ZipRecruiter

Log In

1

Teacher Preparation Jobs (NOW HIRING)

Alvin ISD

Student Teachers

Alvin, TX

Alvin ISD welcomes the opportunity to partner with colleges, universities and Teacher Preparation Programs in providing formal student teaching/Intern placements within our district. We like to hire ...

previous pagenext page

Showing results 21-40

All JobsTeacher Preparation Jobs

Teacher Preparation information

See salary details

$21K

$46.6K

$69.5K

How much do teacher preparation jobs pay per year?

As of Aug 6, 2026, the average yearly pay for teacher preparation in the United States is $46,590.00, according to ZipRecruiter salary data. Most workers in this role earn between $33,500.00 and $57,000.00 per year, depending on experience, location, and employer.

What is teacher preparation?

Teacher preparation refers to the educational programs and training that individuals undergo to become certified teachers. These programs typically include coursework in pedagogy, subject-specific instruction, and supervised teaching experiences such as student teaching. The goal is to equip future teachers with the knowledge, skills, and practical experience needed to effectively teach and manage classrooms. Teacher preparation can take place at colleges, universities, or through alternative certification programs. Requirements vary by state or country, but most involve both academic and practical components.

What are some common challenges faced during teacher preparation programs, and how can candidates overcome them?

Teacher preparation programs often require balancing rigorous coursework with hands-on classroom experience, which can be challenging for candidates managing multiple commitments. Adapting to diverse classroom environments and learning to apply theory in real-time situations are also common hurdles. To overcome these challenges, it's helpful to develop strong time-management skills, seek support and feedback from mentors, and actively engage in reflective practice to continuously improve teaching methods. Building a supportive peer network within the program can also provide valuable guidance and encouragement.

What is the difference between Teacher Preparation vs Teacher Certification?

AspectTeacher PreparationTeacher Certification
Required CredentialsDegree in Education or related field, coursework, student teachingCertification exam, background check, and application process
Work EnvironmentTeacher training programs, colleges, universitiesLicensed teachers working in schools
Industry UsagePrepares individuals to become teachersValidates and authorizes individuals to teach professionally

Teacher Preparation involves completing coursework and student teaching to gain foundational skills, while Teacher Certification is the official process of obtaining licensure to teach in schools. Preparation is the educational groundwork; certification grants legal authority to teach. Both are essential steps in becoming a licensed teacher, with preparation focusing on training and certification on credentialing.

What are the key skills and qualifications needed to thrive in teacher preparation, and why are they important?

To thrive in Teacher Preparation, you need a solid understanding of educational theory, curriculum development, and teaching methodologies, often supported by a bachelor’s degree in education and state teaching certification. Familiarity with learning management systems (LMS), assessment software, and classroom technology tools is typically required. Strong communication, organization, and adaptability are soft skills that help future teachers effectively engage students and manage diverse classrooms. These skills and qualities are essential to prepare competent educators who can foster student learning and succeed in dynamic educational environments.
More about Teacher Preparation jobs
What cities are hiring for Teacher Preparation jobs? Cities with the most Teacher Preparation job openings:
What states have the most Teacher Preparation jobs? States with the most job openings for Teacher Preparation jobs include:
What job categories do people searching Teacher Preparation jobs look for? The top searched job categories for Teacher Preparation jobs are:
Teacher Preparation jobs near you
Infographic showing various Teacher Preparation job openings in the United States as of August 2026, with employment types broken down into 1% As Needed, 75% Full Time, 21% Part Time, 1% Temporary, and 2% Contract. Highlights an 94% Physical, 2% Hybrid, and 4% Remote job distribution, with an average salary of $46,590 per year, or $22.4 per hour.

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

DePaul University

Chicago, IL • On-site

Full-time

Re-posted yesterday

DePaul University rating

7.2

Company rating: 7.2 out of 10

Based on 29 frontline employees who took The Breakroom Quiz

383rd of 615 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.
Observations are in-person experiences and supervisors are required to be in-person, in schools with their students for observation and feedback. The College of Education does not offer virtual supervision opportunities. Student check-in meetings and feedback sessions are welcomed to be in-person or virtual via Zoom. Supervisors must be willing and able to supervise in-person and travel to sites/schools in order to be considered.
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, K-2)
  • 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, or Master's degree in a related field of the content area
  • 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 and a CV/resume which includes applicable licensure and classroom teaching experience (or applicable content area experience). In your cover letter, please touch on your alignment with DePaul University's Vincentian values and mission.
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).

What DePaul University employees say

Pay

Benefits

Hours and flexibility

Workplace

Get the full story on Breakroom

Apply