Assistant/Associate Professor, School Psychology (Tenure Track)

Job Description Summary

The LaFetra College of Education recognizes the need to develop leaders and educators who can apply research-based approaches to practice while maintaining the social consciousness to address inequities in current societal structures. With that in mind, the School Psychology Program seeks candidates with a strong emphasis in diversity, inclusivity, and social justice. Candidates must possess knowledge of the National Association of School Psychologists ( NASP ) Model for Comprehensive and Integrated School Psychological Services, NASP Practice Model Organizational Principles, and the NASP Ethics codes. Additionally, candidates must have a strong record of experience within the K-12 education system, facility in higher education teaching and leadership demonstrated ability to successfully collaborate with faculty, administrators, school district personnel, and community partners. In addition to teaching responsibilities, the position includes academic advising and administrative support in the School Psychology Program. This faculty position will be instrumental in supporting the expansion of the program to our Regional and Online Campuses.

Minimum Qualifications

• The successful candidate will have:
• A doctorate in School Psychology, Education, or closely related field.
• Possession of a currently valid, Pupil Personnel Services ( PPS ) Credential – School Psychology.
• Previous experience as a faculty member (adjunct or clinical) in a school psychology program and a record of excellence in graduate advising and teaching of students from diverse and historically underrepresented backgrounds.
• Record of or evidence of a programmatic line of research consistent with career stage that demonstrated the potential to secure external funding.
• Candidates should have a demonstrated record of conducting research in their area of specialization.
• Record of professional contributions to the field of school psychology (e.g., professional development workshops, professional conference presentations).
• Commitment to the enrollment, retention, and development of a diverse student and faculty body, including advocating for the learning needs of diverse/historically underrepresented students in culturally responsive ways and the use of innovative teaching strategies.
• Knowledge and skills to provide advising and supervision to graduate students in field activities and placements.
• Excellent communication and interpersonal skills, with strong leadership capabilities and a demonstrated commitment to diversity, equity, inclusion, and integrity.
• Leadership capacity and collaboration skills to build viable, sustainable relationships with local districts, the surrounding community and stakeholders in the diverse region served by the university.
• Experience in teaching and/or working with adult learners who are ethnically and culturally diverse as well as from traditionally marginalized communities.
• Ability to teach in culturally responsive ways for courses such as academic and psychological assessment, behavior assessment, applied behavior analysis, classroom and school-wide behavioral interventions, practicum, or internship.
• Knowledge of current pedagogy and skills in the use of technology in online teaching environments.
• Working knowledge of IDEIA , NASP standards and NASP Practice Model Familiarity with NASP and CCTC accreditation requirements

Preferred Qualifications

• Nationally Certified School Psychologist ( NCSP ) & licensed or eligible to become licensed as a school psychologist in California.
• Prior experience with recruiting and retaining graduate-level students from diverse, marginalized, or historically underrepresented backgrounds (e.g., gender racial/ethnic, linguistic)
• Strong, inclusive leadership skills, flexibility, creative problem solving skills and strong commitment to diversity, equity, and inclusion in the profession.
• Direct Experience with NASP Certification (e.g., NASP program reviewer)