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How much do depaul university jobs pay per hour?

As of Jun 23, 2026, the average hourly pay for depaul university in the United States is $20.81, according to ZipRecruiter salary data. Most workers in this role earn between $13.70 and $22.36 per hour, depending on experience, location, and employer.

What is the difference between Depaul University vs College Admissions Counselor?

AspectDepaul UniversityCollege Admissions Counselor
Required CredentialsBachelor's degree often preferred; experience in higher educationBachelor's degree typically required; experience in counseling or education
Work EnvironmentHigher education institution, campus-basedHigh school or college admissions offices, often travel involved
Employer & IndustryUniversities, colleges, higher education sectorHigh schools, colleges, education sector
Common Search & ComparisonYesYes

Depaul University and College Admissions Counselors both work within the education sector, focusing on student recruitment and enrollment. While Depaul University is a specific institution, College Admissions Counselors are employed across various colleges and high schools. The roles share similar credentials and work environments, but Depaul University offers a campus-based setting, whereas Admissions Counselors may work in multiple institutions or travel to meet prospective students.

What is DePaul University?

DePaul University is a private, Catholic university located in Chicago, Illinois. Founded in 1898, it is the largest Catholic university in the United States and is known for its commitment to teaching, service, and social justice. DePaul offers a wide range of undergraduate and graduate programs across various fields, including business, law, liberal arts, and sciences. The university is also recognized for its strong connections with the city of Chicago, providing students with numerous internship and career opportunities.

What is it like to work as a faculty member at DePaul University, and how does the institution support professional development?

Working as a faculty member at DePaul University offers a collaborative and student-focused environment, with an emphasis on innovative teaching and community engagement. Faculty members often work closely with colleagues across departments and are encouraged to participate in interdisciplinary projects. The university provides a variety of resources for professional growth, including internal grant opportunities, teaching workshops, and support for research initiatives. DePaul values diversity and inclusion, which is reflected in both its curriculum and workplace culture, helping faculty to expand their expertise while making a meaningful impact.

What are the key skills and qualifications needed to thrive as a University Administrator, and why are they important?

To thrive as a University Administrator, you need strong organizational, leadership, and problem-solving skills, typically supported by a relevant bachelor’s or master’s degree. Familiarity with student information systems, budgeting software, and compliance management tools is often required. Excellent communication, collaboration, and adaptability help in managing diverse stakeholders and dynamic academic environments. These skills ensure effective operations, student satisfaction, and institutional success in higher education settings.
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Infographic showing various Depaul University job openings in the United States as of June 2026, with employment types broken down into 2% Internship, 8% As Needed, 89% Part Time, and 1% Nights. Highlights an 100% Physical job distribution, with an average salary of $43,280 per year, or $20.8 per hour.
Adjunct Faculty - University Supervisor for Teacher Preparation Programs (Student Teaching & Field E

Adjunct Faculty - University Supervisor for Teacher Preparation Programs (Student Teaching & Field E

DePaul University

Chicago, IL

Full-time

Posted 16 days ago

DePaul University rating

6.9

Company rating: 6.9 out of 10

Based on 28 frontline employees who took The Breakroom Quiz

390th of 539 rated colleges and universities

Job description

Description
Position Summary
University Supervisors for teacher preparation programs serve as representatives of DePaul University's College of Education and play a critical role in supporting the professional growth and development of teacher candidates during their clinical placements for student teaching & field experiences. The supervisor provides ongoing observation, coaching, feedback, and evaluation aligned with professional educator standards, dispositions, and program expectations.
The supervisor's primary responsibility is to help teacher candidates develop into effective, reflective, and professional educators through meaningful feedback, constructive support, and regular observation of and communication with the teacher candidate, the cooperating teacher, and university personnel.
The College of Education is currently seeking University Supervisors for student teaching & field experience clinical placements in the following teacher preparation content areas:
  • Special Education & Diverse Learning (PreK-22)
  • Early Childhood Education (Infant/Toddler, Preschool, PreK, 1-3)
  • Elementary Education (1-6)
  • Middle Grades Education (6-8)
  • Secondary Education - English (9-12)
  • Secondary Education - History / Social Science (9-12)
  • Secondary Education - Math (9-12)
  • Secondary Education - Sciences (9-12)
  • Physical Education (PreK-12)
  • Visual Art Education (PreK-12)
  • World Languages Education (K-12)

Essential Responsibilities
Observation and Supervision
  • For Student Teaching supervision: Conduct a minimum of four (4) formal observations of each assigned student teacher during the student teaching placement. Additional course requirements may be required.
  • For Field Experiences supervision: Conduct a minimum of two (2) formal observations of each assigned teacher candidate during the field experience clinical placement. Additional course requirements may be required.
  • Observe classroom / learning environment instruction and professional responsibilities using university-approved observation and evaluation tools.
  • Monitor teacher candidate progress toward meeting professional educator standards and program expectations.

Conferencing
  • Conduct a post-observation conference following each formal observation.
  • Engage teacher candidates in reflective discussions regarding instructional planning, classroom management, assessment, and student learning.
  • Assist teacher candidates in identifying strategies for addressing challenges and strengthening professional skills.

Feedback and Coaching
  • Provide timely, detailed, and written feedback following each observation.
  • Identify and communicate both strengths and areas for growth.
  • Offer specific, actionable recommendations designed to improve instructional effectiveness and professional practice.
  • Support teacher candidates in setting goals and implementing strategies for continuous improvement.
  • Encourage reflective practice and professional decision-making.

Communication and Collaboration
  • Establish and maintain professional communication with the Office of Field Experience & Student Teaching in the College of Education, cooperating teachers, school personnel, and university representatives.
  • Serve as a liaison between the teacher candidate, the school site, and the Office of Field Experience & Student Teaching in the College of Education

Candidate Support and Intervention
  • Provide ongoing encouragement, mentoring, and professional support throughout the clinical placement experience.
  • Offer concrete and specific suggestions to help candidates improve their teaching practice and successfully meet disposition, professional, and program expectations.
  • Monitor candidate performance and professional conduct throughout the clinical placement experience
  • Immediately communicate any concerns regarding candidate performance, professionalism, attendance, disposition, or progress to appropriate DePaul faculty and the Office of Field Experience & Student Teaching
  • Collaborate with university personnel to develop and implement support plans when concerns arise.

Documentation
  • Complete all required observation reports, evaluations, and university documentation in a timely manner.
  • Maintain accurate records of observations, conferences, teacher candidate progress, and communications.
  • Submit required reports, evaluations, and grading according to established university deadlines.

Professional Expectations
University Supervisors for teacher preparation programs are expected to:
  • Demonstrate professionalism, reliability, and confidentiality.
  • Represent DePaul University and the College of Education positively within partner schools, partner sites, and districts.
  • Maintain fairness in evaluating candidates.
  • Provide feedback that is evidence-based, growth-oriented, and aligned with professional educator standards.
  • Foster a supportive environment that promotes teacher candidate learning, confidence, and success.

Preferred Characteristics
Successful supervisors should demonstrate:
  • Strong mentoring and coaching skills.
  • Knowledge of adult learning principles.
  • Excellent interpersonal and relationship-building abilities.
  • Commitment to reflective practice and continuous improvement.
  • Ability to balance support and accountability while guiding teacher candidates toward professional competence.

Goal of the Position
The ultimate goal of the University Supervisor for teacher preparation programs is to help teacher candidates successfully transition from preservice teachers to competent, reflective, and effective professional educators who are prepared to positively impact student learning.
Qualifications
Applicants must meet all of the following requirements:
  • Minimum of Master's degree in Education
  • Valid or former teaching license in the relevant content area in which they will supervise teacher candidates
    • Additional endorsements are preferred but not required
  • Minimum of three to five (3 to 5) years of successful K-12 classroom teaching experience in the content area in which they will supervise teacher candidates
    • for Early Childhood applicants: teaching experience with infants/toddlers OR preschoolers OR primary grade children (K-3)
    • for Visual Art applicants: applicable experience in community/nonprofit settings or arts education settings
  • Demonstrated knowledge of disciplinary content, curricular and lesson plan development, current instructional practices, assessment strategies, classroom management techniques, and professional teaching standards
  • Strong written and oral communication skills
  • Ability to provide constructive feedback and coaching to adult learners
  • Commitment to supporting the growth and success of teacher candidates
  • Experience in mentorship or coaching of new & emerging educators
  • Competency and comfort with current technology and online systems of communication & digital course management; including but not limited to email (Microsoft Outlook), virtual video conferencing (Zoom), learning management systems (D2L), university grading systems (Campus Connect), and word processing solutions (Google Suite, Miscrosoft Office, PDF documents)

Application Instructions
Please submit a cover letter, CV or resume which includes applicable licensure and classroom teaching experience, and one letter of recommendation.
Considerations:
Exceptions to standard rates may apply to courses with unique credit hours, supervision, labs, clinical/practicum courses, coaching, administrative tasks, and courses that are either over-enroled or under-enrolled.
General Compensation/Benefits Statement:
DePaul University has provided a compensation range that represents its good faith estimate of what the University may pay for the position at the time of posting. The salary offered to the selected candidate will be determined based on factors such as (but not limited to) the qualifications, education, experience, and training of the selected candidate, the scope and responsibilities of the position, departmental budget availability, internal salary equity considerations, and available market information.
DePaul University offers a variety of benefit options for qualified part-time employees. Further information regarding benefits can be found here: https://offices.depaul.edu/human-resources/benefits/part-time/Pages/default.aspx
About DePaul University's Academic Calendar:
Except for the College of Law, DePaul University operates on a quarter system. Classes in Autumn, Winter, and Spring quarters are 11 weeks in length (including finals week) and Summer courses, in two sessions, are typically 5 weeks in length. The College of Law operates on the semester system. Classes in the Fall and Spring semesters are 16 weeks in length (including finals week) and it offers a Summer Session of 7 weeks (including final exams).

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