Assistant or Associate Professor in Special Education

Who We Are

The School of Education (SOE) at Loyola Marymount University (LMU), a Carnegie-classified R2 institution in the mainstream of American Catholic higher education, seeks outstanding applicants for a tenure-track faculty position in Special Education who value its mission and share its commitment to inclusive excellence and the building of a just society.

LMU is federally recognized as a Hispanic-Serving Institution (HSI) and an Asian American and Native American Pacific Islander-Serving Institution (AANAPISI) and is recognized by the State of California as a Black-Serving Institution (BSI). These designations reflect the university's continuing commitment to supporting student success, belonging, and thriving within a diverse academic community. As a Catholic, Jesuit, and Marymount University, LMU values faculty who engage students as whole persons and pursue scholarly work that promotes justice, equity, and the Common Good.

The successful candidate will demonstrate a commitment to LMU's teacher-scholar model. A teacher-scholar conducts research and creative work that contributes to the larger body of knowledge while setting an example for the importance of lifelong learning. A teacher-scholar at LMU is dedicated to (1) teaching a diverse student body in a transformative learning environment, (2) developing a thriving portfolio of research and mentoring students, (3) participating in service activities at the academic, professional, and/or community levels, and (4) working toward greater equity, inclusion, belonging, and accessibility for all in the profession.

For more information about our current faculty, please visit Join Our Faculty .

Appointment Type and Details

This is a tenure-track position at the Assistant or Associate Professor rank appointment starting in fall of the academic year 2027-2028. Applicants must hold a doctorate in special education or a closely related field. Applicants must hold a doctorate in special education or a closely related field at the time application is submitted.

Position Specific Accountabilities/ Responsibilities

The candidate will be expected to engage in teaching, scholarship, and leadership across all facets of the special education program, including undergraduate, credential, and MA coursework. Responsibilities include leading program development, curriculum design, and continuous improvement; supporting accreditation and program review activities; and advancing strategic growth efforts to ensure programs remain responsive to educator workforce needs, current research, state credential requirements, and the needs of students, families, schools, and communities.

The successful candidate will demonstrate a commitment to LMU's teacher-scholar model. A

teacher-scholar conducts research and creative work that contributes to the larger body of knowledge while setting an example for the importance of lifelong learning. A teacher-scholar at LMU is dedicated to (1) teaching a diverse student body in a transformative learning environment, (2) developing a thriving portfolio of research and mentoring students, (3) participating in service activities at the academic, professional, and/or community levels, and (4) working toward greater equity, inclusion, belonging, and accessibility for all in the profession.

TEACHING

• •Typically teach 9 units per semester (3/3 annual courseload).
• •Teach courses in credential, certificate, and MA programs, particularly in the area of special education
• •Design curriculum and prepare syllabi according to the collective goals and objectives of the department, program, and California Commission on Teacher Credentialing (CTC) standards.
• •Advise and mentor students.
• •Stay abreast of the emerging research and education trends and apply them to teaching and program improvement

RESEARCH

• •Maintain an active scholarship and research agenda, and publish and disseminate scholarship through peer-reviewed and conference outlets.
• •Participate in grant-making and fundraising activities to support their research agenda and program development

SERVICE

• •Collaborate with faculty and department leadership in the ongoing review, revision, alignment, and continuous improvement of special education courses and program to ensure responsiveness to state credential requirements, accreditation standards, contemporary research, and PK-12 partner needs.
• •Contribute to the strategic growth and advancement of special education courses through program assessment, candidate support initiatives, grant management, and collaboration with school and community partners.
• •Participate in department, college, and university committees.
• •Provide service to professional organizations.
• •Engage with our partnership schools and organizations.

Required Qualifications

• •Doctorate in special education or related field.
• •Special education teaching credential, issued by a US state credentialing agency.
• •At least three years of experience teaching multilingual and racially diverse students with disabilities in PK-12 schools.
• •Evidence of at least two years of successful graduate-level teaching experience, both in-person and/or online.
• •Three or more peer-reviewed publications in a scholarly record connected to special education, inclusive education, disability studies in education, teacher preparation, or related areas.
• •Knowledge of high-leverage practices and multi-tiered systems of support, as well as their limitations, especially for multilingual learners and under-resourced communities.
• •Knowledge of state and national professional standards and other applicable licensure and accreditation standards in the area of special education.
• •Knowledge of the law governed by the Individuals with Disabilities Education Act of 2004.

Preferred Qualifications

• •Experience leading, coordinating, designing, revising, or evaluating teacher preparation and/or alternative certification programs in special education.
• •Experience with state credentialing, accreditation, assessment, or continuous improvement processes for teacher preparation programs.
• •Familiarity with state performance assessments (e.g. edTPA).
• •Demonstrated experience collaborating effectively with faculty, staff, and other stakeholders to advance shared programmatic goals.

Department Summary

• •The Department of Teaching and Learning prepares future K-12 educators to work in schools across all educational sectors (e.g., Catholic, independent, charter, and traditional public schools). We offer preliminary single-subject, multiple-subject, and mild/moderate support needs (MMSN) education specialist instruction California credentials, bilingual authorization, alternative certifications, and three Master of Arts (MA) Programs. Our programs span the range of teacher preparation pathways: intern, traditional student teacher model, and residency programs. Additionally, we prepare future Catholic educators through our CAST and PLACE preparation programs. Our programs are offered via in-person, hybrid, and online formats, serving diverse K-12 students and school partners across California. The state credential programs are accredited by the California Commission on Teacher Credentialing.
• •Building on our strong tradition of engaged and applied scholarship, the Department seeks faculty who are deeply connected to and integrated within the communities they study. Department faculty collaborate and work together to design programs that are current and that offer solutions to meet the needs of schools. Leveraging their scholarship to inform their teaching, and vice versa, faculty set the path forward as we grow areas of critical study into regional and national strengths.

How To Apply

The application deadline is January 8, 2027. Questions regarding this position may be directed to Dr. Ernesto Colin, Search Committee Chair, Professor in the Department of Teaching & Learning, ernesto.colin@lmu.edu .

The following application materials mus