University Overview
Embark on an exciting journey with the University of La Verne, where your career aspirations come to life in a vibrant and welcoming environment. Established in 1891, our diverse and inclusive community is more than just a university—it’s a home for passionate individuals like you.
At the University of La Verne, we embody four core values that set us apart—Ethical Reasoning, Diversity and Inclusivity, Lifelong Learning, and Civic and Community Engagement. If you’re fueled by these principles and are eager to make a meaningful impact, your journey begins here.
With a rich history spanning 132 years, the University of La Verne boasts a global Leo Family of 89,000+ accomplished alumni. As the #1 private university in California for social mobility according to U.S. News and World Report 2024, and recently recognized as the 33rd Best U.S. College by the Wall Street Journal 2024, we take pride in our commitment to excellence in education.
Join us in shaping the future, where your passion meets purpose. Come be part of something extraordinary and apply today!
Diversity Statement
The University supports a diverse and inclusive environment where students recognize and benefit from the life experiences and viewpoints of other students, faculty, and staff. Diversity is an active and intentional practice that supports difference and multiplicity to expand knowledge, educate capable citizens, develop the whole person, and serve our local and global communities. Promoting and sustaining diversity is a commitment to educational quality and the creation of positive, respectful learning communities.
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 is seeking a dedicated and experienced part-time, Non-Tenure Track Professor of Practice in School Psychology to teach fieldwork classes and support the fieldwork program. This position is designed for a professional with substantial practical experience in school psychology who is passionate about training the next generation of school psychologists. This position will have a teaching load of 2 courses per semester. The successful candidate will be responsible for teaching fieldwork classes, providing guidance and support to students during their fieldwork placements, and collaborating with fieldwork supervisors. The role involves developing and implementing curriculum, assessing student performance, ensuring alignment with professional standards and developing alliances with local school districts. The ideal candidate will have extensive experience in school psychology supervision, a strong commitment to student success, and the ability to integrate practical experience with academic instruction.
Minimum Qualifications
The successful candidate will have:
- Possession of a currently valid, Pupil Personnel Services (PPS) Credential – School Psychology
- At least 5 years of experience as a school psychologist in a TK-12 setting.
- Knowledge and skills to provide advising and supervision to graduate students in field activities and placements.
- Excellent communication and interpersonal skills necessary to collaborate effectively with diverse LEAs and school-based practicum/fieldwork supervisors.
- 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 general introductory courses, practicum and internship.
- Working knowledge of IDEIA, NASP standards and NASP Practice Model
- Familiarity with NASP and CCTC accreditation requirements
Preferred Qualifications
- A doctorate in School Psychology, Education, or closely related field.
- Nationally Certified School Psychologist (NCSP)
- Knowledge of NASP/CCTC Standards for graduate training in School Psychology
- At least 5 years of experience supervising school psychology fieldwork students in a school-based setting.
- Demonstration of professional development activities in the area of supervision.
- Licensed by Board of Behavioral Sciences or Board of Psychology
Benefits Summary
Applicants, please note that actual compensation is determined by several factors that are unique to each candidate, including but not limited to job-related skills, depth of experience, certifications, relevant education or training, and specific work location, among others. The offered wage or salary is only one aspect of an employee’s total compensation
Benefits include a comprehensive health and wellness plan, tuition remission program for employee, spouse, and dependent children, a generous contribution to the University’s 403B retirement plan, and a generous time off plan.
Employment is contingent upon successful completion and clearance of a background check and employment verification.
Location
La Verne Main Campus
Physical Demands Summary
The physical demands primarily include prolonged sitting, frequent use of hands for typing and mouse work, and extended screen time, which may cause eye strain. Occasional light lifting (e.g., files or office supplies) and minimal movement are typical. Proper posture and periodic breaks are essential to mitigate discomfort or strain associated with these tasks.
The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be available to enable individuals with disabilities to perform.
Do the essential functions of this job require lifting?
Yes
If yes, list maximum weight and duration
up to 20 pounds
Describe work environment
The teaching work environment encompasses the physical spaces and social dynamics where educators interact with students and colleagues. It includes the classroom, school facilities, and the broader school community. Teachers interact with students daily,
