Open Rank Clinical Faculty and Director of Teacher Preparation Programs

Loyola Marymount University•Lewisboro, NY

1d•$83,000 - $125,000•Onsite

About The Position

The Department of Teaching and Learning in Loyola Marymount University's School of Education seeks an open-rank clinical faculty member to lead its teacher preparation programs. This is a clinical, non-tenure-track term appointment; annual renewal depends on the School of Education's programmatic and budgetary needs. The Director reports to the Chair of the Department of Teaching and Learning and provides strategic, administrative, and academic leadership across educator preparation programs and pathways. The Director works with faculty, program leads, Associate Deans, and school partners to sustain program quality, meet state and national accreditation and certification requirements, support continuous improvement, and recruit and support teacher candidates. The role includes innovating and designing relevant, current, and sustainable credential programs, overseeing clinical experiences, and serving as a liaison among the School of Education, K–12 partners, state education agencies, and accrediting bodies. The programs prepare educators to serve California schools and their varied cultural, linguistic, social, and community contexts. The position is primarily office-based, with regular travel to partner school sites, district offices, and state or national conferences. Evening and weekend events may be required to support candidates and community and school partnerships. The expected hiring range is $83,000–$125,000; hiring salary will be commensurate with applicable knowledge, skills, and experience. The posting notes that visa sponsorship may not be available now or in the future.

Requirements

Earned doctorate (Ed.D. or Ph.D.) in Education, Curriculum and Instruction, Educational Leadership, or a closely related field.
At least five years of progressively responsible experience in educator preparation, including at least two years in a leadership or administrative capacity.
At least three years of graduate teaching experience, including online and hybrid modalities.
Knowledge of teacher education research, including culturally and linguistically responsive pedagogy, and ability to apply research to program design and systems-level improvement.
California teaching credential and at least three years of teaching experience in California K–12 public schools, in multilingual and diverse settings, and in underserved schools.
In-depth knowledge of California CTC program standards, Teaching Performance Expectations, and state educator preparation program approval processes.
Experience collecting, analyzing, and reporting data in support of program accreditation, improvement, and accountability.
Strong record of collaborative partnerships with California P–12 schools and community stakeholders, particularly those serving multilingual students and students on the margins of success.
Demonstrated commitment to diversity, equity, inclusion, and culturally responsive pedagogy.

Nice To Haves

Experience designing, launching, revising, or substantially redesigning educator preparation programs.
Experience leading program review, assessment, and continuous improvement initiatives that produced measurable improvements in candidate outcomes or program effectiveness.
Knowledge of multiple educator preparation pathways, such as internships and residencies.
Record of successful grant writing and external funding acquisition, including funding from state agencies.
Experience supporting and coordinating support for edTPA or other performance-based assessments for teacher candidates.
Published research or scholarship in educator preparation or teacher education.

Responsibilities

Provide strategic vision and day-to-day administration for teacher preparation programs and pathways, including alternative certification pathways, in consultation with department faculty and program leads.
Lead faculty, academic program directors, and the clinical experience team in curriculum development, program design, and course sequencing to support coherence, relevance, compliance, assessment integration, and alignment with current research and trends.
Identify and advance innovative educator preparation models and new program opportunities with faculty and school partners.
Supervise adjunct faculty and staff, including hiring, mentoring, and professional development.
Coordinate professional development for mentor teachers and clinical supervisors as needed.
Develop and manage the allocated operations budget in accordance with institutional priorities and university policies.
Develop and implement continuous improvement and assessment plans in collaboration with the Director of Assessment and Accreditation.
Initiate and maintain partnerships with schools, districts, and organizations to support program growth, funding opportunities, and School of Education priorities.
Identify and pursue grant opportunities with institutional support and guidance.
Host or represent the School of Education at internal and external events.
Collaborate with university academic units on single-subject credentials and other content-specific alternative certificates.
Work with external organizations and school districts to design and implement continuing learning opportunities for P–12 educators.
Keep current with trends and best practices in teacher preparation.
Co-lead accreditation and program reporting and approval processes with credentialing and accreditation agencies, in collaboration with the Director of Accreditation and Assessment.
Ensure compliance with state certification requirements, Title II reporting mandates, and other applicable regulations.
Co-design and implement systems to collect, analyze, and report program data for evidence-based decisions and accreditation documentation.
Monitor state policy and accreditation changes and lead programmatic adjustments.
Oversee candidate clinical practice and experience across pathways, including placements, supervision protocols, and professional development for mentors and supervisors.
Cultivate relationships with school districts, public, charter, Catholic, and independent schools, and community organizations to expand clinical placements and strengthen candidate experiences.
Contribute to developing and managing memoranda of understanding and placement contracts with partner organizations.
Collaborate on recruitment initiatives to attract diverse, high-quality teacher candidates.
Work with Academic Advising to support candidates throughout their programs.
Develop and implement retention strategies with department faculty, including academic support for state-required performance assessments and certification exams such as edTPA and CSET.