A cover letter is required for consideration for this position and should be attached as the first page of your resume. The cover letter should address your specific interest in the position and outline skills and experience that directly relate to this position.
Field Instruction Job Responsibilities (Secondary)
Note: This particular posting is for part-time field instruction as needed, approximately 10%, by undergraduate interns pursuing endorsements in English.
Field instruction at the University of Michigan is an integral aspect of our teacher education program. We hire individuals who have a proven record of excellent teaching, and who have the experiences necessary to help our teacher education students develop into well-started beginning teachers. In addition to the job requirements described more fully below, we hire individuals who are committed to the School of Education’s mission, especially our desire to prepare educators capable of and committed to the providing equitable and inclusive learning experiences to diverse learners. Successful candidates will be able to support interns who are placed in a variety of contexts (e.g., urban, suburban, rural, exurban). The most desirable candidates for the position will have the habits of mind and practice that allow them to effectively instruct, evaluate, and coach/mentor teaching interns so that they reflect deeply and critically on their learning. The successful candidates for this role will also be driven to support interns to attain high levels of performance documented by course assignments and observational data. They will be committed to teach interns to experience the joy and the challenge of being principled practitioners who re-think, re-design, and re-do various classroom teaching tasks to continually develop their practice as they learn to become well-started beginning teachers.
Build Knowledgeable of Teacher Education Program
Become knowledgeable about Teacher Education program specific curriculum and activities teaching interns engage in during the professional course sequence
Become knowledgeable about program competencies/indicators as a system for providing feedback and final evaluation
Read and understand the Teacher Education Program Policy Handbook
Participate in relevant program course planning meetings with TE staff and/or lead faculty
Attend the required program-wide field instructor meetings and/or the Teacher Education Field Instructor Orientation
Attend field instruction orientation
Attend teaching intern orientation/induction
Attend other major events for the semester, as outlined at orientation
Follow the directions of the TE/ IRB approval agreement concerning consent notification distribution, data collection and storage
Apprentice with and/or participate in supporting mentoring/PD meetings with the respective lead faculty member for the content area or other designated faculty member
Serve as Instructor of Record (for EDUC 301/303, EDUC 302/304, EDUC 307, EDUC 650, EDUC 651/653, or EDUC 652/654)
Keep accurate records of student attendance and performance
Submit student records (i.e. grades)
Use course management systems and technology to effectively manage administrative and instructional tasks (e.g. Canvas, Concur, etc.)
Report concerns regarding student performance to appropriate program personnel (e.g. lead faculty, department chair, and program staff)
Design and/or Plan Course(s) and Course Materials
Co-design syllabus: With relevant lead faculty and/or chair/director/clinical experiences coordinator, co-design a syllabus for field seminar and field experiences that -
connects to and builds upon content knowledge in major or minor
connects to and builds upon teaching interns' previous and concurrent courses and experiences in Teacher Education (TE) including, but not limited to educational psychology, practices in disciplinary literacy, foundations/multicultural education/educational reform, subject area methods and field placements
models, links to and creates opportunities for skill-building of competencies (e.g. rehearsals, microteaching, demonstrations, etc.)
Plan and conduct seminars to meet course goals and enact syllabus scheduled regularly as per specific program expectations
Support integration of field work and Teacher Education coursework
Support and facilitate Teacher Education program specific activities, assignments and assessments in courses and field that are necessary for student advancement in the program and TEAC/CAEP Program evaluation.
Teach and Evaluate Students and Document Progress
Mentor and support students in the implementation of teaching content, as well as the professionalism and other dimensions of teaching (e.g. building relationships, professional presence, etc.)
Provide opportunities for interns to practice and problem solve around common problems of practice (e.g. issues of classroom management and student behavior, etc.)
Monitor and assess initial teaching experiences using program and/or subject area assessment tools and documentation formats
Evaluate teaching intern field and seminar performance and submit grade/performance rating
Communicate effectively with each intern about progress, questions, concerns, etc.
Assist in identifying and working with students of concern, particularly academic and professional concerns and communicate those concerns to Teacher Education program administrator.
Meet submission deadlines for required student progress documentation to Teacher Education and/or relevant faculty
Interact with Interns, School Personnel, SOE Faculty and Staff
Act as liaison between School of Education/Teacher Education and field sites
Communicate program information to appropriate school personnel
Facilitate the Getting Started Meeting (GSM) on field-site with relevant school and university partners and teaching interns
Spend time weekly in schools working with mentor teachers and teaching interns as per program specifications
Travel to conduct several formal visits to each placement classroom and school as per program specifications (Note: Mileage reimbursement is available to compensate for travel, but it is limited to whichever route is shorter between home and the field site or the School of Education and field site.)
Facilitate an end-of-term debriefing meeting with mentor teacher and teaching intern
Respond timely, within 24 hours, to messages from interns, school personnel, SOE faculty and staff
Record of successful 6-12 teaching experience or transferable equivalent; and
Graduate degree in an education program/education-related field; or
Graduate student in an education program/education-related field who is apprenticing in a relevant area
Disposition to seek out resources to be an effective instructor (e.g. resources for mentorship, etc.)
Candidate must be available during the school day to conduct field visits and ability to self-transport to settings that may be as far as 60+ miles from the U-M AA Campus
Candidate must be available for all field instructor meetings with Teacher Education program staff and lead faculty
Candidate must be able to commit to the appointment for the entire duration of the contract period, including the ability to commit to the time required to teach, observe and interact in the field, communicate with interns and program faculty and staff, record-keep, and participate in program PD meetings, etc.
Teacher education/preparation teaching experience and/or experience as a professional development provider for teachers
Prior experience providing instructional supervision and field instruction
6-12 teaching experience in a diverse setting, or equivalent transferrable experience
Content area degree or comparable demonstration of content knowledge from professional record
Selection Criteria will Include:
Interest in and knowledge of teaching and/or teacher education
Familiarity with the University of Michigan’s School of Education and teacher education programs
Ability to effectively communicate orally and in writing
Capacity to work remotely, yet collaboratively
Capacity to use professional discretion, handle different individual’s needs and goals, and to coach individuals who are learning in a field-based training situation
Capacity to provide support to novice teachers while maintaining an instructional stance
Prior instructional coaching/professional development experience (lecturers only)
Ability to be flexible while working in a program in process of continuous improvement
Field instructors spend their time in the following ways:
Working with students in their field placements and documenting those observations with reports
Teaching or co-teaching a weekly seminar
Maintaining a detailed log of student attendance, timeliness and performance Meeting with teacher education staff and fellow field instructors Completing beginning, mid-term and end-of-term documentation
Attending program-wide events
Working with faculty to coordinate instructional planning, enactment, and intern support
20 hours per week
10 hours per week
Seminar teaching or co-teaching
Seminar prep, grading and record keeping
Field contact: (e.g. rotating observations, phone/email contacts, providing feedback):
PD meetings facilitated by lead faculty
1 (all subjects)
Attend Methods Course
Flex time for program events to which MTs and FIs are invited for collaboration and PD (instructors to comp time by reducing field contact hours during the week of a program event)
1 ½ (occasional)
1 ½ (occasional)
19 - 20
This position is covered under the collective bargaining agreement between the U-M and the Lecturers Employee Organization, AFL-CIO, which contains and settles all matters with respect to wages, benefits, hours and other terms and conditions of employment.
Job openings are posted for a minimum of ten calendar days. The review and selection process may begin as early as the eleventh day after posting. This opening may be removed from posting boards and filled anytime after the minimum posting period has ended.
The University of Michigan is an equal opportunity/affirmative action employer.
Internal Number: 179413
About University of Michigan - Ann Arbor
A great university is made so by its faculty and staff, and Michigan is recognized as one of the best universities to work for in the country. The Michigan culture is known for engaging faculty and staff in all facets of the university to create a workplace that is vibrant and stimulating.For two consecutive years, the Chronicle of Higher Education has placed U-M in its "Great Colleges to Work For" survey. In particular, the university earns high marks for strong relations between faculty and administrators, a collaborative system of governance, strong pay and benefits, and a healthy work/life balance.