Teacher Education Adjunct Faculty - Fall 2026 (Hilltop Campus)

Job Title:

Teacher Education Adjunct Faculty - Fall 2026 (Hilltop Campus)

Job Summary:

• Our Mission:
• The University of San Francisco (USF) is a private, urban University with a global perspective that educates leaders who will fashion a more humane and just world. The University offers undergraduate, graduate, and professional students the knowledge, skills, and values needed to be leaders in their field, life-long learners, and in service to others. USF draws from the cultural, intellectual, and economic resources of the San Francisco Bay Area and its location on the Pacific Rim to enrich its educational programs.

The USF Teacher Education program (TED) prepares strong, dedicated, and creative teachers for today’s increasingly diverse schools. The teachers we graduate are reflective practitioners who foster intellectual growth, holistic development, and multicultural democratic community in their classrooms and schools. They strive to provide their students – especially those most vulnerable to systemic injustices – an equitable, responsive, and empowering education. Our graduates develop a vision informed by principles and theories of education, and an array of pedagogical and conceptual tools grounded in classroom practice. At the same time, they understand the challenges and complexities of teaching, especially within urban contexts.

Full Job Description:

The Teacher Education Department in the School of Education at the University of San Francisco is seeking adjunct instructors to teach the courses listed below. Positions are available Fall 2026. Below are descriptions of the courses that need staffing. All of but one of these positions are hybrid and require in-person instruction in San Francisco throughout the Fall semester.

Course Number

TEC 610: Learning and Teaching

Course Description

• Explores key elements of learning and teaching in socio-culturally diverse classrooms. Provides opportunities for candidates to practice curriculum design, assessment, approaches to discussion, collaborative learning, and problem-solving related to classroom dynamics. Draws connections between learning theories and teaching practices. Topics include: purposes of schooling; addressing diverse needs, backgrounds, and strengths of students; engaging students in meaningful learning experiences; and developing as a reflective practitioner. Requires additional fieldwork such as classroom observations at a school site.
• 3.000 Credit hours

Course Schedule

Class meets on Mondays from 4:45-7:15 pm. Dates: August 24-December 9.

Credits/Compensation

Compensation is $2,329 per credit.

Format

This course will be offered as a Hybrid learning format for Fall 2026 (meeting 12 times in person and 3 times remotely).

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Course Number

TEC 643: Education of Exceptional Children

Course Description

• Introduction to special education that recognizes the differences and the similarities of the needs of exceptional and non-exceptional pupils, utilizes nondiscriminatory assessment of such needs, and applies diagnostic information toward modification of school curricula and instructional methods and materials, including study of assistive and adaptive technologies for the classroom.
• 3.000 Credit hours

Course Schedule

Class meets on Wednesdays from 4:45-7:15 pm. Dates: August 24-December 9.

Credits/Compensation

Compensation is $2,329 per credit.

Format

This course will be offered as a Hybrid learning format for Fall 2026 (meeting 12 times in person and 3 times remotely).

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Course Number

TEC 605/6/7: Multiple Subject Student Teaching II/III

Course Description

• These class is the second and third in a series of three field experience courses designed for teacher credential candidates to engage in curriculum, instruction and classroom practices in the public schools at the TK -12 levels. The main focus of the supervised teaching seminar is supporting students as they complete their full time fieldwork experience. Students will engage in critical reflection of their practice and collaborate with instructors and peers to connect their program coursework with experiences in the field. This seminar will focus on the seven Teacher Performance Expectations (TPEs) as indicated in the course objectives. The seminar, in combination with classroom observations, will provide students the opportunity to discuss instructional strategies and methodologies, as well as problems and issues in public education. It will also provide classroom-based support while students complete the Teacher Performance Assessments (TPAs).
• 3.000 Credit hours

Course Schedule

Class meets on Mondays from 4:45-7:15 pm. Dates: August 17 -December 9.

Credits/Compensation

Compensation is $2,329 per credit.

Format

This course will be offered as a Hybrid learning format for Fall 2026 (meeting 12 times in person and 4 times remotely).

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Course Number

TEC 623/626/644: Single Subject Curriculum & Instruction I: Arts and Movement

Course Description

This is a combined Single Subject Curriculum and Instruction course for students seeking Dance, Visual Art and Physical Education credentials.

Dance: In this course, dance candidates will demonstrate the ability to teach the state-adopted student standards for dance, familiarity with national student content standards for dance, and literacy in the artistic discipline of dance, including helping students understand the history, purposes, and roles of dance in society. Through this course, it is expected that candidates will come to appreciate and understand the importance of arts instruction for creating a democratic and just society. The course explores backward design as a way to construct a meaningful and academically rigorous curriculum. Dance candidates will apply educational concepts with specific classroom examples, create an outline of a year-long dance arts program for their chosen K-12 grade level, and acquire strategies grounded in critical pedagogy that meet the needs of diverse learners in the classroom. This is the first course in a two-course sequence required for candidates seeking a base CA single subject teaching credential in Dance. Candidates seeking to add a supplemental CA single subject teaching credential in Dance to their base teaching credential are required to take this first course in the sequence to fulfill their methods course requirement.

Physical Education: In this course, Physical Education credential candidates will demonstrate the ability to teach high-quality, state-adopted student standards for P.E., familiarity with national student content standards for P.E., and the importance of accessible physical education programs for all students. Throughout this course, candidates will explore how to support their K-12 students in learning the skills and knowledge to be physically active while also building confidence and positive attitudes necessary to participate in physical activities. The course explores backward design as a way to construct a meaningful and academically rigorous curriculum. Physical Education candidates will apply educational concepts with specific classroom examples, create an outline of a year-long P.E. program for their chosen K-12 grade level, and acquire strategies grounded in critical pedagogy that meet the needs of diverse learners in the classroom.

Visual Art: In this course, Visual Arts credential candidates will demonstrate the ability to teach the state-adopted student standards for Visual Arts, familiarity with national student content standards for Visual Arts, and literacy in the artistic discipline of Visual Arts, including helping students understand the history, purposes, and roles of dance in society. Through this course, it is expected that candidates will come to appreciate and understand the importance of arts instruction for creating a democratic and just society. The course explores backward design as a way to construct a meaningful and academically rigorous curriculum.