Educational Doctoral Program - Part-Time Lecturer Pool

Educational Doctoral Program

Part-Time Lecturer Pool

POSITION

The Educational Doctoral program within the Department of Educational Leadership at CSU Fullerton invites applications for its Part-Time Lecturer Pool.

We welcome applications from individuals who are experienced and student centered to teach Educational Doctoral courses within the PreK-12 Leadership and Community College Leadership program specializations.

This is a pool of part-time lecturers for the department to draw on as necessary.

APPOINTMENTS FROM THE PART-TIME POOL ARE TEMPORARY AND OFTEN MADE JUST PRIOR TO THE START OF THE ACADEMIC TERM. APPLICANTS MUST BE AVAILABLE ON VERY SHORT NOTICE.

REQUIRED QUALIFICATIONS

• or . in Educational Leadership or a closely related field
• Min. three years’ experience in preK-12 or community college teaching or equivalent experience.
• Committed to Just, Equitable, and Inclusive education
• Demonstrated ability to effectively work with students from intersecting historically marginalized social groups using innovative instructional approaches and methods
• Committed to ongoing professional development to maintain currency in the field, including effective use of technology

PREFERRED QUALIFICATIONS

• Demonstrated experience using anti-racist teaching and social justice pedagogies.
• Experience supporting educational leaders in PreK-12 and community college settings
• Active in professional organizations
• Knowledge of the . program

HOW TO APPLY

A complete online application must be submitted in order to receive consideration. Please provide the following materials as it relates to your application requirements :

• Letter of interest or Cover Letter
• Curriculum Vitae (CV) or Resume
• 3 Letters of Recommendation
• Diversity Statement
• Unofficial transcripts (official transcripts upon offer)

Applications will be reviewed as needed. Please direct all questions about the position to : Dr. Ioakim Boutakidis,

JEIE / DIVERSITY STATEMENT PROMPT

Diversity is a defining feature of California’s past, present, and future. Increasing the diversity of our educators to better reflect the population of California is just one aspect of the College of Education’s dedication to just, equitable, and inclusive education.

Diversity refers to the variety of personal experiences, values, and worldviews that arise from differences of culture and circumstance.

Such differences include race, ethnicity, gender, age, religion, language, abilities / disabilities, sexual orientation, socioeconomic status, geographic region, and more.

All College of Education students leave with a perspective that recognizes, acknowledges, and respects the knowledge and strengths all students bring from their communities.

This perspective is known as Just, Equitable, and Inclusive Education (JEIE) and is evident in all our programs. College of Education students use this perspective to make community-based assets an integral component of curricular and pedagogical development.

In this way, our graduates learn to value and draw upon students’ backgrounds not only to support them in developing skills leading to success in the broader society, but also as a mechanism to transform our communities.

We believe that all faculty and staff who work for the college must share these same commitments.

Click here to learn more about Just, Equitable, and Inclusive Education (JEIE).

The diversity statement should focus on your commitment to just, equitable, and inclusive education. This statement can take several different forms and may address :

• Your contribution to issues of JEIE
• How you incorporate issues of JEIE into your teaching materials and methods or in your research
• How you have personally experienced issues regarding JEIE
• Your experiences and / or qualifications that enhance your ability to work with diverse groups

The prompt will be reviewed looking at knowledge, application, experience, and expertise as it relates to JEIE. The strongest statement will look at the intersectionality of JEIE Social identity or marker.

APPOINTMENT DATE AND ACADEMIC CALENDAR

The need for part-time faculty is greatest in Fall and Spring semesters. The Fall term begins in the late August and ends in mid-December;

the Spring term runs from the middle of January through the end of May. On rare occasions part-time faculty are needed during one of the Summer Session segments.

PERFORMANCE EVALUATION

Regular performance evaluations of part-time lecturers are made by the department in accord with the faculty Collective Bargaining Agreement and University Policy Statement 210.

070. These performance evaluations determine which lecturers will be retained for future and continued teaching assignments.

And in some instances, syllabi, assignments and reading material will be reviewed by the departmental personnel committee.

APPOINTMENT AND SALARY

All part-time faculty appointments are made as Lecturers, under the terms of the Collective Bargaining Agreement between the CSU system and the California Faculty Association.

Initial appointments are for one semester only.

Classification Range : $5,007 - $6,359 per month

Anticipated hiring range, depending on qualifications, not to exceed $5,925 per month.

The full-time (15 units per semester) monthly based salaries indicated above are prorated to the number of units worked and are paid in six monthly payments for each full semester.

For a three-unit assignment, typical starting compensation ranges from $6,008.40 to approximately $7,110 per semester.

For a description of potential benefits, go to

ABOUT THE COLLEGE AND THE DEPARTMENT

California State University, Fullerton is a minority-serving institution and an affirmative action and equal opportunity employer with a strong commitment to increasing the diversity of the campus community and the curriculum.

CSUF fosters an inclusive environment within which students, faculty, staff, and administrators thrive. Individuals advancing the University’s strategic diversity goals and those from underrepresented groups are particularly encouraged to apply.

The theme Reach. Teach. Impact is the foundation of the College of Education’s conceptual framework for program-specific learning outcomes that guide the operation of all initial and advanced programs in the college.

These outcomes provide benchmarks to ensure that our candidates exit their programs as just, equitable and inclusive educators and leaders who possess the knowledge, skills, and dispositions to :

REACH the intersecting social identities of all learners through the critical examination of implicit and explicit biases and privileges in order to provide fair, respectful, non-discriminatory, equitable, inclusive, and humanizing learning environments.

TEACH through an anti-racist lens using culturally and linguistically relevant strategies, including educational technologies and community engagement, to provide equitable opportunities and supports necessary for all learners to attain high-quality outcomes.

IMPACT schools and communities through a commitment to dismantling systems of oppression by supporting students, teachers, and leaders as citizens in a highly diverse, global, interconnected, and digital world.

The Educational Doctoral Program in Educational Leadership :

The Doctoral Program in Educational Leadership provides learning opportunities through two unique program specializations : PreK-12 Leadership and Community College Leadership.

The P-12 program is immersed in and interfaces with P-12 students and faculty. The Community College program specifically focuses on and interfaces with community college students and faculty.

The inquiry-based, problem-solving curriculum for both programs is designed to help education professionals learn by fully integrating their experiences in discussion, research, and fieldwork.

CAMPUS & AREA

Standing on 241 acres at the heart of Southern California, the university was founded in 1957 and has grown into a population of over 41,000 students.

As Titans, we believe that diverse perspectives deepen our understanding. We are committed to giving students the support they need to graduate, while responding to California’s revolving work force needs.

At California State University, Fullerton we strive for continual improvement of students, staff, faculty and administrators through orientations, training programs and professional development opportunities.

As part of the Titan Community, you have access to many campus facilities and services including but not limited to the Grand Central Art Center in Santa Ana, CSUF Garden Grove Center, Fullerton Arboretum, cultural events and performances in the Clayes Performing Arts Center, Cal State Fullerton Athletics sports events, Titan Recreation Center, and the Employee Wellness Program.

MANDATED REPORTER PER CANRA

The person holding this position is considered a mandated reporter’ under the California Child Abuse And Neglect Reporting Act and is required to comply with the requirements set forth in CSU Executive Order 1083, revised July 21, 2017, as a condition of employment.

CRIMINAL BACKGROUND CLEARANCE NOTICE

This offer is contingent upon the completion of a satisfactory background check and may be rescinded if the background check reveals disqualifying information and / or if information was knowingly withheld or falsified.

Please note, that continued employment is contingent upon your successful completion of a background screening as required under CSU policy.

Faculty rehired at CSUF after a break in service of 12 or more months who have not had a CSUF background check within the past 12 months will be subject to a new background check;

rehire is contingent upon the satisfactory completion of the new background check

OUT-OF-STATE EMPLOYMENT POLICY

In accordance with the California State University (CSU) Out-of-State Employment Policy, the CSU is a state entity whose business operations reside within the State of California and requires hiring employees to perform CSU related work within the State of California.

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