Professional Development Associate/Instructional Coach & Specialist in Educational Technology - 74372
Academic Program Professional 2
Job Family: Administration
Job Series: Academic Program Professional
Job Code: 4112
Exemption Classification: Exempt 1.0 FTE
Effective Date: Immediately
The Stanford University Graduate School of Education (GSE) is a top ranked school of education, known for its prestigious faculty, rigorous graduate degree programs, and its impact on the quality of education across the world. The GSE is committed to developing leaders in education research, practice, and policy. Our community includes over 60 faculty, 400 students, 200 staff, 8,000 alumni, and countless people from the local and global communities we work with and impact. The work environment is dynamic, deadline-driven, fast-paced, and energetic.
The Center to Support Excellence (CSET) within the GSE seeks to hire two (2) new positions in the fields of ELA, History, Math, and Educational Technology. The possible job combinations for one of these positions are below. Please see job posting 74371 for the other position and applicable job combinations. Interested candidates should apply to the one(s) most relevant to their professional experience and background.
- Professional Development Associate/Instructional Coach in Math & Specialist in Educational Technology
- Professional Development Associate/Instructional Coach in English Language Arts (ELA) & Specialist in Educational Technology
- Professional Development Associate/Instructional Coach in History & Specialist in Educational Technology
The successful applicant will work across multiple projects including joining the Hollyhock Fellowship program team to refine and conduct a professional development program that is comprised of a 3-week summer institute (July 9-28, 2017) and video-based instructional coaching during the school year. In addition to this school-year coaching, this position includes helping the teachers develop a networked community in which the teachers share resources such as lesson plans, assignments, teaching materials, and video clips, and continue the conversations around teaching and learning begun in the summer institute. (See more details at https://cset.stanford.edu/pd/hollyhock.)
The successful candidate will also work on an established team to support education leaders and teachers to use educational technology for effective teaching and learning. In this role, the education technology specialist will help design and develop programs that support classroom teachers to incorporate educational technology in support of equitable learning outcomes. In addition, this position includes developing a program to support district level personnel in growing the use of educational technology at all grade levels with a focus on equity. The education technology specialist should be aware of the knowledge base about the role of technology in facilitating learning and be clear how technology can either enhance or exacerbate issues of equity for both teachers and students. In addition, this person will be knowledgeable about, and experienced with, the current innovations and implementation of educational technology in school settings, and have expertise in methods for helping teachers become successful users of educational technology with a focus on student learning. (See more details at https://telos.stanford.edu/.)
The person in this position will work across multiple project teams to design and conduct professional development, provide instructional coaching for teachers, and may support the use of technology for reducing inequities in schools. This position crosses multiple projects, therefore the most qualified person will be able to work with a variety of people in CSET to do the following:
- Develop, implement, administer, and evaluate programs, including outreach to varied stakeholders by conducting research activities within the program, analyzing data, creating reports, reviewing trends, and making program improvement recommendations.
- Develop or contribute to outreach strategy related to program communications, development, partnerships, and fundraising/funding.
- Write and/or edit complex content for proposals, research grants, peer-reviewed publications, and other program activities.
- Contribute to and inform on strategic program/entity planning and related funding and financial sustainability.
Other specific duties include:
- Contribute to the vision, strategy, and goals of the Hollyhock Fellowship program and other CSET programs.
- Participate in program development, grant writing, and long-range planning.
- Assist in the teaching and administration of extensive summer professional development ELA courses. Help develop curriculum and programming for summer experience.
- Provide coaching for high school teachers each month during the school year including feedback on their classroom videos.
- Conduct video conferences throughout the school year with the teachers.
- Support the development of online and/or hybrid professional development experiences.
- Provide outreach and advocacy within and across the GSE and CSET and partner schools for effective uses of educational technology.
- Facilitate the integration of technology into K-12 teaching, learning, and/or research activities.
- Connect key ideas from the initiative for using technology in teaching, learning, community building and/or research with an emphasis on K-12 settings.
- Manage or provide assistance in the direct integration of technology into CSET programs by developing and sharing resources, seminars, courses, or workshops.
* Other duties may also be assigned
This position is open to all qualified U.S. citizens and permanent resident aliens without regard to race, age, gender, religion, color, national origin, or physical disability.
Required qualifications include:
- A masters degree.
- An appropriate combination of education and experience to facilitate in-service teachers professional learning and use of educational technology.
- Experience as a classroom teacher.
- Demonstrated knowledge of teacher education.
- Can pass background and tuberculous checks to be present in schools.
- Ability to travel domestically as needed.
Desired qualifications include:
- Experience as a teacher educator conducting professional development in K-12 educational settings and/or teaching classes for teacher candidates.
- A background in educational research.
- Demonstrated experience leading activities on team projects.
- Ability to interact effectively and tactfully with members of the academic community; demonstrated experience working in an environment with colleagues of diverse backgrounds and customs.
- Ability to work with and honor diversity in all its forms, especially as it is expressed in school settings.
Knowledge, Skills and Abilities:
- An understanding of equity issues in schools.
- Comfort using cloud-based document systems such as Box, DropBox, and Google Drive.
- A self-starter with initiative and good time-management skills.
- Excellent oral, written, and analytical skills, exhibiting fluency in area of specialization.
- Ability to develop program partnerships and funding sources.
- Knowledge of project budgets.
- Working knowledge of using video and online technologies for professional development.
- Strong organization and workflow management skills, including ability to multi-task and manage multiple deadlines.
- Strong public speaking and communication skills.
- Ability to quickly adopt new technologies and programming tools.
- Outstanding communication skills with teachers who are facile with technology as well as those who struggle.
- Frequently stand/walk, sitting, grasp lightly/fine manipulation, perform desk-based computer tasks.
- Occasionally use a telephone, writing by hand, lift/carry/push/pull objects that weigh up to 40 pounds.
- Rarely sort/file paperwork or parts, lift/carry/push/pull objects that weigh >40 pounds.
- Ability to use voice to present information/communicate with others.
- On-campus mobility.
*Consistent with its obligations under the law, the University will provide reasonable accommodation to any employee with a disability who requires accommodation to perform the essential functions of his or her job.
- May work extended hours, evenings or weekends, especially in July.
- Some telecommuting is appropriate, but must plan to be on campus for at least 80% of the work week.
- May travel locally.
- Interpersonal Skills: Demonstrates the ability to work well with colleagues, teachers and other school personnel, clients, and with external organizations.
- Promote Culture of Safety: Demonstrates commitment to personal responsibility and value for safety; communicates safety concerns; uses and promotes safe behaviors based on training and lessons learned.
- Subject to and expected to comply with all applicable University policies and procedures, including but not limited to the personnel policies and other policies found in the University's Administrative Guide, http://adminguide.stanford.edu.
There are multiple postings for these job combinations and you may be qualified for more than one. Please submit your application for your first choice and, in your letter, note other combinations if applicable.
Please submit the following:
- Current curriculum vitae or resume.
- A letter describing your interest in the position, relevant experience, and a 2-paragraph description of a challenge you faced when leading professional development, conducting instructional coaching, or facilitating educational technology learning experiences.
- Indicate when you could begin work in your letter (position is open now and needs to be filled no later than June 2017).
Note: Applications that do not include a cover letter and resume or curriculum vitae will not be considered.
Successful candidates will be required to complete a background check prior to working at Stanford University.
Visa sponsorship is not available for this position; all candidates must be eligible to work in the US.
Stanford is an equal opportunity employer and all qualified applicants will receive consideration without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability, veteran status, or any other characteristic protected by law.
Desired Start Date: June 2017
Appointment Term: 1 year (This is a fixed term one-year position with the potential of renewal based on interest and project funding.)
Email contact: firstname.lastname@example.org
Location: Graduate School of Education
Job Code: 4112