[Hiring] Coordinator of Developmental Education Pedagogy @Reach University

Role Description

The Coordinator of Developmental Education Pedagogy (DEP) in the Undergraduate Teachers College (UTC) provides academic and instructional leadership for developmental education coursework, ensuring that DEP courses effectively prepare teacher candidates for success in their program coursework, clinical experiences, and educator pedagogy licensure requirements. The Coordinator leads the ongoing design and improvement of DEP curriculum, supports and supervises DEP Professors of Practice, and ensures strong alignment among developmental coursework, program expectations, evidence-based pedagogy, and licensure competencies.

The Coordinator will use candidate performance data, faculty feedback, and candidate outcomes to continuously strengthen DEP programming and ensure candidates receive targeted, high-quality academic support, preparing them to meet state-specific licensure requirements.

Qualifications

• Experience in curriculum design and alignment.
• Strong understanding of pedagogy licensure competencies.
• Ability to analyze candidate performance data.
• Experience in faculty leadership and supervision.
• Strong communication and coaching skills.

Requirements

• Curriculum Design and Alignment
  • Lead the redesign and continuous improvement of DEP courses to ensure alignment with the content, rigor, learning outcomes, and pedagogical expectations of candidates’ semester coursework.
  • Develop clear connections between DEP instruction and the knowledge, skills, and competencies candidates are expected to demonstrate throughout their academic programs.
  • Ensure DEP coursework incorporates evidence-based instructional practices and appropriate scaffolds for developing learners.
  • Review course materials, assignments, assessments, and instructional resources for quality, consistency, and alignment using candidate performance data to identify opportunities for improvement.
  • Collaborate with institution leaders and UTC faculty to analyze candidate performance trends, identify foundational and/or developmental needs, and align DEP supports with broader program coursework and expectations.
• Licensure Readiness
  • Map relevant pedagogy licensure competencies and assessment expectations across DEP coursework.
  • Ensure candidates receive explicit, systematic, and aligned preparation for required licensure assessments.
  • Analyze pedagogy licensure performance data to identify trends, gaps, and priority areas for instructional improvement.
  • Develop, implement, and evaluate targeted interventions and instructional supports for candidates who are not demonstrating readiness for pedagogy licensure assessments.
  • Establish measurable benchmarks and systems for monitoring candidate progress toward pedagogy licensure exam readiness and successful completion.
  • Use pedagogy licensure performance and readiness data to inform ongoing improvements to DEP curriculum, instruction, and candidate supports.
• Faculty Leadership and Supervision
  • Provide direct instructional leadership, coaching, and supervision for DEP Professors of Practice.
  • Establish clear expectations for instructional quality, course implementation, candidate support, and accountability.
  • Conduct regular observations, coaching, and feedback cycles with DEP faculty.
  • Facilitate professional learning focused on effective developmental education pedagogy, candidate intervention, data-informed instruction, and pedagogy licensure preparation.
  • Support faculty in using candidate data to differentiate instruction and respond to individual learning needs.
  • Promote consistency in instructional expectations, course implementation, and candidate experiences across DEP sections.
• Candidate Progress and Intervention
  • Establish systems for identifying candidates who require additional academic or pedagogy licensure support.
  • Monitor candidate performance across DEP courses and relevant pedagogy licensure assessments.
  • Coordinate and monitor targeted interventions for candidates demonstrating persistent academic or pedagogy licensure exam-related needs.
  • Partner with faculty and institution leadership to ensure DEP supports are connected to candidates’ broader academic experiences.
  • Help establish clear, measurable benchmarks for candidate readiness and progression.
• Data and Continuous Improvement
  • Develop and monitor key performance indicators for DEP programming, including course success, candidate growth, intervention effectiveness, pedagogy licensure exam readiness, pedagogy licensure examination pass rates, and progress toward established readiness benchmarks.
  • Regularly analyze candidate outcome data to evaluate the effectiveness of DEP curriculum and instruction.
  • Use data to recommend curricular, instructional, staffing, or intervention changes.
  • Establish documented continuous improvement cycles that allow DEP programming to respond quickly to emerging candidate needs.
  • Provide regular updates to academic leadership regarding progress, challenges, outcomes, and recommended next steps.

Benefits

• Competitive salary.
• Professional development opportunities.
• Health and wellness benefits.
• Supportive work environment.

Key Outcomes

• Strong alignment between DEP coursework and semester-level academic and pedagogical expectations.
• Clear alignment of DEP curriculum with applicable pedagogical licensure competencies and assessment expectations.
• Increased candidate readiness for required pedagogy licensure examinations.
• Improved pedagogy licensure exam passage rates, including progress toward increasing institutional first-attempt pass-rate targets.
• Consistent, high-quality instruction and candidate experience across DEP course sections.
• Effective coaching and development of DEP Professors of Practice.
• Earlier identification and intervention for candidates at risk of academic or pedagogy licensure difficulties.
• Evidence of continuous improvement based on candidate performance and outcome data.
• Any additional duties assigned by the Dean or Director of Academic Operations.