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Program Chair, Teacher of Students with Moderate Disabilities PreK-8 & 5-12 and Autism Specialist (SOE) Job Description

Job Description

The Program Chair for the MEd in Teacher of Students with Moderate Disabilities Prek-8 and 5 – 12 and Autism Specialist in the School of Education (SOE) is an academic leadership, part-time administrative position with approval to teach in the program part-time as a Senior Instructor. The Program Chair is responsible for curricular oversight, academic advising (including orientation of students), and the recruitment and mentorship of faculty enrolled in and assigned to the MEd School Education Moderate Disabilities program. The Program Chair is cognizant of all special education regulations, both state and national. The Program Chair works with faculty for currency and scheduling of content included in the program and ensures the update and ongoing oversight of program learning outcomes, assessment and reporting practices, course scheduling, and instructor assignment. Annually, the program chair completes and reports on program assessment practices and provides an individual self-assessment of leadership performance. The Program Chair also recommends to the dean all hiring, promotion, and assessment needs of faculty and provides insights on their ongoing growth and development specific to campus expectations for scholar practitioners. The Program chair participates in SOE meetings and provides leadership on academic committees, including the SOE's Curriculum Committee, Teacher Licensure Committee and others, as needed or identified in collaboration with the Dean. The Program Chair also leads student orientation and group advising sessions specific to the program, attends and participates in faculty orientations, faculty planning days, and other unit-level and campus-level committees specific to the effective oversight of academic programs. Attendance at the College's annual graduation ceremony is also required.

Essential Duties/Responsibilities

  • Duties will include, but not be limited to, the following responsibilities:
  • Serve on the SOE’s leadership team supportive of the SOE’s overall success and work with the Dean and faculty teaching in the programs assigned to ensure effective academic oversight of these programs aligned with unit-level, College, and accreditation expectations for academic excellence.
  • Collaborate with the SOE Dean, Dean’s designees, staff, and faculty to ensure effective academic oversight of the program consistent with, SOE, College, regulatory, and accreditation expectations.
  • Serve as the program’s primary advisor for students and candidates enrolled in Special Education programs supportive of their academic success and program completion, including the timely response to new, prospective, and returning students using campus-adopted systems (e.g., the JRM response system supportive of effective enrollment management for new students and support for returning students via the Reconnect Initiative).
  • Attend new student orientations, meetings, retreats.
  • Participate actively on SOE Curriculum Committee and Teacher Licensure Committees.
  • Collaborate with the Dean and/or designee to ensure the accuracy and timely submission of course schedules supportive of strong enrollment management. Monitor and timely report the need for course cancellations/directed studies. Contact/advise students and faculty of any cancellations to ensure that all are timely informed.
  • Implement effective management, reporting, and handling of student advising matters specific to the program including admissions criteria for licensure (e.g., GPA, MEPID, MTELs), directed studies, waivers/course substitutions, transcript analysis, change-of-programs, Taskstream e-portfolios, change-of-program forms, academic probation, student grievances/concerns, leave-of-absence requests and all other protocols supportive of student learning and the SOE’s success). Collaborate with faculty teaching in the program to ensure that all syllabi are appropriately updated to Concourse and that program templates are current, robust, and reflective of content-area and other state-required standards.
  • Collaborate with the assistant dean, Pre-Practicum/Practicum Placements, to ensure the timely report of all data specific to the practicum and licensure of candidates and to ensure that all are appropriately supported and advised.
  • Collaborate with the program chairs in Teacher Education, and faculty teaching in the program, to ensure the timely completion of tasks related to the effective oversight of academic affairs specific to the program, including the implementation of unit, department, and campus policies as well as those aligned with regulatory requirements.
  • Collaborate with the program chairs in Teacher Education during program review/accreditation processes specific to the area assigned.
  • Work with the dean and faculty in your program to clarify learning outcomes and designated benchmarks for the assessment of student learning for continuous improvement. Routinely provide reports to the dean on program-specific progress.
  • Work with the dean or designee and faculty to identify curricular needs specific to the program, including new course development, course and program review, and update of program syllabi supportive of the academic currency, ongoing review, and support for student learning.
  • Provide ongoing communication with Regional Location Directors and (in MA) education coordinators supportive of the effective implementation of the programs assigned.
  • Routinely report the need for new faculty within the academic program to ensure the timely recruitment, selection, and orientation supportive of program implementation.
  • Work with prospective, new, and returning students supportive of effective advising and adherence with established protocols for licensure programs.
  • Additional duties as assigned.

Additional responsibilities will include the following:

  • Timely follow-up on program inquiries from potential students and meet with them when necessary.
  • Meet with students needing advisement.
  • Meet with faculty teaching in the program.
  • Meet on a regular basis with the Dean to provide program reports.

Education & Experience

  • Master's degree or higher with commensurate experience in educator preparation programs specific to higher education, EdD or PhD preferred;
  • 5 years of experience teaching in the field of special education
  • Strong communications and interpersonal skills;
  • Knowledge of Excel and data systems commonly used in office and higher education settings;
  • Ability to counsel and guide the professional development of teachers and leaders;
  • Knowledge of regulatory requirements in special education
  • Knowledge of program review and accreditation processes supportive of effective leadership in higher education;
  • Ability to work collaboratively across department, unit, and College levels to identify needs supportive of student/candidate success throughout program and early career trajectory;
  • Understanding of adult education and the preparation/professional needs of paraprofessionals, substitute teachers, and experienced career changers seeking licensure as teachers and leaders in P-12 settings preferred;
  • Supportive of student success and the mission and philosophy of Cambridge College;
  • Work experience in higher education required.

Core Values/Skills

  • Collegiality, collaborative spirit, and visionary perspective;
  • Honesty and integrity within reporting practices;
  • Commitment to social justice and the education of all;
  • Commitment to continuous improvement supportive of teachers and leaders in Pk-12;
  • Instructional, supervisory, organizational, problem-solving, and management skills;
  • Strong verbal and written communications and technology skills;
  • Strong interpersonal skills with a demonstrated ability to work with adult learners, school/district leaders, teachers, and college officials/faculty;
  • Ability to maintain professional relationships regardless of a person’s background, position, and/or role;
  • Commitment to working with culturally, ethnically, and/or linguistically diverse populations.

Physical Effort Required

Physical demands of the position are required to successfully perform the essential functions of the job. These include being able to sit, stand, walk, talk, hear, and use hands and limbs. Occasionally required to lift and /or move up to 10 and no more than 25 pounds. Specific vision abilities required by this job include close vision, distance vision and ability to adjust focus.

Contact

To apply please forward cover letter and resume to jobs@cambridgecollege.edu.