Lecturer in Professional Development
University of Southern California Rossier School of Education
United States

Part-Time Lecturer: Professional Development Program: EDUC 534x

Rossier School of Education Faculty Los Angeles, California

USC Rossier School of Education is ranked in the top 10 private schools of education by the U.S. News and World Report. Our faculty is nationally recognized in terms of scholarly activity, external research funding and professional service.

The mission of the USC Rossier School of Education is to prepare leaders to achieve educational equity through practice, research and policy. We work to improve learning opportunities and outcomes in urban settings and address disparities that affect historically marginalized groups. We teach our students to value and respect the cultural context of the communities in which they work and to integrate the systems of power that shape policies and practices. Through innovative thinking and research, we strive to solve the most intractable educational problems.

About the Office for Professional Development

The Office for Professional Development offers certificate and credential programs as well as customized professional development for teachers, leaders & administrators in K-12, offices of education, and school leaders.

About the USC Reading and Literacy Added Authorization Program

The USC Reading and Literacy Added Authorization (RLAA) program is an online program designed to help K-12 educators become literacy experts, with the knowledge, skills, and dispositions to apply the progression of reading and writing in classroom instruction; analyze data from diagnostic tools to determine students’ reading and writing needs; and create and teach lessons to address students’ identified needs and prepare them as confident readers and writers. The USC RLAA program is approved by the CA Commission on Teacher Credentialing.

The Reading and Literacy Added Authorization (RLAA) online program is in search of Part Time Lecturer(s) to teach EDUC 534x Diagnosis of Reading Disabilities to a diverse group of candidates (e.g., K-12 classroom teachers, TOSAs, school principals, district coaches, etc.). This course serves as the fieldwork for the RLAA program. Candidates find their own case-study students to work with throughout the duration of the program.

The EDUC 534x Diagnosis of Reading Disabilities course prepares candidates to consider the theoretical, social and practical considerations of causes and classifications of reading difficulties. Candidates learn to use diagnostic assessments to identify students’ reading needs.

The selected candidates to teach must have:
• A demonstrated commitment to equity, inclusion, and anti-racist education.
• Evidence of working and collaborating with culturally, linguistically, racially, and socioeconomically diverse populations.
• Expertise in applicable research and theory as well as all pertinent methods/processes for literacy (reading and writing) instruction.
• Successful experience in developing and teaching culturally responsive/sustaining reading curricula in K-12 classrooms to address specific reading needs.
• Experience updating courses syllabi, creating and recording lectures.
• Utilize standards and guidelines of the CTC Reading and Literacy Added Authorization when considering fieldwork/practicum supervision.
• EDUC 534x: Fieldwork supervisory experience – Experience conduct timely review with follow-up feedback, coaching and mentoring of candidate’s online submissions of diagnostic data analysis and instructional recommendations.
• Monitor and evaluate candidates’ practicum records measuring attainment of clinical goals and objectives for
fieldwork/practicum completion aligned to the program and accreditation guidelines.
• Provide instruction, advice and coaching to facilitate candidates’ successful completion of all learning objectives and assure the achievement of fieldwork/practicum competency.
• Oversee and maintain candidates’ practicum records utilizing the designated LMS.
• Grade all course assignments in a timely manner.
• Demonstrated commitment to collaboration, collegiality, and inclusive practices.
• Attend faculty meetings, orientation/on-boarding meetings, professional development meetings, and all required reviews during and at end of the program. As well as participate in meetings with the Program Director as required.

Minimum Qualifications:

• Previous experience in fieldwork supervision
• Strong communication (written and verbal) and organizational skills.
• Experience using technology in teaching.
• Experience handling confidential information with discretion and within FERPA guidelines.

Minimum Education:

• MA degree with substantial classroom experience
• Current K-12 Teaching Credential
• Successful experience supervising fieldwork/practicum assignments that meet the CTC Reading and Literacy Added Authorization requirements.

Desired Education:

Doctoral Degree
K-12 Literacy Certification/Credential
Experience teaching in an online environment (synchronous, asynchronous, hybrid)

Application should include a cover letter addressing all qualifications noted above, resume/CV, and contact information for two professional references. Review of applications will begin immediately and continue until the position is filled. 

Part-Time Faculty: USC reserves the “Part-time Faculty” appointment for faculty teaching less than full-time who are not employed full-time in a primary position or career elsewhere.

USC is an equal-opportunity educator and employer, proudly pluralistic and firmly committed to providing equal opportunity for outstanding persons of every race, gender, creed and background. The university particularly encourages members of underrepresented groups, veterans and individuals with disabilities to apply. USC will make reasonable accommodations for qualified individuals with known disabilities unless doing so would result in an undue hardship. Further information is available by contacting uschr@usc.edu.

Minimum Education Required: Master's Degree

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