Under the direction of the Program Director, this person serves the Program in Teacher Preparation in three major areas: 1) as Assistant Director for STEM teacher certification; 2) as coordinator of the Teacher Prep alumnae network; and 3) as a coordinator of Professional Learning.
As the Assistant Director for STEM, this person will serve as a lead lecturer for courses in the first semester of student teaching and will advise and supervise students in the areas of math and science during both semesters of student teaching. The person may also be asked to assist with instruction in other courses offered by the Program in Teacher Preparation.
As the coordinator of the alumni network, responsibilities include creating professional learning and opportunities for alumni, as well as mentoring of alumnae and current students regarding career options. Responsibilities also include maintaining the alumni network and collecting data on alumni.
As coordinator Professional Learning, this individual creates and develops education programs that support University faculty research grants, and conducts research to inform the Program and satisfy requirements for national accreditation. In addition, this person develops and leads projects which advance knowledge about current science and education research and scholarship, while enhancing the University’s relationships with alumni, community partner and community educators.
As Assistant Director for STEM in the Teacher Certification domain, this person serves as lead instructor, with an appointment as lecturer, for the first semester of the student teaching sequence. This role entails the responsibility of working successfully with department staff to implement new course syllabi and collaborating with local educators in coursework. This person will also serve as lecturer in TPP 402 as supervisor of STEM student teachers in the field and may also be asked to assist with the instruction of other program courses. The Assistant Director advises and supervises STEM students seeking teacher certification in math and science including overseeing course requirements, the preparation and defense of professional portfolios, and the completion of requirements for NJ state teaching certification.
The Assistant Director develops and executes research in support of short and long-term strategic planning and compliance with national teacher accreditation outcome assessment requirements, designing alumni and employer surveys, and collecting data and from students and alumni to inform Program improvements. The Assistant director also assists with summarizing findings and disseminating them to the education community and stakeholders. The Assistant Director also performs other administrative tasks including participating in the Distinguished Secondary School Teacher Award selection, development of recruitment events, and other duties as needed.
As coordinator of Professional Learning, this person advances dissemination of knowledge of University faculty research while enhancing relationships with the alumni network and the local education community. The coordinator analyzes the goals of University faculty’s research grant requirements for broader impact and develops education programs during the academic year and summer in collaboration with university faculty and community partners and educators. The coordinator initiates and manages relationships with Principal Investigators, researchers and community partners during all grant phases to create project scope and budget proposals, definition of tasks and time lines for implementation, management of budgets, and program evaluation. The coordinator also organizes special events for students and the local education community.
As coordinator of Professional Learning, the person also assists the Program Director in the supervision, hiring, performance reviews of support staff, short-term professional employees, casual hourly employees and student employees that are employed by the Program for Professional Learning programs and initiatives as described above.
As the coordinator of the Alumni Network, this person creates programs and policies to link Program administrators, students and alumni; counsel and advise student and alumni of the University regarding careers in education; initiate and maintain relationships with principal employers; recruit partners and organizations; and incorporate alumni into program courses as well as campus events. The coordinator works in partnership with other campus groups regarding communications, newsletters, website, posters, conferences/events, Class Day, and alumni/employer relations to raise the visibility of, and provide networking fund-raising opportunities for the Program and its graduates.
Four to six years of relevant work experience is required.
The successful candidate should have experience designing and implementing professional development programs for K-12 teachers.
This individual should have experience working in both higher education and K-12 public schools, a background in teaching STEM and experience in supervising or mentoring pre- or in-service teachers.
The person should have experience with CAEP accreditation and data collection. The person should be familiar with current research in the field and have experience in conducting and presenting academic research. Familiarity with the edTPA performance assessment is preferred.
A doctorate is required.
Princeton University is an Equal Opportunity/Affirmative Action Employer and all qualified applicants will receive consideration for employment without regard to age, race, color, religion, sex, sexual orientation, gender identity or expression, national origin, disability status, protected veteran status, or any other characteristic protected by law. EEO IS THE LAW