Clinical Associate, Special Education
The Stanford Teacher Education Program (STEP) is a 12-month, full-time program that prepares excellent classroom teachers at the elementary and secondary levels. Leading to a master’s degree in education and a California teaching credential, STEP integrates a high quality academic program with a well-supported, year-long student teaching placement. STEP aims to prepare educators who can meet the practical and intellectual challenges of the teaching profession, serve the needs of today’s diverse student populations, and revitalize the profession by preparing educational leaders for tomorrow’s schools.
Stanford University’s Graduate School of Education (GSE) is launching an ambitious cross-campus interdisciplinary initiative to address urgent challenges and opportunities at the nexus of inclusive education and learning differences. As part of these efforts, the GSE aims to strengthen its renowned teacher education program by improving the preparation of general education teachers who can help build effective and inclusive schools and classrooms in support of all learners. The Clinical Associate in Special Education will serve as a key resource in this effort.
The GSE is a top ranked school of education, known for its prestigious faculty, rigorous graduate degree programs, and impact on the quality of education across the world. The GSE is committed to developing leaders in education research, practice and policy. The work environment is dynamic, deadline-driven, fast-paced, and energetic.
Clinical Associates in STEP fulfill a unique and essential role in service of the program’s mission, and their contributions are paramount to the program’s success. As educators working at the university and in partnering schools, Clinical Associates facilitate the joint work of preparing and developing teachers and educational leaders. They draw upon the knowledge base for the professional preparation of teachers; are conversant in research on teaching and learning; are well grounded in relevant disciplinary fields; and have experience teaching in K-12 settings and at the university level and thrive in both contexts.
STEP is seeking a Clinical Associate with the capacity to fulfill the range of roles described herein and who possesses particular experience and expertise in special education. This Clinical Associate will support STEP’s efforts to cultivate an outstanding program for preparing general education teachers to build effective and inclusive classrooms for all learners. Each Clinical Associate’s work portfolio is different, based on program needs and individual strengths and skills.
Specific Core Duties:
- Develop and manage research programs by conducting research activities, including outreach to varied stakeholders within the program, assigning resources and making program improvement recommendations that impact policies and programs.
- Identify, recommend and implement opportunities for new research.
- Source, collect and analyze data, create reports, review and explain trends; formulate and evaluate alternative solutions and/or recommendations to achieve the goals of the program or function.
- Teach and/or assist in the teaching and administration of courses. Develop curriculum. Develop curriculum-rating survey, detailed feedback on courses and make recommendations for preliminary overview and changes.
- Contribute to and inform on strategic program/entity planning.
- May advise students and/or coach/mentor clients. Write and/or edit complex content for proposals, research grants, peer-reviewed publications, and other program activities
General Job duties:
The following responsibilities are illustrative of the types of efforts the individual would undertake, though it is not expected that any Clinical Associate would engage with all of these efforts in any one program year:
- Provide support and leadership for STEP’s initiative to strengthen and integrate inclusive practices;
- Develop and instruct core courses for teacher candidates in inclusive practices and supporting students with special needs;
- Supervise teacher candidates in their clinical placements;
- Provide guidance, support and mentorship to university faculty, supervisors, cooperating teachers, instructors, and STEP graduates;
- Maintain and foster positive relationships with partner schools, provide or facilitate professional development in partner schools;
- Remain conversant in professional scholarship tied to educational practice related to inclusion and special education;
- Provide outreach and advocacy within and across STEP and its partner schools to support eﬀective inclusive practices.
QUALIFICATIONS – EDUCATION AND EXPERIENCE:
Required: Bachelor’s degree and three years of relevant experience or combination of education, training, and relevant experience. Advanced degree may be required for some programs.
Preferred: Experience in diverse K-12 public schools.
KNOWLEDGE, SKILLS AND ABILITIES:
- Ability to develop program partnerships and funding sources.
- Excellent oral, written, and analytical skills, exhibiting fluency in area of specialization.
- Ability to oversee and direct staff.
- Basic knowledge of managing budgets and developing financial plans.
- Depth of knowledge and experience in building effective and inclusive practices for all learners;
- Ability to work constructively and communicate effectively with experienced and novice teachers;
- Collaborative working skills;
- Demonstrated experience leading team projects;
- Ability to interact effectively and tactfully with members of the academic community;
- Demonstrated experience working in an environment with colleagues of diverse backgrounds and customs;
- Demonstrated expertise with instructional design methodologies, pedagogical issues, and best practices for classroom, online, and hybrid learning;
- Excellent time management and project management skills, with demonstrated ability to manage a complex workload, prioritize tasks, and use good judgment in providing services based on goals;
- Ability to work with and honor diversity in all its forms, especially as it is expressed in school settings;
- Excellent oral, written, and analytical skills.
- Exceptional skills as professional educators who have worked with both pre-service and in- service teachers and have a commitment to the mission and vision of STEP.
- Frequently stand/walk, sitting, grasp lightly/fine manipulation, perform desk-based computer tasks.
- Occasionally use a telephone, writing by hand, lift/carry/push/pull objects that weigh up to 40 pounds.
- Rarely sort/file paperwork or parts, lift/carry/push/pull objects that weigh >40 pounds.
- Ability to use voice to present information/communicate with others.
- On-campus mobility.
* - Consistent with its obligations under the law, the University will provide reasonable accommodation to any employee with a disability who requires accommodation to perform the essential functions of his or her job.
- May work extended hours, evenings or weekends.
- May travel locally.
- Occasional overnight travel.
- Interpersonal Skills: Demonstrates the ability to work well with Stanford colleagues and clients and with external organizations.
- Promote Culture of Safety: Demonstrates commitment to personal responsibility and value for safety; communicates safety concerns; uses and promotes safe behaviors based on training and lessons learned.
- Subject to and expected to comply with all applicable University policies and procedures, including but not limited to the personnel policies and other policies found in the University's Administrative Guide, http://adminguide.stanford.edu.
Stanford is an equal opportunity employer and all qualified applicants will receive consideration without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability, veteran status, or any other characteristic protected by law.
Successful candidates will be required to complete a background check prior to working at Stanford University.
Visa sponsorship is not available for this position; all candidates must be eligible to work in the United States.