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Adjunct Supervisor Pool - Early Intervention and Visually Impaired Learner Programs in Special Education

Position Announcement

Position Details

Proposed Start Date 09/16/2017
Working Title Adjunct Supervisor Pool - Early Intervention and Visually Impaired Learner Programs in Special Education
Position Number D93465
Representation AP - AFT, Local 3571

Position Summary

Brief Description of PSU/School/Dept

Portland State University, with an enrollment of approximately 30,000 students, serves the Portland metropolitan area, which is a vibrant and growing community with a culturally diverse population of 1.5 million people. Portland State University’s motto is “Let knowledge serve the city”, which highlights the campus as a national leader in university–community partnerships.

“Leading, Learning, Life Changing” is the motto of the Graduate School of Education (GSE), Oregon’s largest and most comprehensive school of education. We are leading through applying best practices to educator preparation and preparing all of our graduates to understand and apply best practices in their work. In addition, we are leading through the research and other scholarly work of our faculty and students that contributes to the knowledge base in our field.

The GSE is a learning community. Faculty, educator candidates, and our practitioner partners are working and learning together to improve education for all students. Through rigorous assessment and reflection, we seek to continuously improve our programs. Most importantly, we realize the tremendous influence of educators and how they can change the lives of their students. Through our programs we seek to prepare our educator candidates so they can positively and maximally influence the lives of their students. Ultimately, we seek to prepare all educators and students to contribute to improving the quality of life in Oregon and throughout the world and to creating a more just and democratic society.

Position Summary

The Graduate School of Education at Portland State University hires part-time faculty on an ongoing basis to supervise teacher candidates in clinical field experiences as part of their licensure or endorsement programs.

Job Responsibilities:
1. Support and evaluate teacher candidates in their field experience
• Schedule a minimum of three observations per term which include reviewing candidate lesson plan, observing the candidate teach, and debrief the lesson with candidate (and cooperating professional as available)
• Conduct one or more of the above observations (as determined by the program) to support instructional skills assessed by edTPA or work sample used by program for licensure
• Provide constructive support and suggestions to assist each teacher candidate’s professional growth
• Pose questions about activities and strategies that assist the teacher candidate in reflecting on their teaching lesson or consultation and broadening their own self-evaluation
• Demonstrate and reflect knowledge of effective instructional practices in the field
• Promote instructional strategies that can reach a wide variety of learners, as well as expect higher level thinking skills
• Communicate concerns with the program coordinator to keep them updated and involved with solutions
• Document plan of action/interventions used to assist teacher candidates in gaining skills
• Provide brief unscheduled support for candidates as needed
• Complete candidate’s midterm and final field experience evaluation via three-way conversation with the cooperating teacher/mentoring professional and the teacher candidate; enter the scores into the GSE assessment management system

2. Promote positive working relationships among the cooperating professional, the teacher candidate, and the administrator
• Support cooperating professional and teacher candidate collaboration
• Establish and maintain working relationship with the site, district, or agency administrator and build communication between the partner institution and the university
• Help to build and identify future sites that may be used for clinical experiences

3. Demonstrate professionalism
• Communicate clearly in a timely manner and participate as a member of the team with the cooperating professional and teacher candidate
• Participate in problem-solving and remain flexible in seeking solutions
• Respect the cultural implications and expectations of the partner institution
• Respond to emails, phone calls, questions and other inquiries in a timely manner
• Value other’s professional opinions and time, yet willing to give the time necessary for feedback and discussion
• Be aware of and apply current best practices in the field (e.g., reflective supervision, collaborative problem-solving, family-focused and child-centered intervention, routines-based intervention, knowledge of legal and ethical requirements, IFSPs/IEPs, assessment, functional goal writing, culturally responsive practice, inclusive ECSE models, interdisciplinary practice, PBIS)

4. Participate in supervisor professional learning
• Review supervisor resources provided on the program website, including up-to-date instructional video and materials about teacher candidate assessments
• Participate in ongoing professional learning for program-specific expectations and processes
• Participate in or review materials for new supervisor training including Onboarding, edTPA Overview (if applicable), Technology Tools for Supervisors.
• Supervisors are often invited to attend optional professional development sessions in other relevant areas, but these are not required.

Minimum Qualifications

• The applicant must hold a master’s degree
• The applicant must hold, have held, or be eligible to hold a license in the content area and level to be supervised, or be licensed as an administrator who can supervise across content areas and levels
• The applicant must be willing to be fingerprinted if license has lapsed
• The applicant must have a minimum of three years’ teaching in the area of supervision

Preferred Qualifications
Key Cultural Competencies

• Creates an environment that acknowledges, encourages and celebrates differences.
• Functions and communicates effectively and respectfully within the context of varying beliefs, behaviors, orientations, identities and cultural backgrounds.
• Seeks opportunities to gain experience working and collaborating in diverse, multicultural, and inclusive settings with a willingness to change for continual improvement
• Adheres to all PSU’s policies including the policies on Prohibited Discrimination & Harassment and the Professional Standards of Conduct.

Environmental Stewardship
Required Professional Standards of Conduct

At Portland State University, all employees are expected to conduct themselves in a professional manner which maintains a safe, respectful, and productive environment for faculty, students, administrators, and staff. It is the responsibility of every member of the Portland State University community to conduct themselves in accordance with our PSU Professional Standards of Conduct which are available at www.pdx.edu/hr/professional-standards-conduct.

Compensation .5 credit (AFT contract rate) per candidate per term; If applicable, required face-to-face professional development is compensated at an hourly rate of $26.77; and Travel reimbursements are submitted online.

Application Instructions

Additional Information

Review of applications begins immediately and continues as new sections are needed.

For assistance, please contact Long Tran at 503-725-4684/lt@pdx.edu

Applicants should upload:
- CV/Resume
- Cover letter.
- Names, telephone numbers and email addresses for three professional references.

Adjunct supervisors are hired on either a per quarter or an academic year basis.

Does this position require the employee to drive a motor vehicle? No
Background Check Required No

Search Details

Posting Close Date
Projected Close Date for Posting Open Until Filled

Supplemental Questions

Required fields are indicated with an asterisk (*).

  1. Do you have a Master’s Degree in Special Education?
    • Yes
    • No
  2. Please state which of the following licenses you hold now or have held in the past: PK-12 Special Education License, PK-12 General Education Teaching License, Administrator License, School Counseling License.

    (Open Ended Question)

  3. Do you have a minimum of three years’ teaching in Special Education in early intervention/childhood, elementary, middle or high school?
    • Yes
    • No
  4. Please indicate languages you speak in addition to English (If any).

    (Open Ended Question)

  5. Please indicate the levels of students you have taught: (please write in all the apply) PK-12, Early intervention/childhood, Elementary, Middle School, and High School

    (Open Ended Question)

  6. If you are applying to supervise in a specific program, please write down the answer from the list below: • Special Education: Elementary & Secondary • Inclusive Education – Elementary Dual Licensure • Inclusive Education -Secondary Dual Licensure • Orientation and Mobility

    (Open Ended Question)

  7. Briefly describe how your qualifications and professional experiences have prepared you for supervising teacher candidates (500 words or less).

    (Open Ended Question)

  8. Please indicate content area endorsements you hold or have held in the past.

    (Open Ended Question)

  9. What efforts have you made, or been involved in, to foster multicultural understanding and cultural competence?

    (Open Ended Question)

  10. Briefly describe an experience working with a student with disabilities and/or learning difficulties and how it impacted you.

    (Open Ended Question)

  11. Briefly describe your philosophical approach to classroom instruction and how that shows up in practice.

    (Open Ended Question)

  12. Describe a time when you’ve had to mediate differing opinions about instructional practices.

    (Open Ended Question)

  13. The following list of skills will be necessary for your role as supervisor. To help us understand if you already possess these skills, or if you will participate in training to develop these skills, please indicate your proficiency level with the following skills. Novice - I am not a regular user of this technology Developing - I am a regular user of this technology, but consider my skills entry level. Proficient - I am a regular user of this technology and consider myself somewhat proficient. (Note: a level of novice does not disqualify you as an applicant, but it will be used to help prepare professional development for you to succeed as a supervisor.) Please rate your skills on Items 14 – 17.

    (Open Ended Question)

  14. 1. Email
    • Novice
    • Developing
    • Proficient
  15. 2. Internet/websites
    • Novice
    • Developing
    • Proficient
  16. 3. Ipad or other types of Tablet
    • Novice
    • Developing
    • Proficient
  17. 4. Google apps (docs, sites, calendar)
    • Novice
    • Developing
    • Proficient
  18. In Items 19 – 26, please rate your experience with the following items related to teaching and teacher preparation. Novice - I am aware of this but have not studied or attended professional development on this topic. Developing - I am aware of this and have studied or attended professional development on this topic. Proficient - I am aware of this and have studied or attended professional development on this topic very recently OR am able to teach this topic. (Note: a level of novice does not disqualify you as an applicant, but it will be used to help prepare professional development for you to succeed as a supervisor.)

    (Open Ended Question)

  19. 1. Culturally responsive practices
    • Novice
    • Developing
    • Proficient
  20. 2. edTPA
    • Novice
    • Developing
    • Proficient
  21. 3. Inclusive classrooms
    • Novice
    • Developing
    • Proficient
  22. 4. Coaching/mentoring adults
    • Novice
    • Developing
    • Proficient
  23. 5. Co-teaching
    • Novice
    • Developing
    • Proficient
  24. 6. Collecting and using formative assessment data in planning
    • Novice
    • Developing
    • Proficient
  25. 7. Evidence base practices
    • Novice
    • Developing
    • Proficient
  26. 8. Learning theories
    • Novice
    • Developing
    • Proficient
  27. Please indicate the number of teacher candidates that you would be willing to supervise during the coming year.

    (Open Ended Question)

Applicant Documents

Required Documents
  1. Resume
  2. Cover Letter
  3. Professional References
Optional Documents
  1. Curriculum Vitae