Job Description

Position Summary

University Supervisors for teacher preparation programs serve as representatives of DePaul University's College of Education and play a critical role in supporting the professional growth and development of teacher candidates during their clinical placements for student teaching & field experiences. The supervisor provides ongoing observation, coaching, feedback, and evaluation aligned with professional educator standards, dispositions, and program expectations.

Observations are in-person experiences and supervisors are required to be in-person, in schools with their students for observation and feedback. The College of Education does not offer virtual supervision opportunities. Student check-in meetings and feedback sessions are welcomed to be in-person or virtual via Zoom. Supervisors must be willing and able to supervise in-person and travel to sites/schools in order to be considered.

The supervisor's primary responsibility is to help teacher candidates develop into effective, reflective, and professional educators through meaningful feedback, constructive support, and regular observation of and communication with the teacher candidate, the cooperating teacher, and university personnel.

The College of Education is currently seeking University Supervisors for student teaching & field experience clinical placements in the following teacher preparation content areas:

• Special Education & Diverse Learning (PreK-22)
• Early Childhood Education (Infant/Toddler, Preschool, PreK, K-2)
• Elementary Education (1-6)
• Middle Grades Education (6-8)
• Secondary Education - English (9-12)
• Secondary Education - History / Social Science (9-12)
• Secondary Education - Math (9-12)
• Secondary Education - Sciences (9-12)
• Physical Education (PreK-12)
• Visual Art Education (PreK-12)
• World Languages Education (K-12)

Essential Responsibilities

Observation and Supervision

• For Student Teaching supervision: Conduct a minimum of four (4) formal observations of each assigned student teacher during the student teaching placement. Additional course requirements may be required.
• For Field Experiences supervision: Conduct a minimum of two (2) formal observations of each assigned teacher candidate during the field experience clinical placement. Additional course requirements may be required.
• Observe classroom / learning environment instruction and professional responsibilities using university-approved observation and evaluation tools.
• Monitor teacher candidate progress toward meeting professional educator standards and program expectations.

Conferencing

• Conduct a post-observation conference following each formal observation.
• Engage teacher candidates in reflective discussions regarding instructional planning, classroom management, assessment, and student learning.
• Assist teacher candidates in identifying strategies for addressing challenges and strengthening professional skills.

Feedback and Coaching

• Provide timely, detailed, and written feedback following each observation.
• Identify and communicate both strengths and areas for growth.
• Offer specific, actionable recommendations designed to improve instructional effectiveness and professional practice.
• Support teacher candidates in setting goals and implementing strategies for continuous improvement.
• Encourage reflective practice and professional decision-making.

Communication and Collaboration

• Establish and maintain professional communication with the Office of Field Experience & Student Teaching in the College of Education, cooperating teachers, school personnel, and university representatives.
• Serve as a liaison between the teacher candidate, the school site, and the Office of Field Experience & Student Teaching in the College of Education

Candidate Support and Intervention

• Provide ongoing encouragement, mentoring, and professional support throughout the clinical placement experience.
• Offer concrete and specific suggestions to help candidates improve their teaching practice and successfully meet disposition, professional, and program expectations.
• Monitor candidate performance and professional conduct throughout the clinical placement experience
• Immediately communicate any concerns regarding candidate performance, professionalism, attendance, disposition, or progress to appropriate DePaul faculty and the Office of Field Experience & Student Teaching
• Collaborate with university personnel to develop and implement support plans when concerns arise.

Documentation

• Complete all required observation reports, evaluations, and university documentation in a timely manner.
• Maintain accurate records of observations, conferences, teacher candidate progress, and communications.
• Submit required reports, evaluations, and grading according to established university deadlines.

Professional Expectations

University Supervisors for teacher preparation programs are expected to:

• Demonstrate professionalism, reliability, and confidentiality.
• Represent DePaul University and the College of Education positively within partner schools, partner sites, and districts.
• Maintain fairness in evaluating candidates.
• Provide feedback that is evidence-based, growth-oriented, and aligned with professional educator standards.
• Foster a supportive environment that promotes teacher candidate learning, confidence, and success.

Preferred Characteristics

Successful supervisors should demonstrate:

• Strong mentoring and coaching skills.
• Knowledge of adult learning principles.
• Excellent interpersonal and relationship-building abilities.
• Commitment to reflective practice and continuous improvement.
• Ability to balance support and accountability while guiding teacher candidates toward professional competence.

Goal of the Position

The ultimate goal of the University Supervisor for teacher preparation programs is to help teacher candidates successfully transition from preservice teachers to competent, reflective, and effective professional educators who are prepared to positively impact student learning.

Qualifications

Applicants must meet all of the following requirements:

• Minimum of Master's degree in Education, or Master's degree in a related field of the content area
• Valid or former teaching license in the relevant content area in which they will supervise teacher candidates
• Additional endorsements are preferred but not required
• Minimum of three to five (3 to 5) years of successful K-12 classroom teaching experience in the content area in which they will supervise teacher candidates
• for Early Childhood applicants: teaching experience with infants/toddlers OR preschoolers OR primary grade children (K-3)
• for Visual Art applicants: applicable experience in community/nonprofit settings or arts education settings
• Demonstrated knowledge of disciplinary content, curricular and lesson plan development, current instructional practices, assessment strategies, classroom management techniques, and professional teaching standards
• Strong written and oral communication skills
• Ability to provide constructive feedback and coaching to adult learners
• Commitment to supporting the growth and success of teacher candidates
• Experience in mentorship or coaching of new & emerging educators
• Competency and comfort with current technology and online systems of communication & digital course management; including but not limited to email (Microsoft Outlook), virtual video conferencing (Zoom), learning management systems (D2L), university grading systems (Campus Connect), and word processing solutions (Google Suite, Miscrosoft Office, PDF documents)

Application Instructions

Please submit a cover letter and a CV/resume which includes applicable licensure and classroom teaching experience (or applicable content area experience). In your cover letter, please touch on your alignment with DePaul University's Vincentian values and mission.

Considerations:

Exceptions to standard rates may apply to courses with unique credit hours, supervision, labs, clinical/practicum courses, coaching, administrative tasks, and courses that are either over-enroled or under-enrolled.

General Compensation/Benefits Statement:

DePaul University has provided a compensation range that represents its good faith estimate of what the University may pay for the position at the time of posting. The salary offered to the selected candidate will be determined based on factors such as (but not limited to) the qualifications, education, experience, and training of the selected candidate, the scope and responsibilities of the position, departmental budget availability, internal salary equity considerations, and available market information.

DePaul University offers a variety of benefit options for qualified part-time employees. Further information regarding benefits can be found here: https://offices.depaul.edu/human-resources/benefits/part-time/Pages/default.aspx

About DePaul University's Academic Calendar:

Except for the College of Law, DePaul University operates on a quarter system. Classes in Autumn, Winter, and Spring quarters are 11 weeks in length (including finals week) and Summer courses, in two sessions, are typically 5 weeks in length. The College of Law operates on the semester system. Classes in the Fall and Spring semesters are 16 weeks in length (including finals week) and it offers a Summer Session of 7 weeks (including final exams).

Equal Employment Opportunity Statement

DePaul University is an Equal Opportunity employer with a strong commitment to hiring for our mission and diversifying our faculty and staff. All qualified applicants will receive consideration for employment without regard to race, color, religion (except where religion is a bona fide occupational qualification for the job), national origin, sex, age, disability, marital status, sexual orientation, gender identity, protected veteran status or any other factor protected by law.

DePaul University and Our Mission

As an innovative Catholic, Vincentian university anchored in the global city of Chicago, DePaul supports the integral human development of its students. The university does so through its commitment to outstanding teaching, academic excellence, real-world experience, and community engagement. DePaul prepares its graduates to be successful in their chosen fields and agents of transformation throughout their lives.

Guided by an ethic of Vincentian personalism and professionalism, DePaul passionately upholds the dignity of all members of its diverse, multi-faith, and inclusive community. Through education, creative endeavors, and research, the university addresses the great questions of our day, promoting peaceful, just, and equitable solutions to social and environmental challenges. Since its founding in 1898, DePaul University has remained dedicated to making education accessible to all, with special attention to including underserved and underrepresented communities.

Comprised of ten colleges and schools, offering 130+ undergraduate majors and 170+ graduate programs, DePaul’s faculty challenges its students to analyze and solve real-world problems with rigor and innovation.

As an urban faith-based institution with a diverse student body, DePaul is committed to growing and maintaining a faculty dedicated to advancing the Vincentian mission through research, teaching, and service. DePaul upholds a fair and equitable recruitment, interview, and hiring process where supporting diverse populations and academic excellence are compatible goals. Our vibrant and diverse faculty is supported through academic and professional development resources. Successful candidates thrive and are at home in an environment where diverse cultures and identities, ideas, backgrounds, and experiences are welcomed and supported.