Who We Are

The Department of Teaching and Learning, in the School of Education, at Loyola Marymount University (LMU), a Carnegie-classified R2 institution in the mainstream of American Catholic higher education, seeks outstanding applicants for a clinical faculty position in teacher education who value its mission and share its commitment to inclusive excellence and the building of a just society.

LMU is federally recognized as a Hispanic-Serving Institution (HSI) and an Asian American and Native American Pacifica Islander-Serving Institution (AANAPISI) and is recognized by the State of California as a Black-Serving Institution (BSI). These designations reflect the university's continuing commitment to supporting student success, belonging, and thriving within a diverse academic community. As a Catholic, Jesuit, and Marymount Univerisity, LMU values faculty who engage students as whole persons and pursue scholary work that promotes justice, equity, and the Common Good.

Position Summary

The position is a clinical non-tenure track faculty appointment. This is a term position for which annual renewal is contingent on the programmatic and budgetary needs of the School of Education.

Reporting to the Chair of the Department of Teaching and Learning, the Clinical Faculty and Director of Teacher Preparation Programs provides strategic, administrative, and academic leadership for the institution's educator preparation programs. This position partners with faculty and the department Chair to ensure program quality, compliance with state and national accreditation and certification requirements, continuous improvement, and the recruitment and support of teacher candidates. The strategic role of this position is to innovate and design relevant, current, and sustainable credential programs in collaboration with Associate Deans and the department. The Director serves as a key liaison among the School of Education, K-12 partner schools, state education agencies, and accrediting bodies, fostering collaborative relationships that advance the program's mission to prepare educators who advance educational opportunity and respond to the varied cultural, linguistic, social, and community contexts of California schools.

SCHOOL OF EDUCATION

LMU School of Education promotes the leadership, lifelong learning, and wellness of students, families, and communities across a broad array of settings, experiences, and backgrounds. Together, we advance equity-minded, ethical, and research-informed preparation and practices for education and mental health professionals. We promote rigorous, relevant, and community-engaged interdisciplinary research, and we foster authentic, collaborative partnerships that link research, preparation, and practice. In alignment with our Jesuit and Marymount heritage and the mission of Loyola Marymount University, we promote values of inclusion and emphasize serving historically underserved communities and students.

Our programs prepare professionals who advance our mission in their teaching and in their roles as school and community leaders. We continually improve our programs, fostering greater responsiveness to the most pressing challenges facing schools by drawing inspiration and collaboration from our partnership network. Areas of opportunity for innovation include school-university partnerships, university-assisted community schools, multilingual education, special education, dual-credential offerings, the ethical application of artificial intelligence in instruction, children’s socio-emotional well-being, community-engaged scholarship, and trauma-informed education. Applicants are invited to articulate connections to and interest in engaging with these areas

DEPARTMENT OF TEACHING AND LEARNING

The Department of Teaching and Learning prepares future K-12 educators to work in schools across all educational sectors, including Catholic. charter, independent, and traditional public schools. We offer preliminary single-subject, multiple-subject, and mild-to-moderate support needs (MMSN) education specialist instruction, California credentials, bilingual authorization, alternative certifications, and M.A. Programs. Our programs span the range of teacher preparation pathways: internships, the traditional student-teacher model, and residency programs. Additionally, we prepare future Catholic educators through our CAST and PLACE preparation programs. Our programs are offered in both hybrid and online formats, serving school partners and students across California. The state credential programs are accredited by the California Commission on Teacher Credentialing.

KEY RESPONSBILITIES

Program Leadership & Administration

• Provide strategic vision and day-to-day administration for all teacher preparation programs and pathways, including alternative certification pathways, in consultation with department faculty and program leads, if applicable.
• Lead the work of department faculty, academic program directors, and clinical experience team in the areas of curriculum development, program design, and course sequencing to ensure coherence, relevancy, compliance with state standards and accreditation requirements, integration of state-mandated assessments, and alignment with current pedagogical research and trends in the field.

• In collaboration with faculty and school partners, identify and advance innovative educator preparation models and new program opportunities that respond to evolving educational needs across California.

• Supervise adjunct faculty and staff within the teacher preparation programs, including hiring, mentoring, and facilitating professional development.

• Coordinate and facilitate professional development of mentor teachers and clinical supervisors as needed.

• Develop and manage allocated operations budget, ensuring fiscal responsibility, compliance with institutional priorities and university policies.

• In collaboration with Director of Assessment and Accreditation, develop and implement continuous improvement and assessment plans aligned with institutional goals, state standards, and national best practices.

Partnership Innovation and Development

• Initiate, cultivate, and maintain partnerships with schools, districts, and organizations to support program growth, pursue external funding opportunities, and collaborate on initiatives in alignment with the strategic priorities of SOE.
• With institutional support and guidance, identify and pursue grant opportunities.

• Host or represent SOE at internal and external events.

• Collaborate with academic units across the university to develop and support single-subject credentials or other content-specific alternative certificates.

• Collaborate with external organizations, school districts, and other organizations to design and implement responsive continuing learning opportunities for P-12 educators.

• Maintain current knowledge of the latest trends and best practices in teacher preparation.

Accreditation & Compliance

• In collaboration with the Director of Accreditation and Assessment, co-lead accreditation and program reporting and approval processes with credentialing and accreditation agencies.
• Ensure compliance with state certification requirements, Title II reporting mandates, and other applicable regulations.

• Co-design and implement systems to collect, analyze, and report program data to support evidence-based decision-making and accreditation documentation.
• Monitor changes in state policy and accreditation expectations and lead programmatic adjustments.

Clinical Practice & Partnerships

• Oversee the clinical practice and experience of candidates across a variety of pathways, including placement of candidates, development and implementation of supervision protocols, and professional development for mentor teachers and clinical supervisors, ensuring program alignment with clinical experiences mandated by the state of California.

• Cultivate and maintain relationships with school districts, schools (public, charter, catholic, independent), and community organizations to expand clinical placement opportunities and strengthen the clinical experience of candidates

• Contribute to the development and management of memoranda of understanding (MOUs) and placement contracts with partner schools, districts, or other organizations.

Student Recruitment, Advising & Support

• Collaborate to design and participate in recruitment initiatives to attract diverse, high-quality teacher candidates.

• Collaborate with the Academic Advising unit to provide comprehensive support to candidates throughout their program of study.
• In collaboration with department faculty, design and implement retention strategies, including academic support for state-required performance assessments and certification exams (e.g. edTPA and CSETl),

Minimum Qualifications

• Earned doctorate (Ed.D. or Ph.D.) in Education, Curriculum & Instruction, Educational Leadership, or a closely related field.
• Minimum of five (5) years of experience in educator preparation with progressively more responsibilities, including at least two (2) years in a leadership or administrative capacity.
• Minimum of three (3) years of graduate teaching experience, including online and hybrid modalities.

• Demonstrate knowledge of teacher education research, including culturally and linguistically responsive pedagogy, and the capacity to apply findings to program design and systems-level improvement.

• State of California teaching credential and at least three (3) years of teaching experience in California K-12 public schools, in multilingual and diverse settings, and in underserved schools.

• Demonstrated in-depth knowledge of California CTC program standards, Teaching Performance Expectations, and state educator preparation program approval processes.

• Experience with data collection, analysis, and reporting in support of program accreditation, improvement, and accountability.

• Strong record of building collaborative partnerships with California P-12 schools and community stakeholders, especially schools and organizations serving multilingual students and students on the margins of success.

• Demonstrated commitment to diversity, equity, inclusion, and culturally responsive pedagogy.

Preferred Qualifications

• Experience designing, launching, revising, or substantially redesigning educator preparation programs.

• Experience leading program review, assessment, and continuous improvement initiatives that resulted in measurable enhancements to candidate outcomes or program effectiveness.

• Knowledge of multiple educator preparation pathways (e.g. intern, residencies, etc.).

• Record of successful grant writing and external funding acquisition, including from state agencies.

• Experience supporting and coordinating support for edTPA or other performance-based assessment systems for teacher candidates.

• Published research or scholarship in the field of educator preparation or teacher education.

Work Environment & Physical Requirements

This position is primarily office-based with regular travel to partner school sites, district offices, and state/national conferences. The Director may be required to attend evening and weekend events to support teacher candidates and community and school partnerships. Reasonable accommodations will be made for individuals with disabilities.

How To Apply 

The application deadline is January 8, 2027. Questions regarding this position may be directed to Dr. Ernesto Colin, Search Committee Chair, Professor in the Department of Teaching & Learning, ernesto.colin@lmu.edu.

The following application materials must be submitted through LMU’s Workday portal for an applicant to be considered for this position: 

• Curriculum Vitae (CV), including a final page with contact information for three references who may be asked to provide a letter attesting to the applicant's qualifications and experiences if the applicant advances in the process.

• Cover letter

• Supplementary statements document

• Syllabi and teaching evaluations for two recent graduate-level courses taught in higher education

The cover letter (not to exceed 1,000 words) should address the candidate's qualifications and leadership experience in educator preparation; experience with program development, curriculum design, accreditation, assessment, and continuous improvement; partnership development with PK-12 schools and communities; experience supporting teacher candidates and faculty; and their vision for the future of teacher preparation in a changing educational landscape.

The supplementary statements document (not to exceed 200 words per prompt) should address the following: 

• Characterize your philosophy of leadership and describe how it informs your approach to leading educator preparation programs.

• Describe an initiative you led that resulted in meaningful program improvement, innovation, growth, or increased effectiveness in educator preparation.

• Discuss a real example that illustrates your ability to build collaboration and shared ownership among faculty, staff, school partners, and other stakeholders.

• Describe the key features of high-quality teacher preparation programs and how educator preparation programs should respond to evolving state requirements, workforce needs, and the needs of diverse schools and communities.

• Address your commitment to advancing LMU's mission and preparing educators through a social justice, equity-centered, and culturally responsive framework that supports the success and thriving of diverse students, families, schools, and communities.

Reasonable expected hiring range: $83,000.00 - 125,000.00. Hiring salary will be commensurate with applicable knowledge, skills, and experience.

#HERC# #HEJ#

Please note that this position may not be eligible for visa sponsorship now or in the future.

LMU is committed to providing equal access to employment opportunities and ensuring a comprehensive recruitment and selection process for all applicants.

Individuals who require a reasonable accommodation to participate in any stage of the application, interview, or selection process may contact Human Resources at hr@lmu.edu or by phone at (310) 338-2723. Applicants who use relay services or other assistive communication technologies are welcome to utilize those services when contacting Human Resources.

When contacting Human Resources, please include the job posting number, title of the position and department for which you are applying. Applicants are not required to disclose the nature of a disability or provide medical information when requesting an accommodation during the recruitment process.

LMU will work with applicants in a timely and interactive process to identify and provide reasonable accommodations consistent with applicable federal and state law.