Adjunct Faculty in Early Childhood Education

Grand Valley State University•Grand Rapids, MI

1d•$1,000 - $1,000•Onsite

About The Position

The Early Childhood program at GVSU is looking for adjunct faculty members to help serve undergraduate students pursuing careers working with children in early childhood, elementary, and early childhood special education, ages birth to age eight, starting in Fall 2026. Primary responsibilities include teaching one or more undergraduate courses connected to working with families, child guidance, infant and toddler development, early literacy, philosophies of early childhood, and/or curriculum, in person, supplementing with online instructional tools during daytime and/or evening hours. Opportunities also exist for supporting clinical field supervision in early childhood classrooms. Salary and Benefits: $1,000 per credit hour Primary Duties: Adjunct faculty members are expected to teach one or more undergraduate courses in Early Childhood Education, including those that address child guidance, infant and toddler development, early literacy development, early childhood philosophies, integrated curriculum, and family engagement. This requires them to prepare the instructional materials in accordance with the syllabus of record, deliver in-person content on campus (mostly on the downtown City campus) either during the day or evening, while also integrating online instructional tools to support learning, and grade and provide feedback on assignments using the learning management system (Blackboard Ultra). Adjunct faculty are also expected to respond to students’ questions outside of class, correspond with the program director several times a semester, and assist in data collection of key assignments. Those who take on positions as clinical instructors are expected to provide individualized support to students at their field work sites using their own transportation, correspond with mentor teachers, attend monthly seminars, and grade reflection and assignments. Overall, all instructors are expected to maintain clear and professional communication with students and colleagues, use evidence-based teaching practices, promote anti-bias education, apply constructivist teaching approaches that emphasize active learning, inquiry, and critical reflection, and support future teachers as they learn to work effectively with young children and their families and future colleagues. Required Knowledge, Skills, and Abilities: A master’s degree in Early Childhood Education, Early Childhood Special Education, Child Development, Elementary Education, or Teacher Education with an emphasis in Early Childhood, Family Studies, or Human or Child Development At least three years full-time experience working with young children and young children with disabilities and their families (ages infant/toddler, preschool, or K-3) An ability and willingness to teach in person on the Valley and City Campuses during the day and/or during evenings A willingness to learn how to deliver instruction in online synchronous, asynchronous, and hybrid modalities Skills in delivering high quality and engaging instruction to adult learners A passion for teaching culturally relevant, responsive, and sustaining pedagogies and preparing teachers to work with diverse populations A commitment to educating the whole child and promoting inclusive and anti-bias teaching practices An understanding of and dedication to constructivist approaches to learning and children’s rights Strong interpersonal communication and collaboration skills Preferred Knowledge, Skills, and Abilities: A PhD in Early Childhood Education, Early Childhood Special Education, Child Development, or Teacher Education with an emphasis in Early Childhood, Family Studies, or Human or Child Development Experience working in a collaborative and/or transdisciplinary model Experience working with adult learners Experience providing clinical field supervision Strong connections with community partners and professionals outside the university community Knowledge of diverse family structures, IEPs, and IFSPs The ZA, ZS, or ZN endorsement, as awarded by the Michigan Department of Education Experience facilitating online instruction and/or using Blackboard Ultra Familiarity with the Conscious Discipline approach Experience teaching university courses related to Family Community Partnerships and Child Guidance, but also those related to philosophies of early childhood, infant and toddler development, early literacy, and/or curriculum Working Conditions: Instruction will be delivered in-person on the Valley or City campus and will be supplemented with online module work. How To Apply: Attach your cover letter, resume, and unofficial transcripts. In the cover letter, make sure to note your experience working with young children and their families, how you’ve worked with adult learners thus far, and what types of classes you are most interested in teaching. Additionally, please note what kinds of availability you have for teaching face-to-face (days, nights, which semesters) and what qualities you would bring to the courses themselves. The system will allow you to attach these documents electronically. If you have questions about the position or the posting, please contact program chair Kathryn Ohle at [email protected]. If you need technical assistance, please contact Human Resources at [email protected] or 616-331-221. Please note that successful applicants are responsible for ensuring their eligibility to work in the United States (i.e. a citizen or national of the United States, a lawful permanent resident, a foreign national authorized to work in the United States without the need of an employer sponsorship) on or before the effective date of appointment. Application Deadline: Consideration of applications will begin immediately and the posting may be closed at any time at the discretion of the University. Preference will be provided to those who apply by May 1, 2026. To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. Must have the physical stamina to work long hours and/or more than 5 days per week. The requirements listed are representative of the knowledge, skill and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. The information contained in this job description is for compliance with the Americans with Disabilities Act as amended by the ADA Amendment Act (2008), Section 504 of the Rehabilitation Act of 1973, and other applicable federal and state laws that prohibit discrimination on the basis of disability. GVSU will provide reasonable accommodations to qualified individuals with disabilities upon request. See www.gvsu.edu/equalopportunity/. TDD Callers: Call Michigan Relay Center at 711 (in State) or 1-800-833-7833 (out of State). Grand Valley State University is an Antidiscrimination/Equal Opportunity Employer, which includes providing equal opportunity for protected veterans and individuals with disabilities. University policy extends protections to additional identities. At Grand Valley State University, we empower learners in their pursuits, professions, and purpose. The university enriches society through excellent teaching, active scholarship, advancement of equity, and public service. The GVSU community is collaborative, inclusive, self-aware, goal- and growth-oriented. We value connection with fellow Lakers, both student and professional colleagues, and strive to challenge our existing state with innovative strategies. We are dedicated to student success, and the well-being of our community as a whole. Read more about our Reach Higher 2025 strategic plan and process.

Requirements

A master’s degree in Early Childhood Education, Early Childhood Special Education, Child Development, Elementary Education, or Teacher Education with an emphasis in Early Childhood, Family Studies, or Human or Child Development
At least three years full-time experience working with young children and young children with disabilities and their families (ages infant/toddler, preschool, or K-3)
An ability and willingness to teach in person on the Valley and City Campuses during the day and/or during evenings
A willingness to learn how to deliver instruction in online synchronous, asynchronous, and hybrid modalities
Skills in delivering high quality and engaging instruction to adult learners
A passion for teaching culturally relevant, responsive, and sustaining pedagogies and preparing teachers to work with diverse populations
A commitment to educating the whole child and promoting inclusive and anti-bias teaching practices
An understanding of and dedication to constructivist approaches to learning and children’s rights
Strong interpersonal communication and collaboration skills

Nice To Haves

A PhD in Early Childhood Education, Early Childhood Special Education, Child Development, or Teacher Education with an emphasis in Early Childhood, Family Studies, or Human or Child Development
Experience working in a collaborative and/or transdisciplinary model
Experience working with adult learners
Experience providing clinical field supervision
Strong connections with community partners and professionals outside the university community
Knowledge of diverse family structures, IEPs, and IFSPs
The ZA, ZS, or ZN endorsement, as awarded by the Michigan Department of Education
Experience facilitating online instruction and/or using Blackboard Ultra
Familiarity with the Conscious Discipline approach
Experience teaching university courses related to Family Community Partnerships and Child Guidance, but also those related to philosophies of early childhood, infant and toddler development, early literacy, and/or curriculum

Responsibilities

teach one or more undergraduate courses in Early Childhood Education
prepare the instructional materials in accordance with the syllabus of record
deliver in-person content on campus (mostly on the downtown City campus) either during the day or evening, while also integrating online instructional tools to support learning
grade and provide feedback on assignments using the learning management system (Blackboard Ultra)
respond to students’ questions outside of class
correspond with the program director several times a semester
assist in data collection of key assignments
provide individualized support to students at their field work sites using their own transportation
correspond with mentor teachers
attend monthly seminars
grade reflection and assignments
maintain clear and professional communication with students and colleagues
use evidence-based teaching practices
promote anti-bias education
apply constructivist teaching approaches that emphasize active learning, inquiry, and critical reflection
support future teachers as they learn to work effectively with young children and their families and future colleagues