Assistant Professor, Elementary Education

Overview

The Assistant Professor, Elementary Education, is a full-time non-tenure track, 10-month, faculty position in the Undergraduate College at National Louis University. The position is based in Chicago, and applicants must be willing to teach at other Chicago metropolitan area campuses, remote and online, as needed. This position is campus based and candidates are required to be on campus, based on departmental need.

This position requires a background in Elementary Education, with considerable experience and/or credentialing in Elementary Education in a variety of roles and settings for students grades one through six. The role has the responsibility of preparing students for a teaching career in Elementary Education, particularly as it pertains to supporting the development of culturally responsive teaching practices, collaboration, assessment, social/emotional/behavioral practices, and instruction. This position also oversees a set group of courses for undergraduate students in the program, requiring subject matter expertise in either Elementary Language Arts, Science, Math, Social Studies, or other areas of related expertise. The ideal candidate possesses not only content knowledge in Elementary Education, but also experience as a classroom teacher in grades 1-6 classrooms, as well as knowledge of the licensure and credentialing requirements for Elementary Education in Illinois.

This position is responsible for the recruitment, training and evaluation of adjunct faculty teaching in the program and, as such, supports colleagues to feel valued, understood and empowered to enact instructional excellence and innovative methods of student support. As a full time faculty member in Undergraduate Educator Preparation, this role also contributes to student success through data informed practices, service to the university, and overall support of initiatives across the department designed to promote diversity, equity, inclusion and belonging for students.

NLU UGC CORE COMPETENCIES

• Student-Focused: Make decisions based on what is best for students with the belief that when all students have access, resources and support, they are empowered to achieve success.

• Expect Excellence: Hold high expectations for our students and for the adults to serve them and hold ourselves accountable for achieving excellence.

• Personalized Support: Take a holistic approach to providing individualized support that encourages students to realize their full potential in college and beyond.

• Data-Driven, Collaborative Environment: Work together as a unified team, utilizing real-time data and technology to adapt to student needs.

• Continuous Improvement and Innovation: Remain agile and open to changes and new ideas-incorporating data as well as student, faculty and administration voice-to ensure that we are continuously learning, improving, and innovating in all aspects of the student experience.

Essential Responsibilities

Demonstrate excellence in teaching:

• Teach courses as assigned, eight per year in a blended format in Chicago and Wheeling campuses, primarily during the day (online or virtual as needed).

• Collaborate with Instructional, Student Advising, Success Coaching, and Career Services teams to develop an effective student experience for students.

• Facilitate courses by delivering engaging instruction in a blended, flipped classroom environment.

• Empower students to develop competency by sharing a passion for the subject and skills being taught.

• Teach from a culturally responsive pedagogical framework, infusing the Illinois State Board of Education (ISBE) Culturally Responsive Teaching and Leading standards into all aspects of teaching-modeling this approach to teacher candidates as they prepare to teach diverse student populations in the field.

• Communicate professionally and relate well to others.

• Participate in faculty professional development activities.

Service to the Institution:

• Contribute to a learning culture by participating on committees, supporting local campus events such as clubs, orientation, graduation, and participating in various other workshops and meetings.

• Engage in data informed practice through regular activities including Student Success Collaborative (SSC) meetings, supporting the annual report/program review process, and regularly reviewing pertinent course/assessment data to ensure positive student experiences and outcomes.

• Manage a distinct set of courses: oversee curriculum, hire and train adjunct faculty to teach courses, observe faculty and provide regular and substantive feedback based on faculty performance, support student success in courses managed, and collaborate with faculty across the department to ensure a consistent and high quality learning experience for students (in both the face to face and online environment).

• Promote the major and career outcomes to internal and external stakeholders in order to achieve recruitment targets, student retention goals, and maintain high graduation rates.

Qualifications

• Master's Degree in Elementary Education, Doctorate preferred.

• Bilingual in English and Spanish preferred; currently holds (or previously held) the Elementary Education Endorsement and a Professional Educator's License in Illinois.

• Three plus (3+) years experience teaching in an Elementary Education classroom/setting, with demonstrated success in planning curriculum, assessing children's skills and learning requirements, designing environments that support social/emotional learning and development, and collaborating with parents and school staff to track students' progress. Preferred: Demonstrated record of teaching excellence in a university or college setting.

• Three plus (3+) years demonstrated ability to work with racially, culturally, linguistically and economically diverse colleagues and students.

• Three plus (3+) years commitment to student success, student professional growth, effective professional advising, and experiential education.

• Three plus (3+) years experience using data for improvement purposes.

• Three plus (3+) years evidence of engagement and service to the field.

• Three plus (3+) years excellent oral and written communication skills.

• Demonstrating Content Knowledge and Curriculum: Stays up-to-date on the subject matter, making certain that material presented, and answers to student questions, reflect current knowledge and concepts in the field. Aligns instruction to match the required curriculum and paces the course to ensure adequate coverage of all aspects of that curriculum. Stresses and highlights the most important points and concepts, especially when student achievement will be based upon department-wide or standardized tests.

• Building Student confidence and Engagement: Expresses genuine confidence that students can (and will) be successful as learners. Is fully engaged as a teacher, and demonstrates enthusiasm about the subject at hand. Encourages active participation, including questions from students, making it clear that everyone is in a safe place to give an incorrect answer, or to ask a question that may reveal a lack of current mastery of facts or concepts. Varies teaching method, adjusts the pace, frequently asks questions, and incorporates energizing activities to maximize engagement.

• Fostering and Maintaining a Respectful Environment: Communicates a clear expectation that everyone (including each student) is responsible for maintaining a respectful school environment. Consistently advocates and models respect for each person (or group). Takes timely and appropriate action to address any situation in which someone's words or behavior fails to demonstrate respect for others, leaving no doubt about personal commitment to this principle.

• Knowing Students as Individuals: Spends time learning about each student, assessing current interest level for learning in general and for the subject matter in particular. Notices which learning activities tend to engage each individual the most. Assesses each student's general learning capabilities, performance level and apparent level of confidence. Looks for evidence of unmet special needs and other obstacles to learning. Learns about each student's life outside the classroom (e.g., personal interests, cultural background, level of family support, potential sources of distraction, etc.).

• Cross Cultural Sensitivity/Compassion: Demonstrates an awareness of, and sensitivity to, the needs and concerns of individuals from different cultures. Makes adjustments in how he or she communicates out of respect for cultural differences and minimizes the number of cross-cultural misunderstandings.

NLU Inclusion Statement:

National Louis University is deeply committed to serving its community, advancing access and equity, and ensuring that all individuals are welcomed and valued. We are dedicated to fostering a culture where diversity, equity, and inclusion remain at the core of who we are. These are more than just words to us: they are truly a way of life for the NLU community. We recognize that differences in abilities, age, ethnicity, gender (identity and expression), race, religion, sexual orientation, socio-economic status, and background bring richness to our work environment. We affirm diverse perspectives, innovative contributions, and authentic presentations of self from every member within the NLU community. We believe inclusion is grounded in the actions we intentionally take each day. Our goal is to inspire and empower NLU employees and community members to cultivate an environment where we collectively focus on uplifting and advancing our institutional culture.

Special Instructions

Special InstructionsPlease Include the following with your Application:

• Curriculum Vitae

• Cover Letter

• Transcripts (Official or Unofficial) Optional Additional Attachments:

• Teaching Philosophy

• Sample Syllabus

• Additional Licenses/Certifications

• Course Evaluations

• Letters of Recommendation