I Became a Principal in 1986: The Job Description Hasn't Stopped Growing
In 1972, the loudest thing in my school was the mimeograph. Purple ink stained my fingers, a smoking lounge sat two doors down from the teachers' room, and the biggest Tuesday crisis was a jammed filmstrip projector.
Fast forward to a random Tuesday last spring. Before the coffee cooled, the principal who now fills this role likely answered a parent email at 6:47 a.m. about a TikTok fight that had not happened yet, refereed a debate over whether ChatGPT counts as plagiarism, revised an active-shooter drill, and still had two teacher observations before lunch.
Same building. Same age of kid. Entirely different job.
If you are eyeing school leadership, or already sitting in the chair wondering if your exhaustion is normal, pull up a seat. Here is what my years in public education has taught me, and what I wish somebody had slipped under my door the night before I opened my first principal's office in 1986.
The Job Quietly Tripled. The Day Did Not.
I inherited my first principalship in the long shadow of A Nation at Risk, the 1983 federal report that warned of a "rising tide of mediocrity" in American schools (National Commission on Excellence in Education 1983). Overnight, principals stopped being building managers and became instructional reformers. Then came No Child Left Behind. Then Race to the Top. Then a pandemic. Then culture wars. Then AI.
Each wave added responsibilities. None ever quite removed the old ones.
The receipts are ugly. Nearly one in five principals leaves their school every year, climbing to 21 percent in high-poverty schools (Learning Policy Institute and NASSP 2023). One in two now expects to exit the profession within three years (NASSP 2022). That is not weakness. That is a role that keeps growing while the school day stays exactly 6.5 hours long.
The Family at the Kitchen Table Isn't the Family the Handbook Imagined
Principal-prep in the 1980s was designed for a Norman Rockwell demographic. In 1970, 92 percent of American children lived with two parents, and married couples ran 71 percent of households. By 2022, married couples ran just 47 percent (U.S. Census Bureau 2024). Grandparents, guardians, blended households, and cohabiting partners now raise the kids who fill our hallways.
Which means a permission slip that asks for "parent signature" is not neutral. A single Tuesday-at-6-p.m. back-to-school night is not equity. A discipline call that reflexively asks for "Mom or Dad" can wound a kid who lives with an aunt.
New leaders, this is your first mindset shift. Assume nothing about who is picking up the child. Ask. Then rebuild your calendar, your paperwork, and your emergency protocols around the family you actually have, not the one the 1975 policy manual sketched.
Politics Used to Stop at the Front Door. Now It Livestreams.
In 1986, school board meetings were sleepy affairs where the fiercest debate was cafeteria mystery meat. Today, they are livestreamed, weaponized, and clipped for social media before the gavel drops. In Crook County, Oregon, a superintendent was pushed out less than six months into her tenure over a national-scale fight about parental rights and curriculum (Oregon Public Broadcasting 2025). She is not the exception. She is the new baseline.
Book bans, pronoun policies, immigration anxieties, religious accommodations, and viral parking-lot videos all now land on the principal's desk, often before homeroom. A misstep that in 1986 earned a stern phone call today earns a viral post before dismissal.
My hard-won counsel: get clear on your convictions before the storm arrives, because the storm always arrives. Write down what you believe about children, safety, equity, and families. When the pressure hits, you will not have time to figure it out. You will only have time to act from what is already inside you.
Technology Went From Servant to Sparring Partner
In 1972, technology meant the ditto machine. In 1986, I was thrilled about one Apple IIe in the library. In 2013, we were still bickering about cell phones. Today, artificial intelligence tops the list of state EdTech priorities for the very first time (SETDA 2025).
Meanwhile, pandemic relief funds have expired, budgets are shrinking, and districts are juggling hundreds of edtech tools while parents ask, reasonably, which ones are actually teaching their child (Lightspeed Systems 2025). Researchers now describe school leaders as catalysts, curators, champions, cultivators, and connectors of AI (Ghamrawi et al. 2025). Translation: your job is no longer to master the tool. Your job is to build a culture that can absorb the next tool, and the one after that, without losing sight of the kid in front of you.
Pick one AI use case per semester. Learn it deeply with your teachers. Evaluate it honestly. Do not chase every shiny thing, and please do not fake fluency. Kids can smell that from the back of the auditorium.
What I'd Slip Into 1986 Me's Briefcase
Four notes, and the ink would still be wet.
First, the loneliest part of leadership is not criticism. It is the decisions no one else can make for you. Build a personal board of directors early. Two peers in other buildings, one honest mentor, one friend outside education entirely. Call them before you are drowning, not after.
Second, protect your instructional core like it is oxygen. Budgets, buses, boilers, and board politics will eat every waking hour if you let them. A recent systematic review of nearly forty years of burnout research found that the leaders who lasted were the ones who stayed connected to teaching and learning, not the ones who mastered compliance (DeMatthews et al. 2024). Block classroom time every week and defend it like a starting quarterback defends the pocket.
Third, you are now a talent scout. About 411,500 U.S. teaching positions are either vacant or filled by educators not fully certified for the role, roughly one in eight (Learning Policy Institute 2025). Recruit like a college coach. Retain like a marriage counselor. Coach like a life depends on it, because one does.
Fourth, take care of your body. This job grades you on stamina. The cup does not refill in the school parking lot at 9 p.m. Sleep. Move. Eat food that grew from dirt. The kids need you here for the long game.
The Hardships Nobody Warns You About
Because false optimism has never helped anyone.
You will be second-guessed in public by people who have not spent five minutes in your building. You will make a call that hurts one family to protect twenty, and the one family will hate you, and you will lie awake wondering. You will lose a colleague to burnout and feel it in your chest for months. You will have to release a teacher who is genuinely trying but genuinely not right for children. You will grieve with families in ways no course prepared you for.
You will also be told, sometimes to your face, to smile more, worry less, and stop taking things so personally. Ignore that. Take it personally. Not to the point of destruction, but to the point of caring. The day school leadership stops feeling personal is the day you should hand in your keys.
The Ball Is in Your Hands
I started in 1972 believing a good school could change a life. Fifty-four years later, I know a good school leader can change a hundred lives at once, and a great one can change the trajectory of a neighborhood. That truth survived the mimeograph. It will survive the algorithm.
So here is the ball.
Veterans, mentor someone this year. Not eventually. This year. Pick one aspiring principal or brand-new AP and tell them what worked and what wrecked you.
Early-career readers, stop wondering. Shadow a principal. Ask hard questions. Sit through a board meeting. Then decide with your eyes wide open.
American public education does not need more people who want the title. It needs more people who want the work.
Which one are you?
References
DeMatthews, David E., David S. Knight, and Pedro Reyes. 2024. "Principal Burnout: A Systematic Review." SSRN Working Paper. https://papers.ssrn.com/sol3/papers.cfm?abstract_id=5096001.
Ghamrawi, Norma, Tarek Shal, and Najah A. R. Ghamrawi. 2025. "Effective School Leadership Enactment of GAI: A 5C's Framework for Integration." Frontiers in Education 10 (June). https://www.frontiersin.org/journals/education/articles/10.3389/feduc.2025.1561414/full.
Learning Policy Institute. 2025. "2025 Update: Latest National Scan Shows Teacher Shortages Persist." August 4. https://learningpolicyinstitute.org/blog/2025-update-latest-national-scan-shows-teacher-shortages-persist.
Learning Policy Institute and National Association of Secondary School Principals. 2023. Understanding and Addressing Principal Turnover: A Review of the Research. Palo Alto, CA: Learning Policy Institute. https://eed.communities.ed.gov/sites/default/files/2024-09/NASSP_LPI_Principal_Turnover_Research_Review_REPORT.pdf.
Lightspeed Systems. 2025. "2025 CoSN EdTech Leadership Report: 3 Urgent Challenges Facing Districts." May. https://www.lightspeedsystems.com/en_uk/blog/2025-cosn-edtech-leadership-report-3-urgent-challenges-facing-districts-and-how-lightspeed-is-meeting-the-moment/.
National Association of Secondary School Principals. 2022. Survey of America's School Leaders and High School Students. Reston, VA: NASSP. https://www.nassp.org/wp-content/uploads/2024/03/NAESP-NASSP-2024-Federal-Legislative-Agenda.pdf.
National Commission on Excellence in Education. 1983. A Nation at Risk: The Imperative for Educational Reform. Washington, DC: U.S. Department of Education. https://e4e.org/sites/default/files/a_nation_at_risk_1983.pdf.
Oregon Public Broadcasting. 2025. "Crook County School Board Ousts Superintendent After 6 Months." January 7. https://www.opb.org/article/2025/01/07/crook-county-oregon-education-school-activism-melissa-skinner-superintendent-parents/.
State Educational Technology Directors Association (SETDA). 2025. "New Report: Artificial Intelligence Tops List of State EdTech Priorities for the First Time." https://www.setda.org/news/press-releases/press-release-2025/press-release-new-report-artificial-intelligence-tops-list-of-state-edtech-priorities-for-the-first-time/.
U.S. Census Bureau. 2024. "Census Bureau Releases New Estimates on America's Families and Living Arrangements." May 30. https://www.census.gov/newsroom/press-releases/2024/families-living-arrangements.html.
More from Education
Explore related articles on similar topics
Top Paying Jobs in Education
Highest paying opportunities related to this article
ABOUT THE ROLE Under the supervision of the Learning and Development Manager, this role delivers engaging learning experiences that support employee growth, organizational effectiveness, and a culture of continuous learning. The trainer facilitates instructor-led, virtual, and blended training programs focusing on onboarding, professional development, systems training, compliance education, and leadership development for the Teachers' Retirement System (TRS) of Illinois. KEY RESPONSIBILITIES - Facilitate instructor-led, virtual, and blended learning programs for employees and leaders. - Deliver new hire onboarding programs to support employee integration and role readiness. - Coordinate and facilitate training related to professional development, leadership, systems, policies, compliance, and organizational initiatives. - Collaborate with subject matter experts to develop, update, and maintain training materials and learning content. - Support the design and implementation of learning programs using adult learning principles and instructional design best practices. - Partner with leaders and departments to identify training needs and recommend appropriate learning solutions. - Manage training logistics, including scheduling, registration, communications, materials preparation, and platform setup. - Utilize the Learning Management System (LMS) to assign, track, maintain, and report on learning activities. - Evaluate training effectiveness through participant feedback, assessments, and learning metrics to recommend improvements. - Support organizational change initiatives by developing and delivering training for new processes and systems. - Maintain accurate training records, documentation, and reporting for compliance and operational needs. MINIMUM QUALIFICATIONS - Bachelor's degree in Education, Training and Development, Organizational Development, Human Resources, Business Administration, Communications, or a related field (equivalent experience may be considered). - Three (3) years of experience in corporate training, learning and development, instructional design, or a related field. - Experience facilitating instructor-led and virtual training programs for adult learners. - Experience developing and maintaining training materials, learning resources, and job aids. - Experience administering learning activities and using a Learning Management System (LMS) or similar learning technology. - Preferred: Experience supporting onboarding, systems training, compliance training, or employee development programs. - Preferred: Relevant professional certifications (e.g., CPTD, APTD, Certified Facilitator/Trainer, CIDD, or related credentials). SPECIAL REQUIREMENTS - Ability to travel occasionally, including day trips and overnight travel, to support organizational and training needs. - Proficiency with Learning Management Systems (LMS), Microsoft Office applications, virtual training platforms, and other learning technologies. SELECTION PROCESS - Applications will be screened based on the candidate's qualifications, experience, and ability to meet the minimum requirements. - Final compensation will be determined based on the qualifications and experience of the selected candidate. HOW TO APPLY - Apply online through the organization's career portal. - End Date to Apply: August 1, 2026. - Job Requisition ID: R26_00068. EMPLOYMENT DETAILS - Location: Springfield, IL - Remote Type: Hybrid - Time Type: Full time - Agency: Teachers' Retirement System (TRS), State of Illinois - Benefits: Eligible for the State of Illinois comprehensive benefits program, including medical, dental, and vision coverage. Employees participate in the TRS retirement pension plan and have the option to contribute to additional State of Illinois deferred compensation plans.
ABOUT THE ROLE This is a full-time, permanent, unclassified, 10-month appointment at the New York State School for the Blind. The role involves working collaboratively with multi-disciplinary teams to develop, implement, and monitor a school-wide curriculum plan based on the Expanded Core Curriculum, supporting classroom instructors, and providing professional development and technical assistance. KEY RESPONSIBILITIES - Communicate and work collaboratively with multi-disciplinary teams. - Assist department leaders and classroom instructors with the development, implementation, and monitoring of a school-wide curriculum plan based on the Expanded Core Curriculum. - Participate in or facilitate curriculum review committees. - Stay informed of trends in instructional methods and educational technology. - Assist teachers in incorporating new technology into their lessons. - Provide feedback to teachers based on individual observation and student performance data. - Use data to monitor performance on New York State Learning Standards. - Provide professional development and technical assistance to support classroom instructors. - Serve as a resource to staff and teachers in the curriculum, instruction, and assessment process. - Perform other duties as requested by the Head of Department. MINIMUM QUALIFICATIONS - Bachelor's degree or higher. - Valid Teacher of the Visually Impaired Certification. - Ability to perform moderate to heavy lifting of children. - Preferred: NYS Teaching Certificate in Special Education. SPECIAL REQUIREMENTS - Must possess valid New York State teaching certification in Teacher of the Visually Impaired with active registration at the time of hire. - Continued employment depends on maintaining this valid certification and adhering to all relevant professional development and training requirements. - Candidates with initial certification must obtain a professional certification prior to the expiration of the initial certification. - Fingerprinting through the FBI and Division of Criminal Justice Services, background check with the Office of Children and Family Services, and clearance from the Justice Center Staff Exclusion List are required (fees at applicant's expense, unless fingerprints exist in the NYS TEACH System). - Verification of bachelor's degree and valid NYS teaching certification/transcripts is required at the time of interview. SELECTION PROCESS - Review of resume and letter of interest to ensure minimum qualifications are clearly met. - Verification of degree, transcripts, and valid NYS teaching certification at the time of interview. - Completion of background checks, fingerprinting, and Staff Exclusion List clearance. HOW TO APPLY - Send a resume and letter of interest by August 20, 2026, to nyssbjobs@nysed.gov (email submissions are preferred). - The resume must clearly indicate how the candidate meets the minimum qualifications. - Include the Box number (BAT-550/00124) in the subject line of the email and cover letter. - Do not submit links to application materials (e.g., Google Docs). EMPLOYMENT DETAILS - Employer: New York State Education Department (NYSED) / New York State School for the Blind - Location: Batavia, NY (Genesee County) - Job Type: Full-Time, Permanent, Unclassified Service, 10-month appointment - Vacancy ID: 211134 - Bargaining Unit: PS&T - Professional, Scientific, and Technical (PEF) - Schedule: Monday-Friday, 7:30 AM to 3:00 PM (37.5 hours per week) - Benefits: 30 hours paid personal leave annually, 12 days (84 hours) paid sick leave per school year, health/dental/vision benefits, NYS pension system or Optional Retirement Defined Contribution Plan with 8% salary match, Paid Parental Leave, Public Service Loan Forgiveness (PSLF), and deferred compensation options. - Equal Opportunity: NYSED is an equal opportunity/affirmative action employer.
ABOUT THE ROLE Part-Time, Permanent position with the New York State Education Department's Office of Education Policy at the New York State School for the Blind (NYSSB). This 10-month appointment involves providing speech-language services to students to support their communication and developmental needs. Location: New York State School for the Blind, Batavia, NY 14020 Date Posted: 03/06/2026 Applications Due: 08/20/2026 KEY RESPONSIBILITIES - Administer and interpret standardized speech/language assessments - Write speech-language reports and generate recommendations - Ensure an appropriate Individualized Education Program (IEP) is established and all mandates are fulfilled - Deliver speech-language services addressing receptive/expressive communication, feeding/swallowing disorders, augmentative/alternative communication, assistive technology, voice/fluency, and articulation/phonology - Collect and record data measuring student progress - Establish a weekly schedule ensuring all speech-language caseload mandates are met - Assist in Home-Residential-Health Center-School communication and program consistency - Perform Behavioral and Health and Safety Standards as defined in the employee handbook - Perform other duties as requested by the supervisor MINIMUM QUALIFICATIONS - Bachelor's degree or higher - New York State teaching certification in Teacher of the Speech and Hearing Handicapped (TSHH) OR a New York State teaching certification in Speech and Language Disabilities SPECIAL REQUIREMENTS - Must possess valid NYS teaching certification in TSHH or Speech and Language Disabilities with active registration at the time of hire - Continued employment depends on maintaining valid certification and active registration, including adhering to professional development requirements - Candidates with initial certification must obtain professional certification prior to the expiration of the initial certification - Fingerprinting through the FBI and Division of Criminal Justice Services, a background check with the Office of Children and Family Services, and clearance from the Justice Center Staff Exclusion List are required (fees are at the applicant's expense, unless fingerprints already exist in the NYS TEACH System) - Verification of degree, transcripts, and valid certification is required at the time of interview - Preferred qualification: NYS licensure in Speech Pathology SELECTION PROCESS 1. Application and resume review 2. Verification of bachelor's degree and valid NYS teaching certification at the time of interview 3. Background checks, fingerprinting, and clearance verification HOW TO APPLY - Send a resume and letter of interest by August 20, 2026, to nyssbjobs@nysed.gov (email submissions are preferred) - The resume must clearly indicate exactly how the minimum qualifications are met - Include the Box number (BAT-549/00127) in the subject line of the email and cover letter - Do not submit links to application materials (e.g., Google Docs) - A social security number may be required to confirm eligibility EMPLOYMENT DETAILS - Employer: New York State Education Department (NYSED) - Employment Type: Part-Time (17.5 hours per week) - Appointment Type: Permanent, Unclassified Service, 10-month appointment - Schedule: Monday through Friday, 7:30 AM to 3:00 PM - Bargaining Unit: PS&T - Professional, Scientific, and Technical (PEF) - Benefits include: - 15 hours of paid personal leave annually - 6 days (35 hours) of paid sick leave per school year - Health, family dental, and vision benefits - Enrollment in the New York State pension system or Optional Retirement Defined Contribution Plan with an 8% salary match - NYS Deferred Compensation and 403(b) Optional Retirement Savings Plan - Paid Parental Leave and Paid Family Leave - Public Service Loan Forgiveness (PSLF) eligibility - Various life insurance options - NYSED is an equal opportunity/affirmative action employer
ABOUT THE ROLE Bishop State Community College, part of the Alabama Community College System (ACCS), is seeking a full-time Health Information Technology (HIT) Instructor. Reporting to the Division Chair, this role is responsible for delivering high-quality instruction in various HIT courses. The instructor will develop engaging lesson plans, assess student learning, provide academic advising, and collaborate with faculty to maintain curriculum compliance with industry standards. The position requires flexibility to teach in traditional, hybrid, or web-based formats at varied times and locations. KEY RESPONSIBILITIES - Provide competent classroom and laboratory instruction in Health Information Technology. - Develop and implement engaging lesson plans and course materials, including syllabi and program outlines. - Assess student progress through exams, projects, and other criteria; maintain accurate records of grades, absences, and withdrawals. - Teach in varied formats (traditional, hybrid, web-based) and times (day, evening, weekend) based on student demand. - Provide clinical supervision at approved sites as needed. - Offer academic and career advice to students and promote leadership experiences. - Collaborate with faculty to ensure program compliance with industry standards and maintain current curriculum. - Participate in in-service activities, committees, and institutional governance. - Maintain office hours and engage in continuous professional development to update competencies. - Foster positive relationships with service area businesses, industries, and agencies. MINIMUM QUALIFICATIONS - Bachelor's degree in Health Information Management (HIM) or a related field from an accredited institution. - Current certification as a Registered Health Information Administrator (RHIA). - Minimum of three years of relevant professional experience in the field. - Proficiency in ICD-10 and CPT Coding. - Teaching experience. Preferred Qualifications: - Master's degree in Health Information Management. - Online teaching experience. SPECIAL REQUIREMENTS - Background Check: Employment is contingent upon a successful criminal background check. Applicants must sign a consent form. - Transcripts: An official transcript with conferred date must be received before the date of hire. Unofficial transcripts may be submitted with the initial application. - Transportation: Employees are required to travel among various work sites for day and evening responsibilities and must provide their own mode of transportation. - Work Authorization: Bishop State Community College participates in E-Verify to confirm eligibility to work in the United States. - Flexibility: Must be able to work irregular hours, including evenings and weekends, and accommodate varied learning styles in an open admissions environment. SELECTION PROCESS The Selection Committee will screen all applicants. Selected candidates will be invited for in-person interviews, which may include question/answer sessions and/or skills assessments. Applicants must adhere to the prescribed interview schedule and cover their own travel expenses. HOW TO APPLY Submit a complete application packet via https://www.schooljobs.com/careers/accs/bishopstate. Applications currently on file must be resubmitted. A complete packet includes: - Completed Bishop State Community College employment application. - Current resume. - Applicable transcript with conferred date. Note: Delinquent or unsigned packets will not be accepted. The posting opened on 01/28/2026 and remains open until filled. EMPLOYMENT DETAILS - Employer: Alabama Community College System (ACCS) / Bishop State Community College - Location: Bishop - Main Campus, 351 N. Broad Street, Mobile, AL - Job Number: BISH-FF9901 - Schedule: Full-Time - Department: Health Information Technology - Equal Opportunity Employer: ACCS does not discriminate on the basis of race, color, national origin, religion, marital status, disability, sex, age, or other protected classes. Reasonable accommodations are available for qualified disabled applicants.
ABOUT THE ROLE This position involves teaching a trade subject to residents at an Office of Children and Family Services residential facility. It is part of the New York Hiring for Emergency Limited Placement Statewide Program (NY HELPS), which allows for non-competitive appointment that is expected to convert to competitive status within one year of permanent appointment, without requiring an examination. KEY RESPONSIBILITIES - Teach a trade subject to residents at a residential facility - Prepare lesson plans, course outlines, and educational progress reports - Establish and maintain a shop health and safety program - Perform additional duties as discussed in detail during the interview MINIMUM QUALIFICATIONS - Vocational Instructor 1: 4 years of appropriate trade experience and a high school diploma/equivalency; OR associate's degree in a related trade area and 2 years of appropriate trade experience; OR bachelor's degree in any area and 1 year of related trade experience. - Vocational Instructor 2: 4 years of appropriate trade experience and minimum 9 college credits in pedagogy core coursework (Human Development and Learning; Teaching Students with Disabilities & Special Health-Care Needs; Curriculum and Instruction); OR associate's degree in related trade area with 9 pedagogy credits and 2 years trade experience; OR bachelor's degree with 9 pedagogy credits and 1 year trade experience. - Vocational Instructor 3: Initial certification as a teacher of trade subjects in the appropriate specialty issued by the NY State Education Department. - Vocational Instructor 4: Professional certification as a teacher of trade subjects in the appropriate specialty issued by the NY State Education Department. - Transfer candidates: 1 year of permanent competitive or 55b/c service in this title or a title eligible for 70.1 transfer. SPECIAL REQUIREMENTS - Must undergo a Criminal Background Check (CBC), including State and federal checks, and fingerprinting (fees may apply). - Must be screened against the Statewide Central Register of Child Abuse and Maltreatment (SCR). - Must be checked against the Staff Exclusion List (SEL) maintained by the Justice Center for the Protection of People with Special Needs. - Position may be designated 55 b/c and is subject to verification of applicant eligibility. - Various specialties at the 7-12 level are accepted. SELECTION PROCESS - Non-competitive appointment under NY HELPS (no examination required initially, provided minimum qualifications are met). - Future conversion to competitive status within one year of permanent appointment. - Comprehensive background investigation, fingerprinting, and SCR/SEL screenings. HOW TO APPLY - Email resume and letter of interest to eoajobpostings@ocfs.ny.gov. - MUST include the Vacancy ID (218958) in the subject line of the email and/or cover letter to ensure receipt. - Current or prior New York State employees may be contacted by OCFS Personnel for their social security number to confirm employment history. EMPLOYMENT DETAILS - Job Type: Full-Time (Part-Time options also available) - Appointment Type: Permanent (Non-competitive Class initially) - Agency: Children & Family Services, Office of - Location: Brookwood Secure Center, 419 Spook Rock Road, Claverack, NY 12513 (Columbia County) - Schedule: Monday - Friday, 40 hours per week, 6 AM to 6 PM - Work Conditions: No flextime, mandatory overtime, compressed workweek, or telecommuting allowed - Date Posted: 07/01/26 - Applications Due: 08/01/26 - Vacancy ID: 218958
ABOUT THE ROLE The Department of Veterinary Technology at Northwestern State University of Louisiana is seeking an enthusiastic individual for a tenure-track Assistant or Associate Professor position. The role begins on August 10, 2026. The successful candidate will teach undergraduate lecture and laboratory courses, participate in program assessment and accreditation activities, and contribute to departmental service and student mentorship. Review of applications begins immediately and continues until the position is filled. KEY RESPONSIBILITIES - Teach assigned undergraduate lecture and laboratory courses in the Veterinary Technology curriculum - Evaluate students regularly and report progress in a timely manner - Participate in program assessment, curriculum review, and continuous improvement efforts - Assist with AVMA-CVTEA accreditation activities, including documentation, data collection, and preparation for site visits and reports - Maintain clinical relevance through professional development or clinical practice - Contribute to departmental, program, and university service activities - Support student advising, mentoring, recruitment, and retention efforts - Serve on appropriate department and university committees - Maintain confidentiality in accordance with federal laws and university policy - Represent the Department professionally in all activities MINIMUM QUALIFICATIONS - Doctor of Veterinary Medicine (DVM) from an AVMA accredited program - Current license to practice veterinary medicine in the state of Louisiana - Ability to teach a combination of undergraduate lecture and laboratory courses within a Veterinary Technology program - Demonstrated knowledge in one or more of the following areas: General Veterinary Technology, Veterinary Medical Terminology, Pharmacology, Anatomy and Physiology, Animal Care and Health, Diseases of Animals, Clinical Parasitology, Hospital Technology, or Veterinary Radiology PREFERRED SKILLS - Experience with AVMA-CVTEA accreditation processes - Strong commitment to excellence in teaching, service, and professional growth - Effective communication and mentoring skills - Ability to work collaboratively in a team environment SPECIAL REQUIREMENTS - Official copies of transcripts and proof of a Louisiana veterinary license are due at the time of hire - Tenure-track position requiring commitment to long-term academic and professional development SELECTION PROCESS - Application review begins immediately - Evaluation based on qualifications, teaching philosophy, and experience - Interviews likely conducted for top candidates HOW TO APPLY Email the following documents to Kaleigh MacQueen, Department Head, at macqueenk@nsula.edu: - Curriculum vitae (CV) or resume - Statement of teaching philosophy - Unofficial copies of graduate transcripts - Names and contact information for three professional references EMPLOYMENT DETAILS - Location: Natchitoches, LA - Department: Department of Veterinary Technology, Northwestern State University - Employment Type: Full-Time, Tenure-Track - Job Classification: Unclassified - Job Number: 999185 - Start Date: August 10, 2026 - Employer: State of Louisiana
ABOUT THE ROLE Northwestern State University College of Nursing and School of Allied Health is seeking a 12-month full-time faculty member for the Associate/Bachelor of Science degree programs in nursing. The position is located in Natchitoches, LA, or at an off-campus instructional site, with a start date of August 3, 2026. The successful candidate will promote academic excellence through teaching, curriculum development, student mentorship, and scholarly activities while maintaining compliance with university and accreditation standards. This is an unclassified position that will remain open until filled. KEY RESPONSIBILITIES - Teach classes using a variety of strategies appropriate to the domain of learning to promote academic excellence - Provide instruction in areas of expertise - Serve as a role model to students and peers - Assist with the development, evaluation, and revision of curriculum, policies, and procedures within the College of Nursing - Supervise and evaluate student learning experiences - Serve as an advisor and mentor for students regarding curriculum and APDG requirements - Maintain required office hours and good attendance - Attend College of Nursing and/or University functions and committee meetings as assigned - Serve as a liaison between the College of Nursing and other University departments, as well as local, state, and national agencies - Actively participate in scholarly activities, including research, writing, and presentations - Maintain appropriate expertise through continuing professional education - Recruit students to all programs within the College of Nursing and School of Allied Health - Represent the College and University in a professional manner - Participate in promotional activities, which may occur in the evenings, out of town, or on weekends - Maintain confidentiality in accordance with federal laws and program policy - Perform other duties as assigned by administration MINIMUM QUALIFICATIONS - Master’s in Nursing required (Doctorate preferred; required for academic rank of Associate Professor) - Eligible for membership on undergraduate and graduate faculty - Unencumbered licensure status as an RN or APRN in the state of Louisiana, or eligible for Louisiana licensure - At least three years of clinical nursing experience - At least three years of nurse educator experience (three or more preferred) - Ability to pass a background check - Must meet required standards defined by the University PREFERRED SKILLS - Doctorate in Nursing or related field - More than three years of nurse educator experience - Strong scholarly activity record (research, publications, presentations) - Excellent communication and interpersonal skills - Ability to work collaboratively with university departments and external agencies SPECIAL REQUIREMENTS - Must maintain unencumbered RN or APRN licensure in Louisiana - Must comply with guidelines/regulations of the University, state of Louisiana, SACSCOC, LSBN, CCNE, ACEN, and other relevant agencies - Must be able to pass a background check SELECTION PROCESS - Review of applications begins immediately - Evaluation based on qualifications, experience, and fit for the role - Background check required prior to appointment HOW TO APPLY Submit the following documents to Tamara Baxter, Department Head and Interim Senior Director: 1. Letter of application 2. Updated CV 3. Official transcripts (if not from Northwestern State University) 4. List of three professional references with complete contact information Submission Methods: - Email: baxtert@nsula.edu - Mail: Northwestern State University, 175 Sam Sibley Drive, Natchitoches, LA 71497 - Note: Mailed documents are preferred EMPLOYMENT DETAILS - Location: Natchitoches, LA (or off-campus instructional site) - Department: Northwestern State University College of Nursing and School of Allied Health - Employment Type: Full-Time, 12-month - Job Classification: Unclassified - Job Number: 998979 - Start Date: August 3, 2026 - Employer: State of Louisiana - Benefits: Equal employment opportunities provided; specific benefit details not listed in description
ABOUT THE ROLE The Psychology Department at the State University of New York at Old Westbury seeks a candidate for a tenure track appointment anticipated to begin Spring 2027. The department is looking for candidates with a concentration in social psychology or a closely related field who integrate traditional with critical perspectives in examining social issues, particularly those related to the impacts of resource disparities. Expertise in specialty areas such as peace and violence, community psychology, organizational psychology, group dynamics, environmental sustainability, prejudice, and intersectionality is highly valued. KEY RESPONSIBILITIES - Teach core curriculum courses including Introduction to Psychology, courses in the research sequence, and senior seminar courses - Teach specialized courses such as Social Psychology, Community Psychology, Psychology and Social Justice, and electives in the Social Psychology and Diversity and Social Justice domains - Participate in service activities including advising students on course registration and careers - Fulfill department, university, and related committee responsibilities - Engage in program assessment and curriculum development - Maintain an active research program and make scholarly contributions to the field MINIMUM QUALIFICATIONS - Ph.D. in Psychology or a closely related field completed by January 2027 or before the position start date - Specialization in social psychology or a closely related field - Ability to teach courses in the specialization area and core courses for the undergraduate curriculum - Strong commitment to an active research program - Strong commitment to teaching and mentoring diverse student populations at the undergraduate level SPECIAL REQUIREMENTS - Previous experience teaching in higher education to a diverse student body is preferred - VISA sponsorship is not available for this position - Employment is contingent on the verification of credentials, background check, and pre-employment screening SELECTION PROCESS - First review of applications begins on August 15, 2026, and the position is open until filled - Progression through the tenure track will be based on demonstrated excellence in teaching, meaningful service, and sustained professional development HOW TO APPLY - Must apply online via the SUNY Old Westbury Interview Exchange portal or the official jobs and careers website - Emailed resumes will not be accepted - Submit the following documents: 1. Letter of application 2. Curriculum vitae 3. Statement of teaching philosophy 4. Statement of research interest 5. Copies of recently completed research papers 6. Contact information for three references 7. Fully completed Old Westbury employment application EMPLOYMENT DETAILS - Employer: SUNY Old Westbury - Department: Psychology Department - Location: 223 Store Hill Road, Old Westbury, NY 11568 - Job Type: Full-Time, Permanent, Tenure Track - Bargaining Unit: PSNU - Professional Services Negotiating Unit (UUP) - Schedule: Variable workweek, 37.5 hours per week - Vacancy ID: 212185 - Date Posted: 03/23/2026 - Applications Due: First review on 08/15/2026, open until filled