Program Chair /Clinical and Field Experiences (Remote)

Post University•Waterbury, CT

3d•Remote

About The Position

The Clinical Field Experience Program Chair provides academic leadership, Field Experience program oversight, and Field Experience operational management for the designated programs. This role ensures the delivery of a high-quality curriculum, faculty excellence, strong student outcomes, and compliance with institutional and external standards. The Clinical Field Experience Program Chair collaborates with academic leadership, faculty, and university partners to maintain relevant, rigorous, and practice-focused programs. This position is remote-friendly, but the individual is expected to be on campus regularly and be available for on-campus events and special occasions as needed.

Requirements

THE SUCCESSFUL CANDIDATE WILL POSSESS A TERMINAL DEGREE IN COUNSELOR EDUCATION FROM A CACREP-ACCREDITED PROGRAM, OR HAVE TAUGHT FULL-TIME IN A CACREP-ACCREDITED PROGRAM PRIOR TO 2013 FOR A MINIMUM OF ONE YEAR, WITH A MINIMUM OF FIVE YEARS OF EXPERIENCE IN COUNSELOR EDUCATION AS A COORDINATOR OF CLINICAL TRAINING. MUST ALSO POSSESS A PROFESSIONAL COUNSELOR LICENSE AT THE HIGHEST LEVEL WITH PRACTICE EXPERIENCE.
Analytical- Synthesizes complex or diverse information; collects and researches data; uses intuition and experience to complement data; designs workflows and procedures.
Culture Influencer-Builds a culture of accountability, innovation, and service excellence that reflects Post’s student-centered mission and collective academic and University vision.
Business Acumen – Understands business implications of decisions; supports organization’s goals and values; displays orientation to profitability; demonstrates knowledge of market and competition; aligns work with strategic goals.
Change Management – Develops workable implementation plans; communicates changes effectively; builds commitment and overcomes resistance; prepares and supports those affected by change.
Facilitator-Coaches teams to lead without ego, collaborate across boundaries, and operate as one university community, honoring that Post’s schools are interdependent and aligned, not siloed.
Curriculum development and assessment - Demonstrates expertise in curriculum development and course/program assessment.
Design – Generates creative solutions; uses feedback to modify designs; applies design principles; demonstrates attention to detail.
Mission Aligned-Embodies and champions Post University’s non-negotiable behaviors, fostering a unified academic and operational culture across all four schools and institutional partners.
Ethics – Treats people with respect; keeps commitments; inspires the trust of others; works with integrity and ethics; upholds organizational values.
Judgment – Displays willingness to make decisions; exhibits sound and accurate judgment; supports and explains reasoning for decisions; includes appropriate people in decision-making processes; makes timely decisions.
Leadership – Exhibits confidence in self and others; inspires and motivates others to perform well; effectively influences action and opinions of others; inspires respect and trust; accepts feedback from others.
Oral & Written Communication – Has proven writing and editorial skills. Speaks and writes clearly, informatively, and persuasively in positive or negative situations; varies style to meet needs; listens and gets clarification; responds well to questions; demonstrates group presentation skills; presents data effectively.
Problem Solving – Identifies and resolves problems in a timely manner; gathers and analyses information skilfully; develops alternative solutions; works well in group problem solving situations; uses reason especially when dealing with emotional topics.
Professionalism – Approaches others in a tactful manner; reacts well under pressure; treats others with respect and consideration regardless of their status or position; accepts responsibility for their own actions; follows through on commitments.
Quality Management – Looks for ways to improve and promote quality; demonstrates accuracy and thoroughness.
Reinforces that command-and-control leadership does not succeed at Post; the PC must inspire through connection, clarity, authenticity, and a shared commitment to extraordinary outcomes.
Technology utilization in education – Demonstrates utilization and integration of technology into curriculum.
Must possess a professional counselor identity: (1) through sustained active memberships in professional counseling organizations, (2) through the maintenance of certifications and/or licenses related to their counseling specialty area(s), and (3) by showing evidence of sustained (a) professional development and renewal activities related to the counseling profession, (b) professional service and advocacy in counseling, and (c) research and scholarly activity in counseling commensurate with their faculty role.
Must excel in written and verbal communication skills as well as technology, including Blackboard or other LMS.
Positive attitude and proven leadership ability.
Student-focused approach.
Creative and interested in providing an outstanding learning experience for students.
An ability and desire to collaborate across departments and externally to innovate and shape the future of the Burke School and Post University.
Adherence to the ethical standards of counseling, including gatekeeping responsibilities for the protection of the public and the profession of counseling.
Prior curriculum and course development experience, preferably at the graduate level.
Ability to work both independently and collaboratively.
Experience teaching at the college/university level; online teaching experience required.
Prior or current teaching and/or other work experience that shows at least 2 years of progressively responsible leadership and innovation experience.
Proficiency in Microsoft Office software programs, such as Excel and Word.

Nice To Haves

Experience using assessments to improve teaching and programs is a plus.
Record of scholarly activities appropriate for a teaching institution.

Responsibilities

Provide strategic direction and academic leadership for the clinical field experience component of the program.
Lead clinical field experience program development to ensure rigor, relevance, and alignment with institutional standards.
Ensure course outcomes, assessments, and competencies are current; evidence-based and reinforce workforce-ready skills.
Collaborate with faculty and instructional design teams on continuous curriculum enhancements.
Support faculty in implementing best practices in teaching, assessment, attendance tracking, and student engagement.
Provide Clinical supervision and monitoring of progression, attendance, performance, and persistence of all field experience students including those in continuing status post end of term (PR students).
Address academic concerns and collaborate with student services to support student success.
Lead clinical field experience program evaluation and continuous improvement processes.
Collect, analyze, and report field experience data for accreditation, regulatory, and institutional requirements.
Partner with admissions, advising, marketing, and academic operations to support enrollment growth and program quality.
Represent the program on university committees and academic initiatives, including advisory boards.
Teach courses in the program annually. Familiarize yourself with relevant technology.
Other responsibilities will vary by school based on the College’s strategic focus and initiatives.
Refine and continue to develop all areas of clinical and field experiences for students in the program, including clinical skills courses and clinical field experiences to ensure alignment with the CACREP 2024 standards.
Oversee students’ clinical experiences, including application, orientation, monitoring, clinical skills, and counseling assessment.
Oversee clinical site supervisor qualifications, supervision orientation training, and professional development.
Respond to inquiries regarding clinical experiences from students and site supervisors.
Assist with other departmental leadership tasks as assigned related to the MSCMC and the MSHSV program (i.e, course oversight, course development, and other standard University initiatives as assigned).
Assist with the MSCMC department in pursuing CACREP accreditation as well as completing all related initiatives, such as a self-study.
Manage, support, and develop faculty supervising field experiences to ensure the effectiveness and delivery of all courses, CACREP standards, and University standards as well as related goals and initiatives.
Plan administers, analyze, monitor, evaluate, and assist with the development and maintenance of the counseling programs’ activities and ensures compliance with internal and external policies and procedures.
Supplies supporting offices at Post University (i.e., admissions, financial aid, the Office of the Registrar, etc.) with necessary information vital for the maintenance and development of counseling programs.
Participates in University governance activities, as requested.
Continuously explores new and innovative ways to improve the quality of counseling programs and curricula.
Assures all field experience courses are assessed accurately and regularly with student learning outcomes.
Will be expected to teach a minimum of 6 courses within a calendar year. (The teaching load is typically 6-8 courses but may vary based on the level of activity in other areas of responsibility and program needs.)
May be expected to teach field experience courses (or other core courses as assigned) and oversee the instruction of field experience courses (i.e., PR supervision).
Assure OHE, CACREP, and NECHE standards are met.
Other duties as assigned by the Director of Counseling Programs or Dean.