The mission of the USC Rossier School of Education is to prepare leaders to achieve educational equity through practice, research and policy. We work to improve learning opportunities and outcomes in urban settings and to address disparities that affect historically marginalized groups. We teach our students to value and respect the cultural context of the communities in which they work and to interrogate the systems of power that shape policies and practices. Through innovative thinking and research, we strive to solve the most intractable educational problems.

Seeking a part-time instructor/student-teaching supervisor in teacher education for online, combined English methods, and student-teaching courses. The courses are designed for candidates to apply content knowledge of ELA using pedagogical approaches that promote complex, rigorous, and appropriately challenging learning. The courses’ goals are to engage secondary students in dialogic discussion, culturally situated skills development, problem-posing inquiry, and other competencies in ELA to facilitate instruction that enables learners to become collaborative and independent problem-solvers, as well as critical and creative thinkers. Antiracist pedagogy frames the courses as an Enduring Understanding that Eurocentric approaches to planning, teaching, and assessing should be reframed to include Black, Indigenous, and People of Color’s (BIPOC) perspectives and knowledge. Instructors are expected to engage teacher-candidates in planning curriculum and lessons, instructing secondary students to align with the USC Rossier Mission Statement, assessing students for equity, and engaging in critical reflective practice to deepen understanding of the relationship between teaching and learning. The courses meet weekly for 2.5 hours of instruction in curriculum and pedagogy for secondary Language Arts (ELA) teacher-candidates. In addition to the weekly course meetings and other expected duties of teaching a graduate course, instructors: • meet weekly for one hour in a course meeting to ensure alignment across all sections of the courses, • view teacher-candidates’ classroom videos (as their student-teacher instructor) to provide guidance for more effective pedagogy, aligned with the course goals (see above) and USC Rossier’s Mission Statement, • communicate regularly with teacher-candidates via email, zoom meetings, and phone. • assess teacher-candidates’ assignments, • communicate and meet with teacher-candidates’ fieldwork teachers (guiding teachers) a minimum of three times over the course of the semester. Qualifications include: • three years of teaching experience in a secondary English Language Arts classroom, preferably in a high needs school • a masters degree in English, Education, or related field; terminal degree preferred, • ability to use online technology (zoom classroom) and Learning Management System (LMS).

USC is an equal-opportunity educator and employer, proudly pluralistic and firmly committed to providing equal opportunity for outstanding persons of every race, gender, creed and background. The university particularly encourages members of underrepresented groups, veterans and individuals with disabilities to apply. USC will make reasonable accommodations for qualified individuals with known disabilities unless doing so would result in an undue hardship. Further information is available by contacting uschr@usc.edu.