26-27 AY Temporary Faculty Pool - University Coach (Supervisor): PK-3 ECE Specialist Instruction Credential Program

Supervisor•Fresno, CA

About The Position

Temporary Faculty Pool - University Coach (Supervisor) – PK-3 ECE Specialist Instruction 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 PK-3 ECE Specialist Instruction Credential Program, 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 PK-3 ECE Specialist Instruction Credential Programs. 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 PK-3 ECE Specialist Instruction Credential Program. In turn, they communicate the cooperating schools’ suggestions and their needs to the University for improvement of the PK-3 ECE Specialist Instruction Credential Program. PK-3 ECE University Coaches (Supervisors) should be credentialed, or hold a Master Teacher or higher-level Child Development Permit, or have equivalent expertise such as an advanced degree or other evidence of professional competence and expertise in the field of early childhood education. The University Coach (Supervisor) should also have recent professional experiences in early childhood settings where the curriculum aligns with California’s Preschool Learning Foundations and Curriculum Frameworks. For children in grades TK-3, these would be consistent with both the Preschool Learning Foundations and the state-adopted content standards that reflect the diversity of California’s student population, as appropriate to the instructional setting. Furthermore, 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 for PK-3 Settings. 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 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). 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 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/)

Requirements

PK-3 ECE Specialist Instruction Coaches (Supervisors) must possess: A clear Multiple Subject teaching credential plus 24 ECE units or PK-3 credential.
A Master's degree in Early Childhood Education or closely related field
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 PK-3 settings.

Nice To Haves

Individuals interested in coaching PK-3 credential candidates who are pursuing a Bilingual Authorization must also possess a Bilingual Authorization or BCLAD and be fluent in Spanish or Hmong.

Responsibilities

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).
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.
Make regular visits to the school site for the purpose of meeting with Teacher Candidates, Mentor Teachers, Administrators/designee, or visiting/observing Teacher Candidates.
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.
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 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.
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/)