Instructor/Lecturer for Educational Leadership Program

SUMMARY OF ORGANIZATION/UNIT Through scholarship, teaching, institution, and community, our Department of Education prepares tomorrow’s leaders to fearlessly pursue the incredible potential of an educational system that embraces and adapts to difference. We train educators and researchers to cultivate equity and confront systemic inequity, to reshape how classrooms and communities function and who they serve, to frame intellect as a treasure and access to resources as an inherent right. It is our mission to help humankind thrive by uplifting knowledge and empowering truth. SUMMARY OF POSITION The UCLA School of Education & Information Studies seeks to hire a temporary, part-time lecturer, with expertise in restorative leadership and design-based learning, to teach within the Department of Education’s Educational Leadership Program (ELP). ELP prepares innovative, equity-centered educational leaders committed to improving access, outcomes, and belonging for all students — particularly those from historically marginalized communities. The level of appointment will be commensurate with the applicant’s qualifications. Course(s) may include the following, and the lecturer may also be assigned additional courses according to the instructional needs in the department and in conformity with departmental lecturer workload policies. Anticipated service start date is Jaunary 4, 2027 for Winter Quarter. Please refer to the following link to view the corresponding quarter start dates on the Registrar’s website: UCLA Academic Calendar. Course - Restorative Justice Leadership This course explores how educational leaders design learning spaces, organizational cultures, and professional communities grounded in the principles of restorative justice. Rather than positioning restorative practices as a response to harm, this course centers restoration as a philosophy of design, asking leaders to build schools and systems where belonging, voice, and collective accountability are the foundation from which all learning grows. Students will examine how restorative leadership shapes the way space is structured, how relationships are cultivated, how decisions are made, and how communities are invited into the work of schooling. This course asks not what we do when things go wrong, but how we build conditions so that the community itself becomes the curriculum. Course Outcomes: understand core principles and practices of race-conscious RJE. become familiar with transformational RJE scholarship. deepen self-awareness and relationality in their cohort through RJE. gain facility with RJE-informed learning design principles, especially as related to designing adult learning spaces. practice RJE-informed learning design and/or systemic redesign in a local leadership context. make connections/distinctions between restorative leadership and other equity-focused leadership frameworks, especially as related to developing the dissertation proposal. CORE RESPONSIBILITIES The Lecturer will design and facilitate graduate-level coursework and professional learning experiences that integrate restorative leadership principles and design-based approaches to educational change. Specific responsibilities include: Teaching graduate seminars and professional learning sessions for practicing and aspiring educational leaders in K-12 and higher education Facilitating adult learning experiences that are equity-centered, participatory, and grounded in restorative justice frameworks Applying design-based learning approaches to support leaders in developing and testing solutions to real problems in their schools, organizations, and communities Contributing to the ongoing development of ELP curriculum and program design as invited Engaging meaningfully with a cohort of doctoral-level practitioner-scholars Ed.D, PhD or equivalent experience required. Demonstrated expertise in restorative justice, restorative leadership, or restorative practices in educational settings Experience facilitating adult learning and professional development in K–12 and higher education contexts Leadership experience as a practitioner in K–12 or higher education, including department or program leadership Proven ability to design and implement design-based or participatory approaches to learning and organizational change Strong commitment to equity, inclusion, and culturally responsive leadership practices MUST be willing to teach in-person, on Saturdays #J-18808-Ljbffr David Geffen School of Medicine at UCLA