SALARY RANGE: $80,000-$85,000

PRIMARY PURPOSE/GENERAL DESCRIPTION:

The Special Education Coordinator will join a small, collaborative team committed to preparing anti-racist, love-soaked, and humanizing teachers for students in our local communities. CGU's Teacher Education program offers a fully online, joint MA/credential program for SpEd candidates. During their program, candidates also participate in a yearlong Residency placement in the classroom of a Mentor Teacher, who gradually releases the responsibilities of teaching. Given the credential area, SpEd candidates are placed across varied settings and contexts, but all need to meet the same credentialing requirements. The SpEd Coordinator will be responsible for overseeing SpEd candidates' vision-aligned experience throughout their enrollment in our teacher education program. Additionally, the SpEd Coordinator will work with the leadership team to think and work collaboratively to maintain the health and wellness of the program.

DESCRIPTION OF DUTIES AND RESPONSIBILITIES:

ESSENTIAL FUNCTIONS:

Academic Responsibilities

• Refine and oversee the scope and sequence of the SpEd coursework to ensure it meets candidates' needs and credentialing requirements.

  • Work with core and adjunct SpED faculty to develop vision-aligned syllabi

  • Review and update core texts as needed

• Advise SpEd candidates throughout their coursework and serve as their touchpoint

• Teach or co-teach 8-12 units of SpEd coursework/year, including Literacy & Methods 1 and 2 and other seminars as needed.

Clinical Responsibilities

• Serve as secondary support to Clinical Support Coordinator for SpEd specific needs.

  • Collaborate with, advise, and respond to the feedback from SpEd Clinical Faculty Advisors working with candidates in their placements.

  • Conduct informal observations/ visits for SpEd candidates in collaboration with Clinical Support Coordinator

• Alongside Assistant Director, coordinate professional development with and/or for districts who have Ed Specialist candidates

• Evaluate interns, CFAs & Mentor Teachers effectiveness and needs for and with the leadership team; develop action plans as needed.

Administrative Responsibilities

• Collaborate as a member of the Teacher Education Leadership Team to implement a high quality and responsive program.

  • Work with the leadership team to ensure academic classes and activities are cohesively and purposefully aligned to each other as well as to accreditation requirements and standards (CTC), CGU's Critical Social Justice Model, and candidates' needs.

  • Oversee the maintenance of appropriate program files, data, and candidate records that provide evidence of candidate preparation/success and program compliance per credentialing/accreditation requirements and standards.

  • Organize, lead, and/or help with events, presentations, workshops, and ceremonies related to the Program and Department, including Spicy Saturdays,❠orientations, job fairs, cohort celebration, CAMs, Critical Practicums, etc.

• Aid in the recruitment of highly qualified candidates and in the admissions process, which includes interviewing applicants and could include providing suggestions regarding marketing venues, materials and campaigns, developing relationships with external stakeholders, hosting recruiting events, meeting with prospective applicants/candidates, and conducting admission interviews and evaluating application files.

REQUIRED KNOWLEDGE, SKILLS, ABILITIES:

• Individual must possess knowledge, skills and ability to be able to successfully perform the essential functions of the position, or be able to explain or demonstrate how the essential functions will be performed, with or without reasonable accommodation, using some other combination of skills and abilities.

• Evidence of deep theoretical knowledge in a practical SpED setting. Knowledge of and commitment to cultural and linguistic diversity in education. To design curriculum aligned to our critical social justice vision and to accreditation standards and requirements, has expertise in some area(s) in teacher education, including, but not limited to: cultural, class, and linguistic diversity; literacy; school-community-caregiver relations; standards and assessment; language acquisition; and technology; teacher mentorship and/or coaching. Commitment to the Critical Social Justice values expressed in the vision of the program. Strong technological skills to work efficiently across various platforms/tools including but not limited to Google, Microsoft, Canvas, Eventbrite, Calendly, GoReact, and other business applications. Excellent written communication skills.

• Demonstrated organizational skills, especially in a multi-task environment. Excellent interpersonal skills. Able to interact well in a culturally diverse work environment. Able to work in a fast-paced environment with multiple deadlines. Adept working autonomously and as a member of a team. Professional in regard to attitude, dress, punctuality, work ethic, time usage.

QUALIFICATION STANDARDS:

EDUCATION: MA in Education or related field, PhD preferred

EXPERIENCE: Teaching experience, preferably a minimum of 5 years (in either Secondary or Elementary, depending upon needs of program); administrative and supervisory experience; management experience in an educational setting; leadership experience in teacher preparation; experience with credentialing and accreditation bodies. Ideally has a minimum of 3 years working in a university-based teacher education program.

LICENSES / CERTIFICATES: Clear California Teaching Credential in SpED and ideally Multiple Subject too; valid CA driver's license

HOURS: The typical hours for this position are 8:30 AM to 5:00 PM Monday through Friday, with the exception of when classes and meetings are held in the evening, typically from 5:00-8:00 PM. The program is online, and there will be flexibility to work from home at least three days/week after completing the probationary period. This position will include visits to LEA partners and some weekend and evening duties when students/instructors are on campus for events. Hours may vary due to program, School, or stakeholder needs.

CLASSIFICATION AND STATUS: This is a (full-time), 12-month (non-exempt level) position. Benefits-eligible.

SUPERVISORY RESPONSIBILITY: None.

REPORTS TO: Director of Teacher Education, SES

Physical Activities

Ascending or descending ladders, stairs, scaffolding, ramps, poles and the like.
☐ Never ☒ Occasionally ☐ Constantly

Moving self in different positions to accomplish tasks in various environments including tight and confined spaces.
☐ Never ☒ Occasionally ☐ Constantly

Remaining in a stationary position, often standing or sitting for prolonged periods.
☐ Never ☐ Occasionally ☒ Constantly

Moving about to accomplish tasks or moving from one worksite to another.
☐ Never ☒ Occasionally ☐ Constantly

Adjusting or moving objects up to __ pounds in all directions.
☐ Never ☒ Occasionally ☐ Constantly

Communicating with others to exchange information.
☐ Never ☐ Occasionally ☒ Constantly

Repeating motions that may include the wrists, hands and/or fingers.
☐ Never ☐ Occasionally ☒ Constantly

Operating machinery and/or power tools.
☒ Never ☐ Occasionally ☐ Constantly

Operating motor vehicles or heavy equipment.
☐ Never ☒ Occasionally ☐ Constantly

Assessing the accuracy, neatness and thoroughness of the work assigned.
☐ Never ☒ Occasionally ☐ Constantly

Environmental Conditions

Low temperatures.
☒ Never ☐ Occasionally ☐ Constantly

High temperatures.
☐ Never ☒ Occasionally ☐ Constantly

Outdoor elements such as precipitation and wind.
☐ Never ☒ Occasionally ☐ Constantly

Noisy environments.
☐ Never ☒ Occasionally ☐ Constantly

Hazardous conditions.
☒ Never ☐ Occasionally ☐ Constantly

Poor ventilation.
☒ Never ☐ Occasionally ☐ Constantly

Small and/or enclosed spaces.
☒ Never ☐ Occasionally ☐ Constantly

No adverse environmental conditions expected.
☒ Never ☐ Occasionally ☐ Constantly

Physical Demands

Sedentary work that primarily involves sitting/standing.
☐ Never ☐ Occasionally ☒ Constantly

Light work that includes moving objects up to 20 pounds.
☐ Never ☒ Occasionally ☐ Constantly

Medium work that includes moving objects up to 50 pounds.
☒ Never ☐ Occasionally ☐ Constantly

Heavy work that includes moving objects up to 100 pounds or more.
☒ Never ☐ Occasionally ☐ Constantly

EEO Statement:

Claremont Graduate University is an Equal Opportunity Employer and does not discriminate on the basis of race, color, creed, religion, gender and/ or gender identity or expression, marital or parental status, national origin, ethnicity, citizenship status, veteran or military status, sex, age, sexual orientation, or physical disability or any other legally protected basis in its employment practice and in admission of students to educational programs and activities in accordance with the requirement of Title IX of the Education Amendments of 1972, Title I of the American Disabilities Act of 1990 and other applicable laws. CGU is committed to affirmative action in employment practices regarding ethnic minorities, the physically challenged, Vietnam-era veterans, and women. This job description defines the essential or fundamental job duties of the employment position. It is assumed that employees hired for this position can perform the essential functions of this job without imposing risk of substantial harm to the health or safety of themselves or others. Qualified candidates of diverse ethnic and racial backgrounds are encouraged to apply for vacant positions at all levels.

This job description defines the essential or fundamental job duties of the employment position. It is assumed that employees hired for this position can perform the essential functions of this job without imposing risk of substantial harm to the health or safety of themselves or others.

It may also include marginal functions, generally defined within Title I of the Americans with Disabilities Act.

Successful completion of criminal background and DMV checks required for final candidate.

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About CGU Claremont Graduate University

The Claremont Colleges, a consortium of five undergraduate liberal arts colleges, two graduate institutions, and Claremont University Consortium, which provides shared institutional support services, is reminiscent of the Oxford-Cambridge model. The undergraduate colleges include Pomona College, Scripps College, Claremont McKenna College, Harvey Mudd College, and Pitzer College. The two graduate institutions include Claremont Graduate University and Keck Graduate Institute.

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