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The University of La Verne Graduate Reading Program serves candidates who are earning their Reading Certificates, Reading and Language Arts Specialist Credentials and/or Reading M.Ed. degrees. The position of Assistant Professor of Education in Literacy requires the faculty member to teach courses to graduate candidates, as well as to oversee the tutoring activities that Graduate Reading Program candidates carry out with children from the community as part of state-required fieldwork for certification. In addition to teaching duties, there are also requirements for student advisement, committee participation, grant-writing projects, accreditation processes, and curriculum development, as well as the pursuit of an active research agenda that demonstrates clear contributions to the field of literacy, the university, the college, and the program. These responsibilities are outlined in more detail under specific duties.
A candidate for this position must be comfortable operating within a community-based Literacy Center context, working with graduate students, children, and parents. Specific duties would include the following: teaching six graduate courses per year (including one summer term) in the area of assessment, literacy development, and research; advising 50% of the center candidates in the program; partnering with other faculty to write program documents for CCTC and accreditation purposes; offering Parent Education workshops to parents of the tutees in the Literacy Center; carrying out research and publishing peer-reviewed articles/chapters/books; serving on departmental, college, and university-wide committees; providing development and oversight for ongoing tutorial activities and other community-based projects within the Literacy Center.
Minimum qualifications for this position would include a posted doctorate in reading/literacy, a professional background in the teaching of reading/writing, and at least three years of full-time teaching experience in K-12 schools.
Ideally, a candidate would possess a teaching background in the primary grades, K-3. Prior work as a teacher specialist in literacy, reading coach, or reading specialist would also be preferred, as well as experience or coursework in second language acquisition and ESL and/or bilingual teaching methodology. Teaching experience at the college level would also be highly valued.
The Search Committee will ask finalists to submit a letter of interest that describes their research agendas, professional goals, and specific information related to how they meet the required and preferred qualifications; a Curriculum Vitae (CV); and three professional letters of recommendation, along with copies of teaching evaluations from the past 3-5 years. In addition, those who meet the qualifications of the position will be asked to participate in an interview and present a prescribed literacy demonstration lesson to a selected group of faculty.
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