Brief Description of PSU/School/Dept
Portland State University ( PSU ) is an urban university and Oregon's largest, located in the heart of the vibrant city of Portland. PSU educates over 23,000 students and offers programs for Bachelor's, Master's, and Doctoral degrees. PSU is an internationally recognized urban university known for excellence in student learning, innovative research, and community engagement. PSU contributes to the economic vitality, environmental sustainability, and quality of life in the Portland region and beyond. Employees describe Portland State University as a vibrant, diverse, progressive place to work and an environment that welcomes process improvement and innovation. Portland State's 50-acre downtown campus is located in the heart of one of America's most vibrant centers of culture, business, and technology.

"Equity-driven research, teaching, and practice" is the motto of the College of Education ( COE ), Oregon's largest and most comprehensive college of education. In the next five years, the COE will be nationally recognized for working collaboratively with the surrounding communities, Tribal Nations, and our students to advance equity and excellence in education and counseling through our engaged research activities, and our community-centered and culturally responsive professional-preparation programs with innovative models for preparing diverse professionals who are critically engaged global citizens.
Position Summary
The College of Education at Portland State University hires part-time faculty on an ongoing basis to supervise teacher candidates in clinical field experiences as part of their licensure or endorsement programs.

Job Responsibilities:
1. Support and evaluate teacher candidates in their field experience.

• Schedule a minimum of three observations per term which include reviewing candidate required documentation, observing the candidate provide service, and debriefing the observation with the candidate (and mentoring professional as available).
• Provide coaching and reflective supervision to assist each teacher candidate's professional growth.
• Pose questions about observed practices, knowledge, and skills that assist the teacher candidate in reflecting on their service planning, implementation, and self-evaluation.
• Demonstrate and reflect knowledge of effective instructional practices in the field.
• Promote instructional strategies that increase child engagement, social relationships, and independence.
• Communicate concerns with the program coordinator and course instructor to keep them updated and involved with solutions.
• Document plan of action/interventions used to assist teacher candidates in gaining skills.
• Provide brief, unscheduled support for candidates as needed.
• Complete candidate's midterm and final field experience evaluation via three-way collaborative conversation with the mentoring professional and the teacher candidate; enter the scores into the COE assessment management system.

2. Promote positive working relationships among the mentoring professional, teacher candidate, and administrator.

• Support mentoring professional and teacher candidate collaboration.
• Establish and maintain working relationship with the site, district, or agency administrator and build communication between the partner institution and the university.
• Help to build and identify future sites that may be used for field experiences.

3. Demonstrate professionalism.

• Communicate clearly in a timely manner and participate as a member of the team with the mentoring professional and teacher candidate.
• Participate in problem-solving and remain flexible in seeking solutions.
• Respect the cultural implications and expectations of the partner institution.
• Respond to emails, phone calls, questions, and other inquiries in a timely manner.
• Value other's professional opinions and time, yet willing to give the time necessary for feedback and discussion.
• Be aware of and apply current research-based and recommended best practices in the field (e.g., reflective supervision, collaborative problem-solving, family-focused and child-centered intervention, routines-based intervention, knowledge of legal and ethical requirements, IFSPs, assessment, functional goal writing, culturally responsive practice, inclusive ECSE models, interdisciplinary practice, PBIS ).

4. Participate in supervisor professional learning.

• Review supervisor resources provided on the program website, including up-to-date instructional video, handbook, and materials about teacher candidate assessments.
• Participate in ongoing professional learning for program-specific expectations and processes.
• Participate in or review materials for new supervisor training including Onboarding and Technology Tools for Supervisors.
• Supervisors are often invited to attend optional professional development sessions in other relevant areas, but these are not required.

Minimum Qualifications

• The applicant must hold a master's degree or equivalent based on years of experience and previous roles and responsibilities.
• The applicant must hold, have held, or be eligible to hold a license in the content area and level to be supervised, or be licensed as an administrator who can supervise across content areas and levels.
• The applicant must be willing to be fingerprinted if license has lapsed.
• The applicant must have experience providing verbal and written feedback.
• The applicant must have a minimum of three years' teaching in the area of supervision.
• The applicant must have basic computing and technology skills.
• The applicant must have access to a computer and Internet connection.

Preferred Qualifications

• Five years experience in the area of supervision and three years experience as a supervisor.
• Previous training on reflective supervision and coaching.
• Knowledge of state and national standards related to the area and level to be supervised.
• Bilingual/bi-cultural individuals.
• Experience training and supervising staff.
• Experience providing instruction and consultation to families of children with special needs, including making home visits.
• Experience with a variety of evidence-based and informed instructional methodologies, including those for behavior support.
• Experience developing and evaluating Individualized Family Service Plans.
• Experience with assessing and monitoring child development with the AEPS .

Key Cultural Competencies
• Creates an environment that acknowledges, encourages and celebrates differences.
• Functions and communicates effectively and respectfully within the context of varying beliefs, behaviors, orientations, identities and cultural backgrounds.
• Seeks opportunities to gain experience working and collaborating in diverse, multicultural, and inclusive settings with a willingness to change for continual improvement
• Adheres to all PSU's policies including the policies on Prohibited Discrimination & Harassment and the Professional Standards of Conduct.
Environmental Stewardship
Contributes to a culture of environmental stewardship, practices resource conservation, and actively works toward achieving long-term sustainability goals.
Required Professional Standards of Conduct
At Portland State University, all employees are expected to conduct themselves in a professional manner which maintains a safe, respectful, and productive environment for faculty, students, administrators, and staff. It is the responsibility of every member of the Portland State University community to conduct themselves in accordance with our PSU Professional Standards of Conduct which are available at www.pdx.edu/hr/professional-standards-conduct.
Compensation 0.5 credit (current 2020-2025 PSUFA contract credit rate is $1,271) per candidate per term; Face-to-face professional learning that is required is compensated at an hourly rate; and Travel reimbursements are submitted online.

Application Instructions

Additional Information
Review of applications begins immediately and continues as new sections are needed.

For assistance, please contact coehrsupport@pdx.edu

Applicants should upload:

CV/Resume

Cover letter

Names, telephone numbers, and email addresses for three professional references

Adjunct supervisors are hired on either a per quarter or an academic year basis.
Does this position require the employee to drive a motor vehicle? No Background Check Required No

Search Details

Posting Close Date Projected Close Date for Posting Open Until Filled