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Part-time Faculty, Education Department, Introduction to Elementary Education: Theory and Practice



Job Description:

The Education Department at Mount Saint Mary's University (Los Angeles) invite applicants with a master or doctoral degree in education, or a related field, with expertise in K-12 education to teach EDU 150/250: Elementary Education: Theory and Practice.

Position Range: $2,092.50 per unit

Course Description:

This course is the introductory professional preparation course for the Elementary Teacher Preparation Program. It is designed to provide growth in effective instructional and class management methods within the context of a diverse society. Using an interactive and collaborative format, teacher candidates will examine current theory and discuss and practice ways to create positive learning environments for all children, including those learning English. Candidates will learn to use a variety of teaching strategies that support multiple learning styles, different lesson plan formats, and to self-assess their teaching practice. Candidates will also examine their own life experiences and how they influence their teaching philosophy. Candidates will have an opportunity to expand their teaching and management skills through focused observations and participation in an MSMU affiliated public school classroom where the educators are familiar with current instructional theory and practice. If the candidate is already teaching, he/she will also learn ways to look more deeply at his/her own practices. Course meetings will model and utilize effective learning techniques as wells as subject-specific pedagogy for teaching Physical Education and Health in relation to the California Content Standards and Frameworks. The course goal is to extend candidates' abilities to make decisions that are appropriate for a diverse student population where many are just learning English.

EDU 1-250 Course Objectives and Student Learning Outcomes:

Candidates will gain familiarity with, practice, and demonstrate initial competencies in the following expectations of a novice teacher:

1. Apply knowledge of students, including their prior experiences, interests, and social-emotional learning needs, as well as their funds of knowledge and cultural, language, and socioeconomic backgrounds, to engage them in learning. (TPE 1.1)

2. Connect subject matter to real-life contexts and provide active learning experiences to engage student interest, support student motivation, and allow students to extend their learning. (TPE 1.3)

3. Provide a supportive learning environment for students' first and/or second language acquisition by using research-based instructional approaches, including Specially Designed Academic Instruction in English (SDAIE). (TPE 1.6)

4. Promote students' social-emotional growth, development, and individual responsibility using positive interventions and supports, restorative justice, and conflict resolution practices to foster a caring community where each student is treated fairly and respectfully by adults and peers. (TPE 2.1)

5. Maintain high expectations for learning with appropriate support for the full range of students in the classroom. (TPE 2.5)

6. Establish and maintain clear expectations for positive classroom behavior and for student-to-student and student-to-teacher interactions by communicating classroom routines, procedures, and norms to students and families. (TPE 2.6)

7. Demonstrate knowledge of subject matter, including the adopted California State Standards and curriculum frameworks for Health and Physical Education. (TPE 3.1)

8. Use knowledge about students and learning goals to organize the curriculum to facilitate student understanding of subject matter, and make accommodations and/or modifications as needed to promote student access to the curriculum. (TPE 3.2)

9. Plan, design, implement, and monitor instruction consistent with current subject-specific pedagogy in the content area(s) of instruction. (TPE 3.3)

10. Demonstrate knowledge of effective teaching strategies aligned with the internationally recognized educational technology standards. (TPE 3.8)

11. Understand and apply knowledge of the range and characteristics of typical and atypical child development from birth through adolescence to help inform instructional planning and learning experiences for all students. (TPE 4.2)

12. Plan, design, implement and monitor instruction, making effective use of instructional time to maximize learning opportunities and provide access to the curriculum for all students by removing barriers and providing access through instructional strategies that include: appropriate use of instructional technology and opportunities for students to support each other in learning. (TPE 4.4)

13. Apply knowledge of the purposes, characteristics, and appropriate uses of different types of assessments to design and administer classroom assessments, including the use of scoring rubrics. (TPE 5.1)

14. Subject-Specific Pedagogy for Physical Education and Health Education.


Requirements:

Applicants must hold a masters or doctoral degree in education, or a related field. Expertise with K-12 education is expected.


Additional Information:

Mount Saint Mary's University's commitment to equity, diversity and justice (EDJ) is steeped in the tradition and legacy of the Sisters of St. Joseph of Carondelet (CSJ), our Catholic identity, mission and values. We are unwavering in our pursuit of inclusion, belonging and antiracism. We aspire to achieve our love of dear neighbor without distinction, which permeates all forms of social identities and human experiences.

We honor and celebrate our similarities and differences. We are committed to the full inclusion of the entire Mount community. Due to historical legacies of exclusion, we offer particular care for underrepresented populations. We define diversity in the broadest sense, including but not limited to, age, differences in culture, citizenship status, disability, family status, gender, gender expression, gender identity, generational history, genetic information, geographic origin, language, political perspectives, mental and physical ability, military service, national origin, race and ethnicity, religion, sexual orientation, size and socioeconomic class.

Welcoming individuals from a variety of backgrounds improves and enriches our learning, living and working environments. Any breach of these values harms our community. Mount Saint Mary's University transforms its culture through the radical pursuit of institutionalized change. We strive for a campus where students, staff, faculty, alumnae and all whom we encounter feel welcomed, valued and are supported to reach their full potential.

As we pursue our never-ending journey toward a more equitable, inclusive and antiracist campus in our richly diverse community, we welcome you.


Application Instructions:

Please provide the following information so that we can evaluate your application.

1. Completed application form through Interview Exchange

2. Cover letter

3. Current resume / CV

4. Current student evaluations and/or peer evaluations (if available)

5. List of 2-3 references who can testify to your teaching and/or qualification

6. Teaching statement (optional)

All materials should be sent via Interview Exchange

Applicants must be able to provide proof of eligibility to work in the United States. The University will not assist applicants with any visa matters.

A background check will be required.

Employees may disclose their COVID-19 vaccination status with MSMU's Human Resources on a voluntary basis. Some MSMU clinical healthcare partners may require proof of COVID-19 vaccination to work at their facilities. If required, your academic division will inform you.



To apply, visit https://msmu.interviewexchange.com/jobofferdetails.jsp?JOBID=139868





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