Unfortunately, this job is expired as of 2/25/2015.
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Under the direction of the Dean and the Chair of the Department of Elementary Education, teaches undergraduate and graduate courses in Special Education as well as other related courses. Performs clinical supervision of students in fieldwork and student teaching. Designs a new undergraduate Special Education program in collaboration with university and community stakeholders. Serves the college and community. Produces scholarly work and follows professional and ethical standards.
Graduation with a doctorate from an accredited institution or the highest degree appropriate in the field of specialization with a demonstrated record of achievement in teaching, academic research, and service. Normally will have produced creative work, professional writing or research in refereed and other professional journals. Must have experience assessing student learning capabilities and learning styles and understand how to develop curriculum of assigned courses.
In addition to minimum qualifications, prefer three years of successful PK-12 Special Education teaching. Experience with embedded teacher preparation programs, working with students on the autism spectrum, designing a special education courses and program, designing special education environments, supervising special education programs, collaborating with public education partners. Knowledge and understanding of national standards and research in special education and autism. Demonstrated experience and commitment to university and public school partnerships.
ABD applicants who will complete their degree by August 2015 will be considered.
Knowledge of and experience in teaching courses in special education and related fields.
Knowledge of current instructional theory, methods, strategies and techniques.
Knowledge of student management, motivation, and evaluation techniques.
Skill in interpersonal relationships, problem-solving, and decision-making.
Skill in research, quantitative reasoning, writing, which results in scholarly work.
Ability to communicate effectively both verbally and in writing to a diverse group.
Ability to apply technology in classroom teaching.
Ability to organize and define the elements of a new special education program.
Ability to implement and teach lower and upper division students a wide variety of evidence-based curriculum, assessments, and interventions.
Ability to commit to evening courses on occasion.
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