Assistant Professor of Secondary Teacher Education – Equity and Inclusion with a focus on Adolescent Development

Department of Secondary Education
College of Education
Assistant Professor
Fall 2025

The Department of Secondary Education at California State University, Fullerton, invites applications for a tenure‐track Assistant Professor of Secondary Teacher Education – Equity and Inclusion with a focus on Adolescent Development with an appointment to begin August 2025.

California State University, Fullerton (CSUF) is a minority-serving institution, affirmative action, and equal opportunity employer. CSUF is firmly committed to increasing the diversity of the campus community and the curriculum and fostering an inclusive environment within which students, staff, administrators, and faculty thrive. Candidates who can contribute to this goal through their teaching, research, advising, and other activities are encouraged to identify their strengths and experiences. Individuals advancing the University’s strategic diversity goals and those from groups whose underrepresentation in the American professoriate has been severe and longstanding are particularly encouraged to apply.

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Position
The Department of Secondary Education in the College of Education at California State University, Fullerton is seeking a tenure track Assistant Professor of secondary teacher education with expertise and research interests related to Just, Equitable and Inclusive approaches to secondary teacher education generally, and the development, identities, and experiences of adolescent youth in culturally and linguistically diverse communities, specifically. We are seeking an enthusiastic individual committed to promoting just, equitable, and inclusive education to teach in and contribute to leadership in the Single Subject Credential Program: http://ed.fullerton.edu/seced/. The primary responsibilities of the person in this position will include the development and teaching of introductory and core courses in the Single Subject Credential Program with a particular focus on adolescent development and inclusion. Specific courses that this person will teach include EDSC 320 Adolescent Development – a course focused on biological, cognitive and socio-cultural development of adolescents – and one or more of the other credential program courses.  There may also be opportunities to teach in our 100% online Master of Science in Transformative Teaching in Secondary Education program focused on educational equity and the design of a culturally and linguistically sustaining curriculum.

In addition to teaching, this person will also be responsible for producing scholarship and creative works that contribute to the department and the profession commensurate with the requirements for tenure with a specific focus on adolescent development for diverse youth. The successful candidate will also be expected to contribute to and participate in the life and development of the department, advise students, serve on committees, and participate in the broader university and disciplinary communities.

CSUF faculty are committed teachers/scholars who bring research and creative discovery to life for students in classrooms, labs, studios, and individually mentored projects. They teach broadly in the curricula of their departments, advise students, and serve on departmental and university-wide committees. We encourage applications from candidates who can demonstrate through their teaching, research and/or service that they can contribute to the diversity and excellence of our academic communities.

Required Qualifications

• Earned doctorate in Learning Sciences, Teacher Education, Educational Psychology, or a related field of education from an accredited institution (if ABD, the doctorate degree must be completed by start date);
• Three (3) or more years of full-time public school teaching experience as a credentialed teacher at the secondary level (6-12);
• Scholarship and/or research involving the development, identities, and experiences of diverse adolescent youth, in the context of secondary education;
• Demonstrated expertise in culturally sustaining theories of adolescent development and learning;
• Experience working with and advocating for culturally and linguistically diverse communities historically underserved and marginalized by educational policies and practices, including evidence of a commitment to promoting language equity;
• Demonstrated experience with supporting teacher candidates and/or practicing educators to meet th