to succeed and thrive in a diverse society. *As a part of the application for faculty positions, all candidates must submit a Student Success Statement that demonstrates their commitment and record of contributions to diversity and equity through their teaching, scholarship, or service by speaking to at least two of the inclusive excellence criteria below. Candidates should explain how they have engaged in the criteria below in their pedagogy, scholarship, and/or service, as well as the level to which these efforts have been consistently incorporated into their work. Inclusive Excellence Criteria: Incorporates the contributions and struggles of historic ethnic minority groups or other disadvantaged communities into their teaching, scholarly work, and/or service contributions; Adopts teaching strategies that support the learning and success of students from diverse student populations; Mentors and engages diverse student populations in discovery, scholarship, and creative activities; Engages students in problem-based projects and learning that address the needs of diverse communities; Possesses knowledge of challenges and barriers for underrepresented students and faculty within the discipline and uses it to inform their work in specific ways; Mentors and assists diverse student populations interested in pursuing graduate education Engages in community-responsive action research or service with diverse student populations and communities; Has experience in or demonstrates a commitment to adopting experiential learning activities and pedagogy with diverse student populations and communities; and Has expertise in or demonstrated commitment to teaching, scholarship and/or service that contributes to access, diversity, and equal opportunity in higher education. College The mission of The College of Education and Integrative Studies is to prepare students to become dynamic, innovative, skilled, and socially responsible leaders in a changing local and global society. As a learning community of students, scholars, and professionals, we are dedicated to the advancement and development of knowledge, interdisciplinary and student-centered education, equity, and community engagement. We are a learning community focused on meeting the present and future needs of students in our communities. We educate students to become highly qualified and significant leaders in our society. We are committed to the principles of diversity, ethics and social justice, and life-long learning. Central to our mission are innovative and integrative thinking, reflective practice, collaborative action, and learning by discovery. Department Early Childhood Studies (ECS) is one of four departments in the College of Education and Integrative Studies that offers specialized, graduate and undergraduate programs in Education, Educational Leadership, Ethnic and Women’s Studies, Interdisciplinary General Education, and Liberal Studies. The ECS department benefits from a diverse community reflective of the greater Los Angeles area. Our student body is over sixty percent students of color and reflects our geographical context as one of the most linguistically, culturally, and racially diverse regions in the U.S. The ECS department recognizes historical, systemic, and present conditions that marginalize children, families, and communities, through intersecting oppressive formations across race, language, culture, class, religion, and disability. We are committed to transforming the consequences of the legal and social formation of racism and intersecting forms of oppression through antiracist and decolonial pedagogy, linguistically and culturally responsive approaches, and through advancing social justice and equity in early childhood education. In 2020/2021 the ECS department participated in an anti-racist training led by an expert in early childhood anti-racist research. The Early Childhood Studies (ECS) Department's undergraduate degree program advocates for equity and intersectional understanding of systems of oppression that are currently in play in early learning and care (ELC). The ECS program embeds concepts of multilingualism and anti-racism throughout all their required core courses. While at Cal Poly Pomona, Early Childhood Studies’ students learn processes important for early childhood development and identify implications of theory in the examination and application of principles and practices within diverse family, program, and community contexts. Program graduates are prepared to work in infant-toddler programs, preschools, elementary schools, careers in home visiting, family support programs, post-baccalaureate degree programs, and other professional contexts that focus on working with young children and families. For students to obtain the knowledge, skills, and dispositions to work with children and families during the most critical developmental time in a child’s life we provide hands-on experiences through service learning, internships, practicum, and fieldwork. ECS students have the opportunity to interact with children and families in our campus childcare center as well as our family-friendly space at the CPP library that supports parenting students and their children. To support our diverse student population, courses are offered in diverse modalities including face-to-face, hybrid, and online. In Spring 2021, the ECS Department was awarded NAEYC Accreditation, becoming the first university in the State of California to earn this distinction. We have a highly collaborative department. We regularly update our curriculum, support our diverse students, collaborate with community partnerships, and advocate for children and families in organizations such as PEACH (Partnerships in Education, Articulation, and Collaboration in Higher Education). Our faculty are also highly engaged in supporting families on campus and developed CPP KARES (Cal Poly Pomona Kids Activities and Resources for Educational Support) and Bronco Family Space at the CPP library. We are currently involved in a state-wide project, which aims to identify foundational competencies for early childhood professionals to have in working with multilingual children and families, and to develop a formative assessment tool through our collaboration with other stakeholders in the region. Job Description: The Early Childhood Studies Department at California State Polytechnic University, Pomona, seeks applicants for a tenure-track Assistant Professor to begin the academic year of 2024-2025. We seek an individual with expertise in Early Childhood Studies (TK-3 rd Grade), a doctorate in Early Childhood Studies, Child Development, Early Childhood Education, or a closely related field and commitment to anti-racism and equity in early childhood. The position responsibilities will be primarily to teach, advise students, serve as coordinator of ECE PK-3 rd grade credential, engage in scholarship and publish, and provide service that includes the early childhood broader professional community. Minimum requirements: Expertise in early childhood education, with experience in elementary education (TK-3 rd grade); Earned doctorate in Early Childhood Studies, Child Development, Early Childhood Education, Education or a closely related field from an accredited university by August 2024; Evidence of teaching potential or experience in higher education; Evidence of professional and scholarly work that aligns with the College’s commitment to social justice and equity and the department’s commitment to linguistically, and culturally responsive early childhood pedagogy; Evidence of practical experience or direct or indirect work in the early childhood field (prenatal to eight years) such as professional development for the workforce, working in an early childhood classroom, teaching in an elementary classroom, administrator, home visitations, child therapy or intervention programs, policy and advocacy work or other related experience. Preferred/Desired Qualifications: Active participation in Early Childhood/Child Development/Education professional associations or networks related to area of expertise; Three years of experience teaching in an early childhood classroom (TK-grade 3); Demonstrated commitment to active, student-centered learning; Experience teaching at the college or university level and evidence of teaching excellence; and Evidence of commitment to social justice and active involvement with the early childhood professional community. Conditions of Employment: The person offered this position is required to pass a background check. Application Process: Completed application packages uploaded by December 3, 2023, will receive first consideration. The position will remain open until it is filled. Additional information about the position is available at http://www.cpp.edu/~faculty-affairs/open-positions/index.shtml . Application materials must be submitted online via Pages at http://www.cpp.edu//~faculty-affairs/open-positions/ . General questions can be submitted to the following: A completed Application for Academic Employment form ( https://www.cpp.edu/~faculty-affairs/documents/acadapplication_feb2017.pdf ); Letter of interest describing the candidate’s teaching and scholarly experience and interests, addressing the duties and qualifications articulated in the position description; and includes a list of courses and teaching modalities that you are qualified to teach. A statement of teaching philosophy (2 pages max); A student success statement about your teaching and/or other experiences, successes, and challenges in working or engaging with a diverse student population (up to 2 pages, single-spaced). See http://www.cpp.edu/~faculty-affairs/documents/student_success_statement.pdf ; Current curriculum vitae that includes the names, titles, addresses, and telephone numbers of at least five references who can speak to the candidate’s potential for success in this position; Undergraduate and graduate transcripts (an official transcript will be required of finalists) showing the highest degree earned; and At least three letters of reference. At least one of which must specifically address teaching Please direct inquiries, nominations, and applications (electronic only) to Stephanie Cheung Administrative Coordinator, Early Childhood Studies via email ( scheung2@cpp.edu) or phone (909-869-3153). Applications accepted only via PageUp -online application portal-for University hires. Salary Range for 9-month Academic Year Appointment: $80,000-$82,400 Equal Opportunity Employer California State Polytechnic University, Pomona is an Equal Opportunity Employer. The university seeks to recruit and retain a diverse workforce as a reflection of our commitment to serve the people of California, to maintain the excellence of the university, and to offer our students richly varied disciplines, perspectives, and ways of knowing. Cal Poly Pomona subscribes to all state and federal regulations and prohibits discrimination based on race, color, religion, national origin, sex, gender identity/gender expression, sexual orientation, marital status, pregnancy, age, disability, genetic information, medical condition, and covered veteran status. The university hires only individuals lawfully authorized to work in the United States. As required by the Clery Disclosure Act, the university prepares a public annual security report. Advertised: Nov 03 2023 Pacific Daylight Time Applications close: Closing Date/Time: