Adjunct Faculty : School Psychology - PPS Credential Program

Role :

The Adjunct Faculty Member supports the mission of the CUI School Psychology PPS Credential Program by

teaching graduate-level coursework aligned with the California Commission on Teacher Credentialing (CTC)

standards. This program prepares students to gain the Pupil Personnel Services (PPS) credential in School

Psychology, allowing them to practice in California's schools. This role involves facilitating student learning through

high-quality instruction, providing timely and constructive feedback, and integrating field-based applications.

Adjunct faculty are expected to maintain active engagement with course content, communicate regularly with

students, and collaborate with the program director to ensure academic excellence and student success. A

commitment to culturally responsive teaching and supporting diverse learners is essential.

Essential Duties and Responsibilities include :

To perform this job successfully, an individual must be able to accomplish each of the following duties satisfactorily :

Adjunct Faculty for the Pupil Personnel Services School Psychology Program, under the direction of the Program

Director of PPS School Psychology, provide instruction, guidance, and support to students online via Canvas.

Actively integrate Christian faith into the classroom and instruction.

Teach assigned graduate-level courses aligned with the School Psychology PPS Credential and CTC standards.

Courses may include fieldwork and practicum supervision or other discipline-related courses.

Deliver engaging, relevant, and rigorous instruction using adult and online learning best practices.

Maintain regular communication with students through email, LMS, and virtual office hours.

Provide timely, specific, and constructive feedback on student assignments and performance.

Collaborate with the Program Director and faculty to ensure curriculum alignment and program integrity.

Model ethical, culturally responsive, and evidence-based practices in teaching and mentorship.

Support students in connecting course content to fieldwork and professional application.

Evaluate student progress using rubrics and CTC-aligned assessments.

Participate in faculty meetings, training, and program improvement efforts as requested.

Stay current with research and trends in school psychology, mental health, and inclusive education.

Education and / or Experience :

Masters, Doctoral, or other terminal degree from an accredited college or university, depending upon the course's

needs. Appropriate experience in the areas(s) of specialization and expertise. At least three (3) years of experience

as a School Psychologist in California with a Pupil Personnel Services Credential authorizing service as a School

Psychologist. A Nationally Certified School Psychologist (NCSP) certification is also accepted.

Qualification Requirements : The requirements listed below are representative of the knowledge, skill, and / or ability required. Reasonable

accommodations may be made to enable individuals with disabilities to perform the essential functions.

Successful candidates must confess the Christian faith, demonstrate a commitment to a Lutheran liberal

arts education, and possess teaching excellence.

Expertise in School Psychology Standards : Comprehensive understanding of the NASP Practice Model, NASP

Ethics Code, CCTC standards, and current legislation such as IDEA, with the ability to apply these

frameworks in instruction and student supervision.

K-12 and Higher Education Experience : Demonstrated success in K-12 educational settings and experience

teaching or mentoring in graduate-level school psychology programs, particularly within diverse and

historically underrepresented communities.

Certification : Possession of a valid Pupil Personnel Services (PPS) Credential in School Psychology.

Teaching and Advising Excellence : Proven ability to teach in culturally responsive ways, particularly in

assessment, ABA, intervention, practicum, or internship courses, with a commitment to equity and student

development.

Collaborative Leadership and Community Engagement : Strong interpersonal and leadership skills with a

track record of working collaboratively with school districts, community stakeholders, and university

colleagues to support program goals and student success.

Technology and Online Instruction Proficiency : Skilled in online teaching platforms, current pedagogy, and

integrating technology into instruction to meet the needs of adult learners in flexible learning

environments.

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