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Professional Learning Coordinator Jobs in Michigan

TaskUs

Learning Experience Manager

Detroit, MI · On-site +1

$97K - $145K/yr

Moreover, we actively encourage internal mobility and professional growth at all stages of an ... The Learning Experience Manager will also be responsible for coordinating, organizing, and ...

TaskUs

Learning Experience Manager

Detroit, MI · On-site +1

$97K - $145K/yr

Moreover, we actively encourage internal mobility and professional growth at all stages of an ... The Learning Experience Manager will also be responsible for coordinating, organizing, and ...

TaskUs

Learning & Development Manager

Novi, MI

$97K - $145K/yr

Moreover, we actively encourage internal mobility and professional growth at all stages of an ... The Learning Experience Manager will also be responsible for coordinating, organizing, and ...

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Professional Learning Coordinator information

What does a professional learning coordinator do?

A Professional Learning Coordinator is responsible for designing, implementing, and managing professional development programs for educators or staff within an organization. They assess training needs, develop learning materials, coordinate workshops and seminars, and evaluate the effectiveness of these programs. Their goal is to enhance employee skills, promote continuous learning, and ensure that professional development aligns with organizational objectives.

How does a professional learning coordinator typically collaborate with educators and administrative staff to implement training programs?

A Professional Learning Coordinator frequently works closely with teachers, instructional coaches, and administrators to identify training needs, design effective learning experiences, and schedule professional development sessions. Collaboration often involves facilitating feedback sessions, tailoring content to diverse teaching teams, and ensuring alignment with district or organizational goals. Coordinators also act as a bridge between staff and leadership, helping to communicate new initiatives and gathering input to refine ongoing programs. This role requires strong interpersonal skills and a proactive approach to fostering a culture of continuous learning.

What are the key skills and qualifications needed to thrive as a professional learning coordinator, and why are they important?

To thrive as a Professional Learning Coordinator, you need expertise in curriculum development, adult learning theory, and program management, typically supported by a degree in education or a related field. Familiarity with learning management systems (LMS), data analysis tools, and professional development frameworks is often required. Strong communication, organizational, and facilitation skills enable effective collaboration and engagement with educators. These skills are crucial for designing impactful learning experiences that promote continuous growth and instructional improvement.

What is the difference between Professional Learning Coordinator vs Teacher?

AspectProfessional Learning CoordinatorTeacher
Required CredentialsTypically requires a bachelor's degree in education or related field; often a teaching license or certificationRequires a bachelor's degree in education; state certification or licensure usually necessary
Work EnvironmentWorks with educators, administrators, and staff to develop training programs, often in school districts or educational organizationsClassroom setting, directly instructing students in various subjects
Employer & Industry UsageEducational institutions, school districts, training organizationsSchools, private or public educational institutions

While both roles require educational credentials and focus on improving teaching practices, the Professional Learning Coordinator primarily designs and manages professional development programs, whereas teachers focus on classroom instruction and student learning. The Coordinator role is more administrative and program-focused, often working behind the scenes to support educators' growth.

Professional Learning Coordinator jobs near you
Infographic showing various Professional Learning Coordinator job openings in Michigan as of August 2026, with employment types broken down into 1% As Needed, 70% Full Time, 26% Part Time, and 3% Contract. Highlights an 84% Physical, 1% Hybrid, and 15% Remote job distribution.

Clinical Assistant Professor of Online Programs, Clinical/Applied Learning, and Student Success

Dearborn, MI • On-site

University of Michigan-Dearborn
Colleges, Universities, and Professional Schools • 1 - 5K employees
Learn more about University of Michigan-Dearbornexternal

Full-time

Re-posted 9 days ago

Job description

Description
Job Summary
The College of Education, Health, and Human Services at the University of Michigan - Dearborn is seeking a non-tenure track Clinical Assistant Professor of Online Programs, Clinical/Applied Learning, and Student Success with a 12-month appointment. We are seeking a candidate to complement our expanding CEHHS Online programming. The position begins no later than Fall 2026.
The successful candidate will provide leadership and support for students in online and hybrid programs across the College of Education, Health, and Human Services with particular attention to onboarding, advising, retention, clinical/applied experiences, and student progression through degree or certification pathways. This role will also support the continued development of online pathways, including transfer partnerships, community college collaborations, and clinically or professionally embedded learning experiences.
This position is open to candidates with expertise in Education and/or Health and Human Services or a closely related field. The selected candidate will be appointed to the department most closely aligned with their background and qualifications and may teach in either the Department of Education and/or the Department of Health and Human Services. The department home will be determined based on the candidate's disciplinary background, expertise, and programmatic fit.
Occasional state-wide travel or on-campus presence may be required for meetings, orientations, partnership development, student support, clinical/applied learning coordination, or program events. The successful candidate will lead, teach, research, and serve as follows:
Responsibilities
Online Student Success & Program Coordination (25 - 50%)
  • Serve as a primary faculty contact and student success resource for students enrolled in designated online or hybrid CEHHS programs.
  • Support onboarding and orientation experiences for incoming online students.
  • Provide proactive, holistic academic support to students from admission through program completion.
  • Monitor student progress and collaborate with advisors, program directors, and faculty to identify and support students who may need additional assistance.
  • Develop communication strategies to keep online students informed of program requirements, deadlines, and academic opportunities.
  • Foster a supportive, inclusive, and engaging online learning community.
  • Support retention, progression, and completion initiatives across CEHHS online pathways.
  • Collaborate with faculty and staff on scheduling, course sequencing, and student progression needs.
  • Collaborate with the team members of the Hub for Teaching and Learning Resources (often referred to as the "Hub"). This team collaborates with faculty to strengthen a campus teaching culture rooted in scholarship that supports student learning, encourages measured pedagogical risk-taking, fosters teaching for equity, and builds community among faculty and students.
  • Assist with program planning for online and transfer pathways, including community college partnerships (e.g., 2+2 or similar pathway models).
  • Support in-person and virtual recruitment efforts for online programs, including information sessions, prospective student engagement, and communication with partner institutions.
  • Maintain accurate student support, advising, and program coordination records in appropriate institutional systems.
  • Contribute to data-informed decision-making related to enrollment, retention, progression, and completion.

Teaching & Applied Learning Coordination (25 - 50%)
Depending on the candidate's area of expertise and departmental appointment, the successful candidate may:
  • Contribute to continuous improvement of clinical and applied learning models.
  • Support accreditation, licensure, certification, or professional standards processes as applicable to the candidate's program area.
  • Teach undergraduate and/or graduate courses in the candidate's area of expertise in online, hybrid, and/or in-person modalities.
  • Support clinically embedded or applied coursework connected to field, practicum, internship, student teaching, apprenticeship, or professional learning experiences.
  • Collaborate with faculty to ensure alignment between digitally-accessible coursework, program outcomes, clinical/applied learning expectations, and accreditation or professional standards.
  • Possible teaching areas may include, but are not limited to:
    • Online learning and professional preparation
    • Educational technology or digital pedagogy
    • Teacher preparation, teaching and learning, and clinical supervision
    • Health education, public health, health promotion, or community health
    • Human services, family studies, child and youth development, or community-based practice
    • Professional seminars, practicum/internship seminars, or applied learning courses
    • Student success, leadership, equity, or professional development courses

For candidates appointed in Education, this may include supporting student teaching, apprenticeship placements, teacher certification pathways, and partnerships with Birth-Grade 12 schools and districts.
For candidates appointed in Health and Human Services, this may include supporting practicum, internship, community-based learning, health education, human services, public health, or related applied professional experiences.
Research (5-10%)
As a clinical faculty member, the successful candidate will be expected to remain professionally active and contribute to practice-based scholarship, program improvement, and/or applied research.
  • Collaborate with program faculty and students regarding online programming and clinical-experience related research.
    • Publish related research with program faculty and students
    • Deliver presentations at state/national/international conferences with students and faculty
  • Engage in scholarly or professional activity related to online learning, clinical/applied preparation, student success, educator preparation, health and human services, or related areas.
  • Collaborate with CEHHS faculty, staff, students, and external partners on program evaluation, applied research, or continuous improvement initiatives.
  • Contribute to publications, reports, professional learning materials, or other scholarly products as appropriate.
  • Remain current in the candidate's professional field and in best practices related to online teaching and student success.

Service (5 - 10%)
  • Attend Department of Education or Department of Health and Human Services (once a month) and College of Education, Health, and Human Services faculty meetings (once a semester)
  • Engage in community partnerships across the state of Michigan that support online programming
  • Serve on department, college, or university committees as assigned.
  • Participate in accreditation, assessment, and continuous improvement processes.
  • Contribute to program development, curriculum alignment, and online pathway initiatives.
  • Support community, school, health, human service, and/or professional partnerships.
  • Participate in faculty development opportunities related to online teaching, student success, accessibility, inclusive pedagogy, and applied learning.
  • Represent CEHHS in recruitment, outreach, and partnership-building activities.
  • If in Education, participate in statewide DARTEP meetings 4x a year

Qualifications
Required Qualifications
  • Earned doctorate in Education, Health, Human Services, Public Health, Health Education, Educational Leadership, Teacher Education, Educational Psychology, Learning Sciences, Social Work, Human Development, or a closely related field. Highly qualified ABD candidates will be considered at the clinical instructor level.
  • Experience teaching, advising, mentoring, supervising, or supporting students in culturally and linguistically diverse settings such as higher education, professional preparation, health education, public health, human services, community-based services, clinical/applied learning, PK-12, or related professional settings.
  • Demonstrated ability to teach online, hybrid, face-to-face, clinically embedded, and/or technology-enhanced courses.
  • Experience with online program development, coordination, or administration.
  • Experience supporting students in online degree-completion, transfer, 2+2, or pathway programs.
  • Commitment to student success, retention, access, and completion, particularly for online, transfer, adult, working, first-generation, and/or nontraditional students.
  • Demonstrated ability to effectively integrate instructional and educational technologies-including learning management systems, digital pedagogical tools, simulation, virtual supervision, and video-based observation platforms (e.g., GoReact)-to support teaching, communication, advising, and online student engagement.
  • Strong organizational, communication, interpersonal, and collaboration skills.
  • Ability to manage multiple priorities and deadlines.
  • Excellent oral and written communication skills.

Desired qualifications:
Preferred candidates may demonstrate one or more of the following:
  • Experience with academic advising, student success coaching, retention initiatives, or progression monitoring.
  • Experience coordinating or supporting clinical placements, student teaching, practicums, internships, apprenticeships, field experiences, or community-based learning.
  • Experience working with external partners such as schools, districts, community colleges, healthcare organizations, human service agencies, nonprofit organizations, or community partners.
  • Experience with accreditation, assessment, licensure, certification, or professional standards processes.
  • Experience teaching or mentoring students preparing for professional roles in education, health, human services, or related fields.
  • Experience supporting multilingual learners, diverse learners, or students from historically underserved communities.
  • Current or prior professional licensure, certification, or credentialing relevant to the candidate's field.
  • Demonstrated commitment to building sustainable, trust-based partnerships that support student learning, workforce development, educator preparation, health promotion, community engagement, or human service delivery.
  • Evidence of professional activity, applied scholarship, or research related to online learning, student success, clinical/applied preparation, or the candidate's disciplinary area.

Application Instructions
How to Apply
Applicants should submit all of their application materials through Interfolio at https://apply.interfolio.com/188379. Only electronic submissions will be accepted. For additional information, contact Mr. Jonathan Larson, (313) 593-5090 or jonalars@umich.edu, Associate Director of Curriculum, Transfer and Enrollment Initiatives, Teaching & Learning Clinical Faculty Search. The search process will begin immediately and continue until the position is filled.
Application Requirements:
Candidates should submit the following:
  1. Cover letter summarizing how experience addresses position qualifications
  2. Curriculum vitae
  3. Statement of teaching philosophy
  4. Unofficial copies of transcripts
  5. Contact information for three professional references

Apply