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About The Gevirtz School
Employment
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FACULTY POSITIONS FOR 2008-09
Projected Start Date: 7/1/08
There are no open permanent positions available at this time.
RESEARCH AND TEACHING POSITIONS (Temporary)
Lecturers for the Department of Counseling, Clinical, School Psychology
Temporary part-time lecturers may be needed to teach courses in Counseling, Clinical, or School Psychology. Positions are based upon unanticipated openings and may be for one quarter or more. To apply, please send a letter of interest and a vita to Jeanne Chambers, Gevirtz Graduate School of Education, UCSB, Santa Barbara, CA 93106-9490.
Open until filled.
Lecturers for the Department of Education
Temporary part-time lecturers may be needed to teach courses in Cultural Perspectives and Comparative Education, Child and Adolescent and Developmental Studies, Educational Leadership and Organizations, Research Methodology, Teaching and Learning, or Special Education, Disabilities and Risk Studies, Positions are based upon unanticipated openings and may be for one quarter or more. To apply, please send a letter of interest and a vita to Jeanne Chambers, Gevirtz Graduate School of Education, UCSB, Santa Barbara, CA 93106-9490.
Open until filled.
Co-Instructor for ED 211S
“Psychological Foundations in Education: Secondary”
The Teacher Education Program at UCSB has two openings Summer Quarter 2008 for one instructor or two co-instructors for ED211S, “Psychological Foundations of Education: Secondary.” The person(s) hired will each teach one section of this course, working with Single Subject Teaching (SST) credential candidates. This is a 4-unit course with 2 sections that meet Monday-Friday from 12-2:30 and 2:45-5:15 August 4-15 (with assignments due after class sessions stop meeting).
Course Description:
With its focus on the adolescent, this course will introduce secondary credential candidates to basic principles of learning and development and the ways in which these processes are interwoven with social and cultural phenomena. Candidates will explore several aspects of adolescent development (including social, emotional, cognitive and physical) in conjunction with a variety of learning processes (including motivation, memory & knowledge acquisition, intelligence, and morality), in order to build a foundation for understanding how learning and development affect the educative process for diverse groups of students.
General Qualifications:
- Masters degree
- Background in human development and educational psychology
- Preferred: Secondary school teaching experience
- Preferred: Experience working with linguistically and culturally diverse student populations
- Preferred: Familiarity with teacher education
Expectations:
Instructors will co-plan the curriculum (there are also 2 instructors teaching a similar course for elementary candidates). Past syllabi from other courses will be provided for guidance. Additionally, instructors will meet during spring quarter with other summer faculty to coordinate the summer “Foundations” curriculum. Instructors are expected to read all course materials, attend all lectures, lead class sessions, read and evaluate student assignments, and assign grades. Instructors are expected to attend summer faculty meetings and participate in work supporting the Performance Assessment for California Teachers (PACT), as may be necessary.
Applicants need to submit a letter of interest by midnight on May 11, along with a CV or resume to:
Dr. Ann Lippincott, Associate Director
Teacher Education Program
Gevirtz Graduate School of Education
University of California
Santa Barbara, CA. 93106-9490
Email: annl@education.ucsb.edu
Co-Instructor for ED 270H
“Language, Culture and Learning”
The Teacher Education Program at UCSB has Summer Quarter 2008 openings for co-instructors for ED270H, “Language, Culture and Learning.” The persons hired will each teach one or two sections of this course, working with combined Single Subject Teaching (SST), Multiple Subject Teaching (MST) and Educational Specialist Credential candidates. Scheduled for July 14-31, this 4-unit course meets Monday-Thursday (2 sections @ 8:30-11:00, one section @ 11:45-2:15, and one section @ 2:30-5:00).
Course Description:
This introductory course is designed to begin the preparation of MST, SST and ESC credential candidates to effectively teach culturally and linguistically diverse students by increasing their knowledge and understandings of the background experiences and languages of student populations in California schools, as well as the challenges faced when learning English as a new language. In this class, candidates will explore the relationships between language, culture, ethnicity, ability, class and identity. They will also be provided with multiple opportunities to examine their own attitudes, beliefs and expectations (either stated or implied) about diverse students and their families. Furthermore, credential candidates will explore how to create inclusive, equitable learning communities. Candidates will begin to examine what it means to learn a language (i.e. not only learning the rules but also specific social and cultural practices) and how this, in turn, affects how one teaches language and academic content. This course is intended to serve as a foundation upon which future courses will build so that all credential candidates will acquire the knowledge, skills and abilities to deliver comprehensive instruction to diverse learners.
General Qualifications:
- Masters degree
- Experience working with linguistically and culturally diverse student populations
- CLAD credential or equivalent English Learner authorization
- Familiarity with issues of social justice, diversity and multicultural educations
- Background in sociolinguistics and its practical application
- Preferred: Familiarity with teacher education
- Preferred: Knowledge of language and literacy instruction for students K-12
- Preferred: Experience collaborating in planning and instruction of courses
Expectations:
Instructors teaching this course will collaborate on curriculum design and teaching, under the guidance of TEP faculty. Past syllabi from other courses will be provided for guidance. Additionally, instructors will meet during spring quarter with other summer faculty to coordinate the summer “Foundations” curricula. Instructors are expected to read all course materials, attend all lectures, lead class sessions, read and evaluate student assignments, and assign grades. Instructors are expected to attend summer faculty meetings and participate in work supporting the Performance Assessment for California Teachers (PACT), as may be necessary.
Applicants need to submit a letter of interest by midnight on May 11, along with a CV or resume to:
Dr. Ann Lippincott, Associate Director
Teacher Education Program
Gevirtz Graduate School of Education
University of California
Santa Barbara, CA. 93106-9490
Email: annl@education.ucsb.edu
Methods Instructor
Foreign Language Methods & Procedures
Title: Lecturer, Teacher Education Program (AY 2008-2009)
Gevirtz Graduate School of Education
Course: ED 390: Methods and Procedures - Foreign Language Instruction
Unit/Department: Single Subject Credential Program
Reports to: Dr. Tine Sloan, Acting Director
Teacher Education Program
Description of Job:
The Teacher Education Program at UCSB has an opening for an instructor in the Single Subject Teaching (SST) credential program for teaching one section of the methods and procedures courses to candidates obtaining a secondary credential in foreign language instruction. The instructor will teach ED390, "Methods and Procedures in Foreign Language Instruction," in late August and Fall. ED390 begins late August and meets periodically on Fridays from 12:00-3:00, for a total of 30 hours.
Course Description:
In ED 390, "Methods and Procedures in Foreign Language Instruction," credential candidates learn appropriate methods for teaching a foreign language in grades 7-12. The learning activities in the course are organized to provide opportunities for candidates to plan, organize, and teach secondary language lessons, and to assess student progress in language learning. During ED 390, candidates are engaged in student teaching in a foreign language classroom at two different grade levels (i.e., junior high school and senior high school). As part of the requirements for this course, credential candidates are engaged in learning, planning, and teaching a foreign language curriculum that is standards-based and designed to teach all students. Furthermore, candidates learn how to assess their students in a variety of ways and engage in an assess-plan-teach cycle of instruction.
General Qualifications:
- Masters degree
- Teaching credential
- Experience teaching a foreign language in secondary schools
- Knowledge of current teaching techniques and supporting theory in foreign language instruction
- Knowledge of California Curriculum Framework for Foreign Language
- Preferred: Familiarity with Teacher Performance Expectations
Program Expectations:
The instructor will be expected to plan and teach class sessions, read and evaluate student assignments, and assign grades adhering to all department deadlines. The instructor will be expected to provide timely, frequent, constructive feedback to students in a variety of forms (verbal & written). All instructors attend SST faculty meetings and quarterly professional development meetings. As well, all TEP faculty participate in the scoring of the Performance Assessment for California’s Teachers (PACT) Teaching Event, as may be necessary.
The department is especially interested in candidates who can contribute to the diversity and excellence of the academic community through research, teaching, and service. UCSB is an equal opportunity/affirmative action employer.
Applicants should submit (email/mail) a letter of interest and CV/resume by midnight May 12 to:
Dr. Ann Lippincott, Associate Director
Teacher Education Program
Gevirtz Graduate School of Education, Phelps 2505D
University of California
Santa Barbara, CA. 93106-9490
(805) 893-3711
PROGRAM ASSISTANT
Under supervision of the ___Assistant III, in the Counseling, Clinical, and School Psychology Department, the Program Assistant provides support to CCSP faculty, the Hosford Counseling and Psychological Services Clinic Director, temporary faculty, clinic supervisors, and students. Responsible for preparation of materials in support of faculty instructional, research and public service activities, provides information to potential program applicants, and assists with daily routines, special projects, and billing related to operation of the Hosford Counseling Clinic.
Requirements:
High level of administrative and organizational skills with the ability to manage tasks effectively in a high volume office. Strong organization, communication, & interpersonal skills. Ability to prioritize work, multi-task, analyze and solve problems with frequent interruptions. Strong interpersonal skills and the ability to work with a diverse group of people. Excellent customer service and computer skills.
Note:
Ability to maintain confidentiality in all areas of work.
This is a PT 50% position (regular schedule tbd upon hire) with additional variable hours up to 100% available. Fingerprinting required. $1,351/mo. @50%. Apply by 5/7/08 805-893-3166 AA/EOE. Apply on line @ https://jobs.ucsb.edu Reference Job #20080215
Teaching Assistant positions in the Department of Counseling, Clinical, and School Psychology as well as the Department of Education are listed below. TAships are typically 25% time. All positions are based upon available funding and student enrollment.
Please contact the faculty for additional information about the position and its availability. Note: Email addresses are abbreviated. Full address ends with @education.ucsb.edu
GGSE students interested in TAships may also contact the following departments who have hired GGSE students in the past: Asian-American Studies, Black Studies, Center for Chicano/a Studies, Communication, English as a Second Language (Linguistics), Graduate Division, Women's Studies, Writing Program.
- Ed 103, Technology Tools for Teachers
Instructor: Dr. Willis Copeland
Email: copeland
- Ed 111, Intro to Human Development
Instructor: Dr. Yukari Okamoto, Dr. Laura Romo
Email: yukari, lromo
- Ed 124, Research on Teaching and Learning in Sociocultural Contexts
Instructor: Dr. Richard Duran, Dr. Betsy Brenner
Email: duran, betsy
- Ed 125, Social Foundations of Education
Instructor: Dr. Jason Raley
Email: raley
- Ed 164, Intro to Ed and Vocational Guidance
Instructor: Dr. Michael Furlong
Email: mfurlong
- Ed 165, Intro to Applied Psychology
Instructor: Dr. Michael Furlong
Email: mfurlong
- Ed 176B, Practicum in Individual Differences
Instructor: Dr. Michael Gerber
Email: mgerber
- Ed 190, Introduction to Autism
Instructor: Dr. Bob Koegel
Email: koegel
- Ed 214A, Introductory Statistics
Instructors: Dr. John Yun
Email: jyun
- Ed 214B, Inferential Statistics
Instructor: TBA
Email: rzwick
- Ed 214C, Linear Models for Data Analysis
Instructor: TBA
Email: rzwick
- Ed 221B, Qualitative Interviewing
Instructor: Dr. Betsy Brenner, Dr. Julie Bianchini
Email: betsy, jbianchi
- Ed 228C, Learners with Severe Disabilities: Functional Academics &
Inclusion
Instructor: Dr. George Singer
Email: singer
- Ed 228D, Direct Instruction and Strategy Instruction
Instructor: Dr. George Singer
Email: singer
- Ed 228H, Working with Stakeholders in Special Education
Instructor: Dr. George Singer
Email: singer
- CNCSP 250 , Cognitive Assessment
Instructor: Dr. Shane Jimerson
Email: jimerson
- Hosford Clinic Supervisors
Director: Heidi Zetzer
Email: hzetzer
- School Psychology Supervisor
Coordinator: Jill Sharkey
Email: jsharkey
Note: For additional information, please contact the course instructor. In some cases, the positions may have been already been filled.
GGSE Employment Procedure:
Teaching Assistant (TA) and Graduate Student Research (GSR) appointments are offered through the Departments and the Gevirtz Graduate School of Education (GGSE). Please refer to the Graduate Division’s, Graduate Handbook, for detailed descriptions of the TA and GSR appointment titles and benefits (Student Academic Apprenticeships).
The GGSE website, education.ucsb.edu/people/employment.html, includes a listing of available TA positions open for a given quarter. GSR appointments are, in most instances, arranged with individual faculty members.
Teaching Assistantships are assigned by the Department Chairs based upon a request and recommendation by the course instructor. TAships are allocated pending course enrollments, type of class and available funding. Students who have a commitment for department funding as part of a fellowship package will receive some priority if they meet the criteria listed in step 3 below. The following procedure is followed in making these appointments:
1. A listing of tentative TA needs positions is posted on this page.
2. Students may apply for a Teaching Assistantship by approaching the Instructor and indicating their interest in obtaining a TAship.
3. To be eligible for a Teaching Assistantship, students must meet basic criteria set forth in the University’s Academic Personnel Manual (APM410) and in the Red Binder. These include: * Registered graduate student in full-time residence, enrolled in at least 8 units * In good academic standing, including maintenance of a minimum 3.0 GPA * Making appropriate progress to degree * Evidence of academic excellence and promise as a teacher.
The total length of time a student can hold a Teaching Assistant position is four years (12 quarters). System-wide regulation does not permit graduate student appointments beyond 18 quarters. An exception to policy is required to extend a Teaching Assistant position 13 to 15 quarters. These exceptions are reviewed and approved on a case-by-case basis and requires the Department Chair’s approval. For complete information, please visit Graduate Division’s web site address: http://www.graddiv.ucsb.edu/academic/handbook/financial/apprentice.shtml.
4. In selecting a student for a Teaching Assistantship, the instructor will apply criteria appropriate to the needs of the course and anticipated students needs. These criteria might include: * Expertise in material covered by the course * Progress to degree * Teaching experience and evaluation results * Scholarly excellence and promise * Teaching ability and quality * Need for financial support 5. Both the instructor of record and the Graduate Student Teaching Assistant will be notified by the Department Office when the assignment is made.