Site Coordinator Leader - Educator Preparation Services

Texas A&M•Stephenville, TX

1d•Onsite

About The Position

Tarleton State University, a distinguished Doctoral National Comprehensive University, invites applications for the position of Site Coordinator Leader - Educator Preparation Services in the College of Education . As part of a vibrant academic community dedicated to excellence in teaching, research, and service, this role offers the opportunity to contribute meaningfully to a university that values innovation, collaboration, and inclusive growth. Join us in advancing knowledge and transforming lives—on campus and beyond. Tarleton State University continues to grow its impact across Texas, with four distinct campuses located in Stephenville, Fort Worth, RELLIS-Bryan and Waco , along with a robust online community that extends our reach even further. At the heart of it all is Stephenville , where Tarleton State offers a dynamic environment for faculty and staff. From a lively live music scene and numerous local festivals to rich traditions rooted in the surrounding community, Stephenville provides a vibrant and welcoming atmosphere. No matter where you're located—on campus or online—you are part of a mission that transforms lives and makes a difference across the state of Texas and beyond. The Site Coordinator Leader is primarily responsible for the teaching/learning process and will also participate in the necessary operations of the institution. This is a full-time, 10-month - per -y ear appointment beginning August 1 through May 31 located on-site at the Tarleton State University Stephenville campus and work hours are Monday through Friday, 8:00AM to 5:00PM, or as teaching and work requirements indicate .

Requirements

Master’s degree in Curriculum and Instruction, Education Administration, a core subject area (English, M ath, S cience, S ocial S tudies), or a related field by an accredited university
Applicant must have at least three years of teaching experience.
Must demonstrate knowledge in the discipline and show clear potential for effective instruction as evidenced by ongoing evaluations of both teaching and learning , including expectations of student competency and student learning outcomes .
All positions are security-sensitive. Applicants are subject to a criminal history investigation, and employment is contingent upon the institution’s verification of credentials and/or other information required by the institution’s procedures, including the completion of the criminal history check.

Responsibilities

Regular communication with instructors of Teacher Candidates, and program faculty.
Supervise Teacher Candidates in a clinical placement.
Analyze, interpret, and apply data findings to improve candidate's instructional competency.
Follow all rules and guidelines established by the district for acceptable professional conduct and dress.
Establish and maintain mutual respect, trust, communication, and confidentiality with teacher candidates and the school/district personnel.
Maintain a frequent, recurring presence in the school sites.
Collaborate with district and school administrators to select high-quality mentor teachers.
Analyze, interpret, and respond to cooperating teacher surveys of teacher candidate's performance.
Conduct monthly cooperating teacher trainings with the support of local professional development facilitators.
Facilitate quarterly Governance Meetings with district stakeholders to create and foster a positive relationship with district and school site staff.
Participate in recruitment of new teacher candidates.
Attend and participate in coordinator training and ongoing professional development meetings.
Teach 6 hours in 10 months appointment (3 hrs. per long semester each year)
Develop, implement, and review effective teaching/learning processes, incorporating appropriate methodology , technology and other tools
Remain current in discipline and update course content when appropriate to reflect current levels of student knowledge in the discipline
Develop a system for ongoing evaluation of both teaching and learning, including expectations of student competency and student learning outcomes
Work in partnership with immediate supervisor through a formal system of evaluation of instruction to identify strengths and weaknesses and identify professional development activities to improve student learning.
Maintain an appropriate schedule of office hours for student access and inquiry
Work in partnership with student success personnel on student advising and orientation.
Participate in institutional service roles such as but not limited to, college committees, club sponsorship, advisory committees, student/faculty recruitment, and mentoring of new and part-time faculty.
Work in partnership with immediate supervisor through a formal system of evaluation of instruction to identify strengths and weaknesses and identify professional development activities to improve student learning.