Faculty Site Coordinator
- Employer
- The University of North Carolina at Charlotte
- Location
- Charlotte, NC
View more
- Faculty Jobs
- Education, Teacher Education
- Employment Type
- Full Time
- Institution Type
- Four-Year Institution
Job Details
002088
Working Title:Faculty Site Coordinator
Classification Title:12-Mo Non-Tenure Track Faculty
College:College of Education (Col)
Department:Office of School & Community Partnerships
Position Designation:Faculty
Employment Type:Permanent - Full-time
Months per year:12
Primary Purpose of Department:The Office of School and Community Partnerships provides support services to education candidates for clinical and internship experiences in local schools, districts, and agencies. By fostering collaborative relationships between the Cato College of Education, surrounding schools, public agencies, and the community, the Office of School and Community Partnerships seeks to enrich the experience of our pre-service educators and faculty. Our office works in collaboration with faculty, public and private agencies, and the community to coordinate long-term partnerships that enrich and enhance our program to ensure equity, excellence, and engagement.
Vacancy Open to:All Candidates
Description of Work:The University of North Carolina at Charlotte recognizes the differentiation of mission, goals, and objectives inherent in the diversity of disciplines represented by its colleges and departments. Thus, the Job Responsibilities and Essential Functions for Non-Tenure Track Faculty should be interpreted in the context of the related departmental and collegiate teaching goals.
Teaching – Faculty responsibilities and essential functions with respect to teaching (including lab, studio, or production management) may include but are not limited to: subject matter competence, course design, course presentation, and grading student work.
Essential Duties and Responsibilities:The primary goal of the Faculty Site Coordinator (FSC) is to coordinate the work of a diverse group of student teachers, faculty, and clinical educators, eliminating the silos traditionally established in university-based teacher preparation programs. While some coaching or co-teaching is part of the job, the primary responsibility is to communicate and coordinate. The FSC will work from a school campus (3-5 schools), generally spending one day a week in each school with a day spent on the University’s campus supporting the work of the Office of School and Community Partnerships.
The responsibilities of the FSC are as follows:
Work closely with the Project Supervisor (PS), principal, student teaching candidates, and Assistant Dean of the Office of School and Community Partnerships to select the Clinical Educators (CEs).
Work with approximately 35-40 teacher candidates each semester. These candidates include those in the student teaching semester and those in the first semester of the yearlong internship.
Hold an orientation for all CEs in their schools.
Hold an orientation for all candidates in their schools, sharing how they will coordinate the work and how will support and assess the candidates.
Conduct performance assessments (i.e. CPAST) of all student teachers in their schools.
Conduct “walk-throughs” (approximately 16-minute observations with instructional in-the-moment coaching or support for each candidate) for all candidates in their schools biweekly.
Meet with the CEs in their schools after the first six weeks to gather strengths and needs of the candidates from each of the CE’s perspective.
Meet with the teacher candidates as a group every other week in the school to gather the candidates’ perspectives on strengths and needs.
Analyze all data (CPAST, walk-throughs, CE perspective, and candidate perspective), differentiating first semester student teachers with second semester student teachers.
Utilize technology to collect/analyze data and support teacher candidates.
Schedule and make a presentation to school leaders, CEs and university faculty who teach in the program (October and February).
Work collaboratively with the Director of Assessment on collecting and submitting data.
Provide edTPA support to all student teachers in their assigned schools. (Intensive workshops for needed re-takes will occur outside this role.)
Teach the student teaching seminar each semester at one of their assigned schools, using summarized data to tailor the content of the seminar to address the fluctuating needs of candidates.
Work with CEs to provide the final grade for candidates.
Work with the Lead CE and the Faculty Expert to coordinate professional development (PD) to the CEs (and other teachers in the school, along with candidates) on coaching, focus practices, or other topics (e.g. writing instruction, classroom management) identified as needs by the school. The FSC will coordinate the PD, but may provide the PD, as appropriate.
Attend the Teacher Education Institute and all follow-ups and coordinate the focus practices support in the schools.
Attend faculty PD on focus practices, as directed by the Assistant Dean.
May be assigned one additional course per year, depending on candidate load.
May be assigned other special duties, given case load, needs of the program, and expertise of the FSC. These duties will be determined by the Assistant Dean for School and Community Partnerships.
UNC Charlotte gives primary consideration to the earned masters and/or terminal degree in the teaching discipline or a related discipline.
Preferred Education, Skills and Experience:The position is a 12-month, non-tenure-eligible position which begins on January 1, 2022. The candidate appointed to this position must have earned a Master’s degree or doctoral degree in middle-secondary education, must have completed at least three years of successful classroom teaching in a middle and/or high school setting, and must hold teacher licensure in 6-9, 9-12 and/or K-12. The FSC will report to the Assistant Dean for School and Community Partnerships.
Necessary Licenses/Certifications:UNC Charlotte gives primary consideration to the earned masters and/or terminal degree in middle-secondary education. Ability to obtain a North Carolina license if licensed in another state. A copy of a candidate’s current teaching license is required to be uploaded as part of the job application submission.
Job Open Date:10/18/2021
Job Close Date:11/12/2021
Open Until Filled:No
Date Review of Applications will Begin:10/25/2021
Proposed Hire Date:01/01/2022
Organization
About Us
UNC Charlotte is North Carolina's urban research university. It leverages its location in the state's largest city to offer internationally competitive programs of research and creative activity, exemplary undergraduate, graduate and professional programs, and a focused set of community engagement initiatives. UNC Charlotte maintains a particular commitment to addressing the cultural, economic, educational, environmental, health, and social needs of the greater Charlotte region.
Located in the state’s largest metropolitan area, UNC Charlotte is among the fastest growing universities in the UNC System. A large public university with a small college feel, UNC Charlotte’s 1,000-acre campus is the home away from home for more than 29,000 students. The University offers internationally competitive research and creative activity opportunities and exemplary undergraduate, graduate and professional programs coupled with a focused set of community engagement initiatives that enrich the region’s quality of life.
In fulfilling our mission, we envision a University that promises:
- An accessible and affordable quality education that equips students with intellectual and professional skills, ethical principles, and an international perspective.
- A strong foundation in liberal arts and opportunities for experiential education to enhance students’ personal and professional growth.
- A robust intellectual environment that values social and cultural diversity, free expression, collegiality, integrity, and mutual respect.
- A safe, diverse, team-oriented, ethically responsible, and respectful workplace environment that develops the professional capacities of our faculty and staff.
To achieve a leadership position in higher education, we will:
- Rigorously assess our progress toward our institutional, academic, and administrative plans using benchmarks appropriate to the goals articulated by our programs and in our plans.
- Serve as faithful stewards of the public and private resources entrusted to us and provide effective and efficient administrative services that exceed the expectations of our diverse constituencies.
- Create meaningful collaborations among university, business, and community leaders to address issues and opportunities of the region.
- Develop an infrastructure that makes learning accessible to those on campus and in our community and supports the scholarly activities of the faculty.
- Pursue opportunities to enhance personal wellness through artistic, athletic, or recreational activities.
- Operate an attractive, environmentally responsible and sustainable campus integrated with the retail and residential neighborhoods that surround us.
Dual Career
The University of North Carolina at Charlotte is committed to the recruitment and retention of highly qualified and productive faculty, administrators, and other professional staff members. We recognize that career decisions are influenced by family considerations. For up to one year from the date of an employee’s relocation to Charlotte, the University will assist the employee’s spouse or domestic partner with efforts to find employment within the University and/or within the surrounding area.
Diversity at UNC Charlotte
UNC Charlotte is committed to cultivating diversity and inclusion throughout the campus. Our campus community is comprised of people who represent the wide breadth of gender identities, sexualities, races and ethnicities, faith traditions, nationalities, and other social groups and backgrounds. All of these identities and experiences enrich the University as a whole. UNC Charlotte strives to celebrate and leverage the benefits of this diversity, and to sustain an inclusive and welcoming environment for all students, faculty, and staff.
To learn more about plans, programs, resources and news and events relating to diversity and inclusion at UNC Charlotte please use the following link: https://diversity.uncc.edu/
To access the full text of the UNC Charlotte Plan for Campus Diversity, Access and Inclusion please use the following link: https://diversity.uncc.edu/sites/diversity.uncc.edu/files/media/Campus%20Plan%20for%20Diversity%2C%20Access%2C%20and%20Inclusion%202016.pdf
Optional text if space allows….
Overview of the UNC Charlotte Plan for Campus Diversity, Access and Inclusion.
The goal of quality education for all at UNC Charlotte is the foundation for our Diversity Plan. At its fullest potential, higher education allows students to interact with people from different backgrounds and to engage a range of ideas and perspectives. This educational experience cultivates the skills that graduates will need to function adeptly in a global society.
As North Carolina and the Charlotte region undergo rapid population growth and demographic change, UNC Charlotte must respond to the needs of a more diverse student population. It is imperative that the University prepare its students to become leaders and thriving citizens in a pluralistic and multicultural society. In adopting our Diversity Plan, we affirm that:
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- We believe that a diverse faculty, staff and student body are critical in advancing teaching, scholarship, and community engagement at UNC Charlotte.
- We are committed to enhancing opportunities for living, working and learning in a diverse environment
- We are committed to educating our students to interact effectively and respectfully in the global community.
The Plan identifies components of a diverse campus community and outlines steps toward building an inclusive environment that promotes the success of all students, faculty, and staff. It is a living document that affirms our institutional values and is designed to offer guidance to University departments and units for achieving the University goals for diversity. The seven broad objectives of the Diversity Plan are:
1: Promote a broad understanding of goals for diversity, access, and inclusion for the University through active outreach to the campus community.
2: Recruit and graduate a diverse student body that reflects community diversity and addresses the state’s need to increase access to higher education for historically underrepresented and economically disadvantaged students.
3: Increase the recruitment of underrepresented faculty and advance their progression through the faculty ranks.
4: Increase the representation of staff from underrepresented groups.
5: Ensure the presence of institutional environments and course development that enhance learning and appreciation for the full range of diversity.
6: Develop external relationships with the community to enhance diversity on and off campus.
7: Ensure the Success of the Plan through Assessment, Accountability, and Recognition.
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