Assistant Professor, National Clinical Practice

Location: California, Colorado, Connecticut, Delaware, Georgia, Illinois, New Jersey, New York, Pennsylvania, Tennessee, Texas, or Washington, DC

*Must currently reside in one of the states listed above and/or have held a teaching license from one of these states and/or have teaching experience in one of these states.**

Type: Full-Time

Start Date: September 3, 2024

Priority Application Review Deadline: July 1, 2024

Summary:

Relay Graduate School of Education (Relay) is an accredited not-for-profit institution of higher education serving thousands of educators from across the country, from pre-service teachers to system-level leaders. Our mission is to ensure that all students are taught by excellent educators, in order to build a more just world where every student has a clear path to a fulfilling life.

The Clinical Practice department, as part of Relay’s Teacher Preparation Team, leads Relay students to connect theory to the classroom context and focuses on developing culturally responsive and inclusive educators through practice, feedback, and reflection cycles. Reporting to a Clinical Practice Director or Professor, the Assistant Professor, National Clinical Practice will teach Foundations & Clinical Practice courses and conduct observation-feedback cycles to build collaborative cohorts of continuously improving educators. The ideal candidate will exemplify cultural responsiveness and inclusivity, be a team player, be committed to continuous improvement, deliver impactful and prompt feedback, and contribute and adapt to program changes as we continue to refine our program to best serve students.

Role’s Contributions (Duties and Responsibilities): 

The essential responsibilities of this position, while not limited to the following, will include: 

Teaching Responsibilities (45%)

Teach foundations and clinical practice courses throughout the academic year ensuring student success

• Conduct observations for approximately 75 students as part of clinical practice courses in the fall and spring terms. 

Teach up to 50 students/course and no more than 12 credits a term; teaching schedule varies by term. Teach and /or observe virtually throughout the day, about two nights a week, and about four Saturdays a term. 

• Participate in collaborative preparation for teaching to ensure effectiveness (e.g., practicing and score norming with colleagues) and collaborative continuous improvement (e.g., team professional development, observation-feedback cycles with colleagues).  

Student Experience (40%)

• Collaborate with state Clinical Practice Directors, student advisors, certification officers, and licensure exam preparation faculty to support student success in clinical practice & foundations coursework and progress toward state licensure
• Hold regular office hours to provide individualized support for students as needed. 
• Model the knowledge, skills, and mindsets of a culturally responsive educator when teaching, coaching, and supporting students. 
• Provide feedback to students on observations, reflection journals, and other teaching artifacts within one to two weeks to support their continuous reflection and improvement. 

Programmatic & Design Responsibilities (10%)

• Support the design and continuous improvement of the programs and courses offered within the department by providing ongoing feedback on the curriculum design.
• Complete documentation required for students’ licensure (e.g., providing feedback on state-required rubrics, completing licensure recommendation forms) 

Institutional Service (5%)

• Serve the institution through committee, working group, and/or board membership. 

QUALIFICATIONS

First and foremost, the Assistant Professor, National Clinical Practice must share the Relay community’s commitment to working together to improve student growth and achievement through phenomenal teacher preparation grounded in diversity, equity, inclusion, and anti-racism. This includes providing teacher preparation programs that set novice teachers up to succeed in the classroom from day one; leadership programs that train new and veteran school and district leaders to best serve their school communities; and teacher-facing professional education that provides ongoing learning to educators. Additionally, for this position we’re looking for candidates that possess a combination of the following skills:

• At least 3 years of work experience and a graduate degree (masters and/or doctorate) in a releva