Adjunct Assistant/Associate/Professor (Open Rank): 409x: Mathematics Instructional Added Authorization: Developing Content and Pedagogy for Teaching Algebraic Reasoning (fieldwork)

The mission of the USC Rossier School of Education is to prepare leaders to achieve educational equity through practice, research and policy. We work to improve learning opportunities and outcomes in urban settings and to address disparities that affect historically marginalized groups. We teach our students to value and respect the cultural context of the communities in which they work and to interrogate the systems of power that shape policies and practices. Through innovative thinking and research, we strive to solve the most in-tractable educational problems.

Adjunct Faculty: USC reserves the "Adjunct Faculty" appointment for faculty teaching less than full-time at USC, who are employed full-time in a primary profession or career else-where. Adjunct faculty may teach one class each semester (summer, fall and spring).

The Adjunct Faculty member for Developing Content and Pedagogy for Teaching Algebraic Reasoning (fieldwork) provides instructional support as a subject matter expert in mathematics content and pedagogy to the USC Mathematics Instructional Added Authorization (MIAA) program. This 16-week course is designed for elementary and middle school teacher candidates and emphasizes patterns, relationships, expressions, equations, and early algebraic thinking while integrating structured fieldwork in California schools serving diverse student populations. The selected adjunct faculty member will provide course instruction and fieldwork support through online platforms, including Zoom and the Learning Management System, and will guide candidates in analyzing student thinking, identifying misconceptions, and designing responsive instruction focused on problem solving, mathematical relationships, and the progression of algebraic concepts across grade levels. The faculty member will maintain regular communication with candidates, evaluate assignments, provide meaningful written feedback, assign grades in the LMS, and contribute to course and program improvement through participation in faculty and advisory board meetings. Required Qualifications Candidates must have: A minimum of five years of successful full-time K-12 mathematics teaching experience in diverse school settings. A strong background in mathematics content and mathematics pedagogy, including demonstrated knowledge of patterns, relationships, expressions, equations, and the developmental progression of algebraic reasoning across elementary and middle school grades. Experience in teacher education and/or mathematics leadership in a school or district setting, such as service as a Teacher on Special Assignment (TOSA), instructional coach, mathematics specialist, teacher leader, department chair, curriculum lead, program lead, or administrator. Experience supporting educators or teacher candidates through coaching, professional learning, curriculum development, instructional improvement, assessment, and/or fieldwork supervision. A California Clear Credential in Foundational Mathematics or Single Subject Mathematics with English Learner Authorization, or an equivalent credential. Current knowledge of California's adopted P-12 mathematics content standards, frameworks, and accountability systems. Demonstrated skill in supporting candidates' planning, analysis of student thinking and mathematics difficulties, and development of responsive and equitable instructional strategies. Graduate-level online teaching experience and demonstrated proficiency using Zoom and a Learning Management System. Demonstrated ability to work effectively with diverse candidates, school communities, faculty, and program partners. Preferred Qualifications An earned terminal degree, such as a PhD or EdD, in education, mathematics education, curriculum and instruction, or a closely related field.

Salary range is $4800 to $6200 for 80 hours over 16 weeks.

When extending an offer of employment, the University of Southern California considers factors such as (but not limited to) the scope and responsibilities of the position, the candidate's work experience, education/training, key skills, internal peer equity, federal, state, and local laws, contractual stipulations, grant funding, as well as external market and organizational considerations.

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