• Job Description

  Req#: 501238

  Fellowship Adjunct Faculty I (PhD or EdD required)

  Our Mission

  At New Leaders, we develop transformational, equity-minded school leaders and advance policies and

  practices that ensure high academic achievement for all children—especially students of color and

  students from communities with lower incomes.

  Position Details

  The Fellowship Adjunct Faculty I will be based out of a home office located anywhere within the

  contiguous United States (Pacific, Mountain, Central, and Eastern time zones) or United States territories

  that fall within the Atlantic time zone.

  Position Overview

  The Fellowship Adjunct Faculty I will serve on New Leaders’ National Aspiring Principals Fellowship®

  team, supporting the organization’s work with Historically Black Colleges and Universities and Minority Serving Institutions through an online program.

  The Fellowship Adjunct Faculty I may engage in Instruction and/or Coaching. This position is expected to run through June 30, 2025 with the possibility of extension.

  Specific Responsibilities

  Instruction

  • Onboarding: Engage in content-specific onboarding that supports intellectual preparation for

  course delivery, including asynchronous content deep dives and synchronous sessions as

  needed.

  • Course Implementation: Implement the assigned course with fidelity to the program design and

  regulatory expectations.

  • Synchronous Sessions: Prepare and implement weekly live synchronous sessions, including the

  management of virtual platform used for live sessions (E.g. Zoom).

  • Surveys & Data: Implement strategies to garner high response rates for end-of-class surveys and

  review data to make continuous improvements in support of outcomes and participant learning.

  • Meetings & Check-ins: Attend weekly team meetings and self-scheduled Implementation check-ins

  with Fellowship Implementation lead.

  • Progress Review: Collaborate with Fellowship program implementation team weekly to review

  Fellows' progress and identify specific next steps that address proficiency.

  • Participant Support: Support participants in connecting course learning to residency

  experiences.

  • Equity & Leadership: Facilitate nationally-designed synchronous sessions, structured to support

  participants with making equity-centered decisions, facilitating equity-focused conversations,

  using data to diagnose and solve challenges, and building a common language around effective

  leadership.

  • Grading & Evaluation: Grade assignments and key assessments, provide timely feedback (within

  5-7 days of submission) to participants, and observe/evaluate Fellows’ capstone presentations.

  • Feedback: Provide high-level themed feedback on Module assignments with the whole class as a

  resource for providing space for questions, clarifying misconceptions, and providing direction

  that inform proficiency on End of Course Assessment (EOC) which carries significant weight on

  the course's final grade.

  • L earning Data: Capture program data (e.g., grades, attendance, etc.) within the required

  learning platforms to understand and support participant engagement and comply with

  university expectations.

  • Leadership Seminars: Support the facilitation of Leadership Seminars (in-person/virtual) as

  needed.

  • Office Hours: Hold weekly office hours to support participant learning (approximately two hours

  per week) and manage discussion boards, as appropriate for ongoing participant engagement.

  • Learning Management System: Engage daily with the learning management system to share

  announcements and review discussion boards and assignments.

  Coaching

  • Onboarding: Engage in content-specific onboarding that supports intellectual preparation for

  delivery of the practicum courses, including asynchronous content deep dives and synchronous

  session as needed.

  • Practicum Implementation: Implement the practicum with fidelity to the program design and

  regulatory expectations.

  • Context Knowledge: Develop knowledge of Fellows’ school context to support residency

  learning and performance on the capstone project.

  • Monthly Coaching: Hold monthly personalized virtual coaching sessions with each Fellow driven

  by the practicum outcomes as they progress through the program.

  • Weekly Coaching: Prepare and implement weekly coaching sessions, including the management

  of virtual platforms used for coaching (E.g. Zoom, Canvas, Calendly, Coaching Trackers, etc.).

  • Surveys & Data: Implement strategies to garner high response rates for end-of-practicum

  surveys and review data to make continuous improvements in support of outcomes and Fellow

  learning.

  • Meetings & Check-ins: Attend weekly team meetings and self-scheduled Implementation check-ins with Fellowship Implementation lead.

  • Progress Review: Collaborate with Fellowship program implementation team weekly to review

  Fellows' progress and identify specific next steps that address proficiency.

  • Participant Support: Support Fellows in connecting course learning to residency experiences,

  attending 50% of the Live Sessions (synchronous) for each of the Fellows’ 8-week courses.

  • Equity & Leadership: Support Fellows with making equity-centered decisions, facilitating equity focused

  conversations, using data to diagnose and solve challenges, and building a common language around effective leaderships.

  • Scoring: Score key assessments and provide developmental feedback to Fellows within 5-7 days

  of the due date.

  • Feedback: Provide high-level themed feedback on Module assignments with the whole class as a

  resource for providing space for questions, clarifying misconceptions, and providing direction

  that inform proficiency on End of Course Assessment (EOC) which carries significant weight on

  the course's final grade.

  • Learning Data: Develop and implement systems and practices to support timely collection and

  management of data sources required to demonstrate execution of the coaching session as well

  as the tracking of assets and next steps that support Fellows’ successful matriculation through

  the Fellowship.

  • Relationship Management: Develop and maintain professional and productive relationships

  with Fellows and their supervisors to ensure program effectiveness.

  • Communication: Implement systems to engage and communicate with residency site

  principals.

  • Leadership Seminars: Support the facilitation of Leadership Seminars (in-person/virtual) as

  needed.

  • Office Hours: Hold weekly office hours to support participant learning (approximately two hours

  per week).

  Instruction and Coaching

  ● Quality Facilitation: Ensure all facilitation of virtual learning meets New Leaders’ standards for

  quality facilitation.

  Qualifications and Competencies:

  • Educational Background: Ed.D., Ph.D. or Ed. L.D. is required in Educational Leadership or a closely related field (e.g., Education Policy, Curriculum & Instruction, Urban Education, etc.) from a regionally accredited Institution of Higher Education.

  • Professional Experience: At least 7 years of overall professional experience; at least 3-5 years of

  experience in a school setting preferred, with a minimum of 4 years of school leadership

  experience required and at least 2-3 years as a principal preferred.

  • Role-Specific Experience:

  o Minimum of 3 years of experience facilitating professional development in an adult

  leadership setting required.

  o Prior adjunct professor experience preferred.

  • Equity-Driven: Demonstrated ability to work well with people from a wide diversity of

  demographic and cultural characteristics. The ideal candidate must be capable of achieving

  results while maintaining an inclusive, collaborative leadership style.

  • Mission Alignment: Passionate belief in academic excellence for every student, aligned with

  New Leaders' mission.

  • Role-Specific Competencies:

  • Committed to equity for historically marginalized student populations.

  • Strong personal leadership capability, including facilitating adult leaders, interpersonal

  relations, relationship building and management, including building trust among adults,

  giving candid feedback to adults, and engaging in difficult conversations.

  • Clear expertise in instructional leadership, school culture leadership, adult and team

  leadership, operational leadership, or equity-focused leadership.

  • Strong skill and subject matter expertise in critical race theory.

  • Proven record of success improving outcomes for all students by using multiple data

  sources to inform instructional decisions and using a cycle of inquiry and action research.

  •Knowledge and experience with Common Core or similar college-and-career-readiness

  standards.

  • Excellence in oral and written communication.

  • Strong project management and organizational skills with strong attention to detail.

  • Self-starter/self-manager and able to initiate work and meet deadlines with minimum

  supervision.

  • Ability to work in a fast-paced environment and to produce high-quality work in a timely

  manner.

  • Strong content knowledge (including evidence of proven strategies) in personal

  leadership, instructional leadership (strong emphasis on literacy and numeracy), and

  school culture leadership.

  • Technology savvy for web-based instructional techniques and tools, computer

  proficiency, including MS Word, Excel, Outlook, PowerPoint, and internet tools.

  • Experience in a variety of settings is a plus (e.g., rural, suburban, and urban).

  Time Commitment

  ● Must be able to facilitate evening courses (6:00pm ET or later) of up to 35 students up to

  two days a week for seven weeks.

  ● Must be available to complete the full scope of any assigned course, with the exception of

  authorized modifications. The scope of work for instruction anticipates a commitment of

  approximately 15 hours per week for course delivery and offboarding and approximately

  15 hours for course onboarding. The scope of work for coaching and offboarding

  anticipates an average hourly commitment of 15 hours per week, supporting

  approximately 20 fellows, and approximately 15 hours for onboarding.

  ● Must attend virtual training sessions, refresher courses, and meetings when required.

  ● Must be available to travel for up to 2 trips of 3-5 days each per year.

  Additional Requirements:

  • Subject to credentialing and background checks by the partnering Institution of Higher

  Education.

  • Must have a computer meeting the following requirements to ensure security and compatibility:

  o Operating System Version: The device must run an operating system that is fully

  updated to the latest version available for its platform.

  o Web Browser: Google Chrome must be installed and used as the primary web browser

  for accessing tools and platforms.

  o Device Encryption: Device encryption must be enabled.

  o Firewall and Security Software: Up-to-date antivirus, anti-malware, and firewall suite

  must be installed and active on the device.

  o Password Policy: The device must be protected with a strong password or passcode

  pursuant to instructions provided by New Leaders.

  o Internet Speed: The device must have access to adequate internet speed for work

  needs, with a recommended minimum internet download speed of 50 Mbps and upload

  speed of 10 Mbps.

  o Web Camera and Microphone: The device must be equipped with a web camera and a

  microphone for video conferencing and communications.

  Physical Requirements

  The employee's routine activities involve sitting, talking, and hearing, as well as using hands for tasks

  such as typing, filing, and handling objects. Visual acuity is necessary for keyboard use, data analysis,

  transcribing, computer terminal viewing, and extensive reading. The role may involve ordinary

  ambulatory skills for visits to other locations or the ability to perform activities like standing, walking,

  lifting, carrying, and moving light-weight items. Proficiency in hand-eye coordination, along with

  dexterity in arms, hands, and fingers for tasks like grasping, operating standard office equipment, and

  learning technical information, is essential.

  If assigned to a course, compensation will be $4,650 per course, including course onboarding and offboarding. Compensation will

  be paid on a weekly basis throughout course delivery, onboarding, and offboarding. If assigned coaching, compensation will be

  $4.650 per practicum, including practicum onboarding and offboarding. Compensation will be paid on a weekly basis throughout

  coaching delivery, onboarding, and offboarding.

  New Leaders requires each employee to be fully vaccinated with a COVID-19 vaccination (i.e., at least two weeks have passed

  since the employee received the dose of a single-dose vaccine or the second dose of a two-dose vaccine with at least the

  minimum recommended interval between doses) or to obtain an approved exemption or reasonable accommodation through

  the Human Resources team within six weeks of their start date as a term and condition of employment.

  New Leaders is an equal opportunity employer. New Leaders evaluates applicants for employment on the basis of qualifications,

  merit and work-related criteria and does not discriminate on the basis of race, color, religion, sex, national or ethnic origin, age,

  sexual orientation, gender identity, mental or physical disability, handicap, pregnancy, childbirth, medical condition, marital or

  familial status, family responsibilities, veteran status, personal appearance, political affiliation, matriculation, or any other

  characteristic protected by law in administration and operation of its programs and activities, including admission or access

  thereto, or treatment or employment therein. All qualified applicants will receive consideration for employment regardless of

  
  

  such status and will not be discriminated against on the basis of such status.

• About the company

  New Leaders is an American non-profit organization that aims to recruit and train school leaders who focus on improving education results for poor and minority students.

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