Co Adj Non-Teaching (Coaching Facilitator)

The final salary offer may be determined by several factors, including, but not limited to, the candidate's qualifications, experience, and expertise, and availability of department or grant funds to support the position. We also take into consideration market benchmarks, if and when appropriate, and internal equity to ensure fair compensation relative to the university's broader compensation structure. We are committed to offering competitive and flexible compensation packages to attract and retain top talent.

Rutgers provides a comprehensive benefits package to eligible employees. The specific benefits vary based on the position and may include:

The New Jersey Tiered Systems of Support for Early Reading ( NJTSS-ER) Project provides professional development to school districts to facilitate implementation of NJTSS-ER with students in kindergarten through third grade. With funding from a recent New Jersey Department of Education grant, Rutgers University is seeking a co-adjunct staff member to provide guidance on NJTSS-ER support coaching. The person in this position will also facilitate development and integration of coaching support materials and training.
One of the most complex aspects of this position involves exercising professional judgment pertaining to appropriate coaching approaches and the use of data to inform the coaching process. This person must be able to independently assess practices and procedures, establish protocols for analyzing student learning data, and determine appropriate next steps. Discretion is essential in determining how to approach coaching that promotes educator reflection and growth while also aligning with NJTSS-ER priorities. This person must also be able to navigate varying levels of district/school/educator readiness and school culture, tailoring strategies to meet individual educator needs while ensuring fidelity to research-based reading and writing practices. This requires balancing content expertise and pedagogical knowledge to influence instructional supports that ultimately improve student outcomes.

Master's degree or higher,Specialized training or certification in a structured literacy instructional approach Three or more years of experience coaching, mentoring, or instructing adult learners in the educational setting

Advanced knowledge of research-based reading instructional practices and instructional coaching is required.

Along with content and pedagogical expertise listed above, applicants must possess strong interpersonal skills and competencies