A cover letter is required for consideration for this position and should be attached as the first page of your resume. The cover letter should address your specific interest in the position and outline skills and experience that directly relate to this position.

Field instruction at the University of Michigan is an integral aspect of our teacher education program.  We hire individuals who have a proven record of excellent teaching, and who have the experiences necessary to help our teacher education students develop into well-started beginning teachers.   In addition to the job requirements described more fully below, we hire individuals who are committed to the School of Education's mission, especially our desire to prepare educators capable of and committed to the providing equitable and inclusive learning experiences to diverse learners. Successful candidates will be able to support interns who are placed in a variety of contexts (e.g., urban, suburban, rural, exurban). The most desirable candidates for the position will have the habits of mind and practice that allow them to effectively instruct, evaluate, and coach/mentor teaching interns so that they reflect deeply and critically on their learning.  The successful candidates for this role will also be driven to support interns to attain high levels of performance documented by course assignments and observational data.  They will be committed to teach interns to experience the joy and the challenge of being principled practitioners who re-think, re-design, and re-do various classroom teaching tasks to continually develop their practice as they learn to become well-started beginning teachers.

Build Knowledgeable of Teacher Education Program  

• Become knowledgeable about Teacher Education program specific curriculum and activities teaching interns engage in during the professional course sequence
• Become knowledgeable about program competencies/indicators as a system for providing feedback and final evaluation
• Read and understand the Teacher Education Program Policy Handbook
• Participate in relevant program course planning meetings with TE staff and/or lead faculty
• Attend the required program-wide field instructor meetings and/or the Teacher Education Field Instructor Orientation
• Attend field instruction orientation
• Attend teaching intern orientation/induction
• Attend other major events for the semester, as outlined at orientation
• Follow the directions of the TE/ IRB approval agreement concerning consent notification distribution, data collection and storage
• Apprentice with and/or participate in supporting mentoring/PD meetings with the respective lead faculty member for the content area or other designated faculty member

Serve as Instructor of Record (for EDUC 301/303, EDUC 302/304, EDUC 307, EDUC 650, EDUC 651/653, or EDUC 652/654)

• Keep accurate records of student attendance and performance
• Submit student records (i.e. grades)
• Use course management systems and technology to effectively manage administrative and instructional tasks (e.g. Canvas, Concur, etc.)
• Report concerns regarding student performance to appropriate program personnel (e.g. lead faculty, department chair, and program staff)

Design and/or Plan Course(s) and Course Materials

• Co-design syllabus: With relevant lead faculty and/or chair/director/clinical experiences coordinator, co-design a syllabus for field seminar and field experiences that -  
  
  • connects to and builds upon content knowledge in major or minor 
  • connects to and builds upon teaching interns' previous and concurrent courses and experiences in Teacher Education (TE) including, but not limited to educational psychology, practices in disciplinary literacy, foundations/multicultural education/educational reform, subject area methods and field placements
  • models, links to and creates opportunities for skill-building of competencies (e.g. rehearsals, microteaching, demonstrations, etc.)
• Plan and conduct seminars to meet course goals and enact syllabus scheduled regularly as per specific program expectations
• Support integration of field work and Teacher Education coursework
• Support and facilitate Teacher Education program specific activities, assignments and assessments in courses and field that are necessary for student advancement in the program and CAEP Program evaluation.

Teach and Evaluate Students and Document Progress

• Mentor and support students in the implementation of teaching content, as well as the professionalism and other dimensions of teaching (e.g. building relationships, professional presence, etc.)
• Provide opportunities for interns to practice and problem solve around common problems of practice (e.g. issues of classroom management and student behavior, etc.)
• Monitor and assess initial teaching experiences using program and/or subject area assessment tools and documentation formats
• Evaluate teaching intern field and seminar performance and submit grade/performance rating
• Communicate effectively with each intern about progress, questions, concerns, etc.
• Assist in identifying and working with students of concern, particularly academic and professional concerns and communicate those concerns to Teacher Education program administrator.
• Meet submission deadlines for required student progress documentation to Teacher Education and/or relevant faculty

Interact with Interns, School Personnel, SOE Faculty and Staff

• Act as liaison between School of Education/Teacher Education and field sites 
• Communicate program information to appropriate school personnel 
• Facilitate the Getting Started Meeting (GSM) on field-site with relevant school and university partners and teaching interns
• Spend time weekly in schools working with mentor teachers and teaching interns as per program specifications
• Travel to conduct several formal visits to each placement classroom and school as per program specifications (Note: Mileage reimbursement is available to compensate for travel, but it is limited to whichever route is shorter between home and the field site or the School of Education and field site.)
• Facilitate an end-of-term debriefing meeting with mentor teacher and teaching intern
• Respond timely, within 24 hours, to messages from interns, school personnel, SOE faculty and staff  

• Record of successful 6-12 teaching experience or transferable equivalent; and
• Graduate degree in an education program/education-related field; or
• Graduate student in an education program/education-related field who is apprenticing in a relevant area 
• Disposition to seek out resources to be an effective instructor (e.g. resources for mentorship, etc.)

• Teacher education/preparation teaching experience and/or experience as a professional development provider for teachers
• Prior experience providing instructional supervision and field instruction
• 6-12 teaching experience in a diverse setting, or equivalent transferrable experience
• Content area degree or comparable demonstration of content knowledge from professional record

• Candidate must be available during the school day to conduct field visits and ability to self-transport to settings that may be as far as 60+ miles from the U-M AA Campus
• Candidate must be available for all field instructor meetings with Teacher Education program staff and lead faculty 
• Candidate must be able to commit to the appointment for the entire duration of the contract period, including the ability to  commit to the time required to  teach, observe and interact in the field, communicate with interns and program faculty and staff, record-keep, and participate in program PD meetings, etc.

Time Commitment:
Field instructors spend their time in the following ways:

• Working with students in their field placements and documenting those observations with reports
• Teaching or co-teaching a weekly seminar 
• Maintaining a detailed log of student attendance, timeliness and performance  Meeting with teacher education staff and fellow field instructors  Completing beginning, mid-term and end-of-term documentation
• Attending program-wide events
• Working with faculty to coordinate instructional planning, enactment, and intern support

Positions that are eligible for hybrid or mobile/remote work mode are at the discretion of the hiring department. Work agreements are reviewed annually at a minimum and are subject to change at any time, and for any reason, throughout the course of employment. Learn more about the work modes.

Note: This particular posting is for part-time field instruction, up to 56%, as needed by undergraduate and graduate interns pursuing endorsements in English language arts.

• Interest in and knowledge of teaching and/or teacher education
• Familiarity with the University of Michigan's School of Education and teacher education programs
• Ability to effectively communicate orally and in writing
• Capacity to work remotely, yet collaboratively
• Capacity to use professional discretion, handle different individual's needs and goals, and to coach individuals who are learning in a field-based training situation
• Capacity to provide support to novice teachers while maintaining an instructional stance
• Prior instructional coaching/professional development experience (lecturers only)
• Ability to be flexible while working in a program in process of continuous improvement

The University of Michigan is an equal employment opportunity employer.