"25-26 AY Temporary Faculty Pool - University Coach (Supervisor): Education Specialist (ES)"

Temporary Faculty Pool - University Coach (Supervisor): Education Specialist (ES) Credential Program

Department Overview

The Literacy, Early, Bilingual, and Special Education Department (LEBSE) offers courses for the preparation and professional development and advancement of Pre-K-12 teachers. At the preliminary credential level, the department provides coursework and support for the Multiple Subject and Single Subject Programs, and the Education Specialist Credential Program, which offers a combined program for both the Mild-to-Moderate and Extensive Support Needs Credentials. LEBSE also provides courses and supervision for the Bilingual Authorization Program. Additionally, the department currently houses four (4) graduate programs: Literacy, Early Education, Multilingual/Multicultural, and Special Education, and two advanced credentials: Reading Literacy and Leadership Specialist Credential and the Early Childhood Specialist Credential. The department prides itself in having faculty who are actively involved in teaching, scholarship, service, and grant leadership.

Position Summary

The University Coach (Supervisor) is a faculty member of the LEBSE Department, but supervises Teacher Credential Candidates for the Education Specialist Credential Program in both the Mild-to-Moderate and Extensive Support Needs credential areas. They are assigned Teacher Credential Candidates by the Office of Clinical Practice. Serving as a liaison between the University and the cooperating schools, they provide the schools and Mentor Teachers with information about the Teacher Credential Candidates and the Education Specialist Credential Program. In turn, they communicate the cooperating schools’ suggestions and their needs to the University for improvement of the Education Specialist Teacher Preparation Program.

Education Specialist University Coaches (Supervisors) should have recent professional and/or teaching experience in a Pre K-12 setting, where the curriculum aligns with recently adopted state standards and the school reflects the diversity of California’s student population. The University Coach (Supervisor) should have current knowledge of supervision approaches such as cognitive coaching, adult learning theory, and current “content specific” pedagogy and instructional practices. All University Coaches (Supervisors) will be evaluated by their Teacher Credential Candidate(s) and the Mentor Teacher at the end of the semester and will receive regular peer evaluations of their coaching from a faculty member. Evaluation results will be placed in their Faculty personnel Action File (PAF).

Instructor Responsibility

Temporary faculty members are responsible for adherence to and implementation of university and system-wide policies as directed per Academic Policy Manual 306, paragraph 2. Individuals hired as coaches/university supervisors are expected to:

• Meet with Mentor Teachers for an orientation to go over course requirements and discuss expectations, roles, and co-teaching during the first two weeks of the semester or after student teaching begins. Note: Orientation can occur as a “triad” meeting; a triad meeting involves the Teacher Candidate, Mentor Teacher and University Coach (Supervisor).
• Make regular visits to the school site for the purpose of meeting with Teacher Candidates, Mentor Teachers, Administrators/designee, or visiting/observing Teacher Candidates. Visits include holding small group, individual, or virtual discussions to review pertinent information. University Coaches may enhance communication and contacts with teacher candidates (via phone, webinar, online community, etc.).
• Complete (in TK20) a minimum of six formal lesson observations using scripted field notes or an observation rubric based on the California Teacher Performance Expectations (TPEs) to provide formative, action-oriented feedback. At least four of the lesson observations must be in-person, face-to-face; the remaining two may be synchronous/asynchronous video observations. Has a debriefing meeting with the candidate after each observation to guide candidate’s reflection on the lesson and provide feedback.
• Be available and maintain communication with the Teacher Candidate and Mentor Teacher throughout the entire semester (as established by the University Calendar) to ensure that the candidate is progressing; provide feedback on growth areas.
• Review lesson plans and reflections, and provide continuous feedback to the Teacher Candidate throughout the semester.
• Use their experience and knowledge to assist (consult, collaborate) the Teacher Candidate in understanding and applying current teaching methods, related materials and resources.
• Use effective questioning and coaching strategies to help the Teacher Candidate become skillful in continuous self-assessment, self-reflection, and goal setting.
• Discuss and document “areas for improvement” at the first sign of need. Monitor progress and contact the Education Specialist Program Coordinator if the “areas for improvement” does not yield expected growth. Reviews the Credential Candidate or Concerns section of the Office of Clinical Practice Handbook to determine if a “Statement of Concern” is warranted.
• Support Candidates in basic needs and emotional and mental health areas (if concerns arise concerned about a candidate’s well-being, the Coach is asked to please notify the Education Specialist Program Coordinator). Become familiar with resources available at the Fresno State Student Health and Counseling Center: https://www.fresnostate.edu/studentaffairs/health/index.html
• Evaluate the Teacher Candidate’s Site Visitation Project and/or Teaching Sample Project and schedule time to debrief results with the Teacher Candidate; provide remediation if necessary.
• Formally evaluate (Mid-Semester and Final-Semester Evaluation) the Teacher Candidate during a “triad” meeting at least twice per semester. A triad meeting involves the Teacher Candidate, Mentor Teacher, and University Coach (Supervisor).
• Assist the Teacher Candidate with meeting the Teaching Performance Expectations (TPE’s) and assign a CR/NC grade through PeopleSoft/MyFresnoState.
• Attend all mandatory program events, meetings, and professional developments; and obtain reliability as a rater; participates in FAST training, calibration, and scoring.
• Interact with Teacher Credential Candidates and Mentor Teachers with respect at all times.
• Submit all proper documentation digitally through TK20 (https://fresnostate.tk20.com/)

Compensation

Commensurate by qualifications and experience within salary range placement. The salary ranges are established by the CSU Salary Schedule (Class Code = 2358 for Academic Year Lecturers).

The salary range for Temporary Faculty with a Master's degree is $5,507-6,677 per a month when teaching full time (15 WTUs). Starting salaries are usually at or near the minimum of the range. Actual monthly salary will be adjusted based on the number of WTUs assigned per an academic term.

Anticipated Semester

The temporary faculty pool is continuously open, and positions are filled as needed, based on student enrollment and funding. This is a pool of part-time lecturers for the department to draw on as necessary. The number of positions varies from semester to semester, depending on the needs of the Department. Appointments from the pool are temporary and often made just prior to the start of the academic term. Applicants may need to be available to begin teaching on short notice. The pool will remain in place for two academic terms; those interested in remaining in the pool beyond that time must reapply.

• Fall 2025: August 18, 2025 – December 22, 2025;
• Spring 2026: January 15, 2026 – May 22, 2026

Required Qualifications

Education (from an accredited institution or foreign equivalent.):

Education Specialist University Coaches (Supervisors) must possess:

• A clear Education Specialist teaching credential or administrative services credential
• A Master's degree in Special Education or closely related field

Individuals interested in coaching ES credential candidates who are pursuing a Bilingual Authorization must also possess a Bilingual Authorization or BCLAD and be fluent in Spanish or Hmong.

Experience:

1. Demonstrated commitment to excellence built on merit, talent, diversity, accessibility, and equal opportunity for all.
2. A minimum of three years’ experience teaching in Special Education.

Application Procedures

A review of applications continues on a rolling basis as teaching positions open. Review may begin as early as April 29th, 2025 for a Fall 2025 assignment.

• Deadline is June 30, 2025 to be fully considered for Fall 2025 hiring.
• Projected deadline is October 31, 2025 to be fully considered for Spring 2025 hiring.
• Projected Job Announcement for 2025-2026 Academic Year closing date is March 1, 2026.

Complete an online application at https://careers.fresnostate.edu, search for the appropriate Job Announcement, Create an Applicant Profile, or Login if you have already have an Applicant Profile, and attach the following materials:

1. Cover letter addressing qualifications and experience, and list of courses you are interested and qualified in teaching,
2. Curriculum vitae,
3. Names and contact information of at least three professional references are a part of the online application. Do not submit or attach letters. If considered for hire, the committee will request current letters of recommendation.
4. Copies of unofficial transcripts from all relevant educational programs.

For inquiries contact Dr. Chris Cooper, Coordinator of the Office of Clinical Practice, at cooper05@mail.fresnostate.edu OR Dr. Imelda Basurto, Literacy, Early, Bilingual, & Special Education Department Chair, at ibasurto@mail.fresnostate.edu.

The position advertised will remain open until filled. Interviews may follow. Qualified applicants not hired at this time will remain in this pool for future consideration.