Assistant Professor, Special Education

Assistant Professor of Education, Special Education

LOCATION: Wayland Baptist University (WBU) – Plainview Campus

ACADEMIC SCHOOL: Don

A. Williams School of Education and EXSS

SUPERVISED BY: Dean, Don

A. Williams School of Education and EXSS

POSITIONS SUPERVISED: Teacher candidates and/or graduate students in Special Education programs; may assist in supervision of clinical teachers, interns, and candidates in field-based settings.

GENERAL RESPONSIBILITIES: Wayland Baptist University is an intentionally Christian institution of higher education. Faculty members are expected to support and advance the mission, vision, and identity of the University through their teaching, service, and professional conduct. Faculty should model an authentic Christian faith through personal interactions, professional responsibilities, and engagement with students and the broader community.

The Assistant Professor of Education in Special Education is primarily responsible for teaching undergraduate and graduate courses in Special Education and related fields. This includes preparation of teacher candidates and graduate students, particularly in areas aligned with Special Education, assessment, and educational diagnostics. The faculty member is also expected to mentor and advise students, support certification pathways, and contribute to program development.

• Prepare and teach twenty-four (24) semester hours each academic year as part of a 9‑month contract, with assignments in Special Education and related areas aligned to the faculty member’s expertise.
• Understand and abide by FERPA regulations and all university policies related to student privacy and records.
• Be willing to teach in multiple instructional modalities, including face‑to‑face, online, hybrid, and hyflex formats, as needed to meet program and institutional needs.
• Maintain accurate and up‑to‑date records of student expectations and performance within the University’s LMS (Blackboard Ultra), including at minimum:
  • Syllabus posted by the start of the term
  • Grades updated on a weekly basis
  • Attendance updated after each class session (as applicable)
• Submit final grades through Student Services by established deadlines and provide additional student performance information as required, including:
  • Midterm grades (for 16‑week terms)
  • Last date of attendance for failing grades
  • Other reports requested by Student Success or Athletics
• Maintain required documentation, including grades, attendance, and course materials, and submit reports when requested, ensuring compliance with institutional and program expectations.
• Abide by accommodations and directives provided by the Title IX Coordinator and/or Disability Services Coordinator
  , ensuring appropriate support for all students.
• Maintain a minimum of ten (10) office hours per week and be available to students outside of scheduled class times in accordance with university policies.
• Be available on campus five (5) days per week and participate fully in departmental and institutional responsibilities.
• Dress professionally and appropriately for assigned duties and responsibilities.
• Provide academic advising to undergraduate and graduate students, including knowledge of degree requirements, certification pathways, and registration processes.
• Assist the dean and faculty in developing and revising courses and programs, including those aligned with Special Education, Educational Diagnostician preparation, and educator certification standards
  .
• Serve on University, School, and Faculty committees; attend graduations, meetings, and professional development activities as required.
• Maintain competence in the use of university systems, including but not limited to:
  • Blackboard Ultra
  • Colleague
  • Perceptive Content
  • Slate
  • Student Services systems
    15.
• Participate in and support field‑based experiences and clinical practice in accordance with Texas Administrative Code (TAC) §228 requirements
  , including collaboration with school districts, support of clinical teachers and interns, and adherence to Educator Preparation Program (EPP) expectations.
• Contribute to program alignment and compliance with TAC §239 (standards for educator preparation and…