Mid Level Assistant Director of Education Jobs
Mid level assistant director of education jobs go to professionals ready to own curriculum initiatives, lead instructional teams, and shape program decisions with minimal oversight. Openings cover on-site, remote, and hybrid settings across Education, Healthcare & Medical Services, and Staffing & Recruiting, with employers like Jobot, Inova Health, and Niagara University hiring at this level now.
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INTRODUCTION
Individual must be employed full-time. The length of the full-time appointment (e.g., 9-month, 12-month, Commission on Accreditation for Respiratory Care [CoARC] Standard 2.02) must be sufficient to allow the Director of Clinical Education time to fulfill their responsibilities as identified in CoARC 2.03 and 2.07, respectively.
Pay Range: $49,000-$52,000
Report to the Dean of the department
Position Purpose
The Director of Clinical Education (DCE) must be responsible for all aspects of the clinical experiences of students enrolled in the program, including organization, administration, continuous review and revision, planning for and development of locations (with appropriate supervision) for evolving practice skills, and the general effectiveness of the clinical experience. The DCE workload should balance teaching responsibilities with program administration. There must be evidence that sufficient time is devoted to the program by the DCE so that his or her educational and administrative responsibilities can be met. (CoARC 2.07)
Responsibilities
The Director of Clinical Education must be responsible for organization, administration, continuous review, planning, development, and general effectiveness of clinical experiences for students enrolled in the respiratory care program. (CoARC 2.09)
Essential Functions
(Note: Numerals and section titles correspond to the College’s Generic Program Chair Job Description, and not all sections are referenced in this document, so some numerals are missing by design)
INSTRUCTION
- The DCE must ensure that course content, learning experiences (clinical), and access to learning materials are equivalent for each student regardless of where that experience was acquired. (CoARC 4.09)
- Teaching responsibilities should be balanced with Program administration time. (CoARC 2.07)
- Deliver assigned classes using pedagogy and technology that best support student learning, and in accordance with college loading policy, course objectives and program learning outcomes.
- Develop and maintain curriculum and supporting course materials in keeping with and furtherance of course objectives and program learning outcomes.
- Maintain student records, attendance, grades, and other documentation as required. Manage a classroom environment conducive to student learning and in adherence to federal, state, and college safety standards and practices.
- Facilitate student achievement of expected program learning outcomes.
- Use Learning Management System (e.g. IvyLearn) to facilitate teaching, learning, assessment and communication.
- Ensures knowledge of and implements emergency and safety procedures for classrooms, labs and all learning environments.
PROGRAM ADMINISTRATION
- Must have regular and consistent contact with students, clinical faculty and clinical affiliates for all program locations. (CoARC 2.10)
- Ensures guidance is available to assist students in understanding of program policies and practices. (CoARC 1.06)
- Coordinates clinical experiences, ensuring learning experiences are consistent regardless of location, and evaluates clinical sites and preceptors suitability as required during rotation experience. (CoARC 4.09)
- Continuously reviews and analyzes results of surveys performed on students regarding their clinical experiences. Works with clinical sites to improve students’ satisfaction and clinical experience.
- Maintains consistent and effective process for ongoing evaluation of all clinical sites to ensure that clinical resources and student supervision at each site are sufficient to facilitate achievement of program goals. (CoARC 3.12)
- Ensures students are appropriately supervised at all times during their clinical education coursework and experiences. Students cannot be used to substitute for clinical, administrative or instructional staff. Students shall not receive any form of remuneration in exchange for work they perform during clinical coursework. (CoARC 5.09)
- Maintain office administrative hours in accordance with the faculty loading guidelines in ASOM 7.2 – Faculty Job Descriptions and Loading. Coordinate Clinical Preceptor meetings per regional policy and assure broad-based membership and participatory agendas. These minutes must be maintained for a minimum of five (5) years. (CoARC 5.13)
- Performs Inter-rater reliability assessments on clinical preceptors that reduce inconsistency among individuals who perform evaluations and maintains documentation for accreditation. (New preceptors’ evaluations must be done within the first year of assignment. Subsequent evaluations must be conducted as appropriate.) (CoARC 3.07)
- Reviews Inter-rater reliability assessments at least annually, creates an action plan which includes remediation, timeline and follow-up when excessive variability exists amongst evaluators. (CoARC 3.07)
- Ensures students meet all requirements as described in current Affiliation Agreements.
RETENTION AND STUDENT SUCCESS
- Provide academic-related coaching and academic monitoring to assigned student advisees in partnership with professional academic advising staff.
- Monitor and document student performance throughout the semester, including use of technology for academic advising alerts; provide necessary interventions to include communication with students, tutoring and other academic supports, and referrals to appropriate college resources.
- Maintain posted office hours and student engagement hours in accordance with campus expectations and the faculty loading policy in the Academic Support and Operations Manual (ASOM 7.2).
- Promote and assist in student recruitment, retention, and successful completion of programs, including outreach to students by phone, technology tools, and other electronic means.
PROFESSIONAL DEVELOPMENT
- Participate in professional development activities that may include scheduled training, time spent onsite in related business and industries, and self-study to advance instructional and technical skills as well as current knowledge within the field of study.
- Participate in scholarly activities related to the discipline/focus, in fulfillment of annual performance plans, and as required for certification and licensure.
- Stay current in contemporary pedagogy, digital technology, and other technology related to teaching that best support student learning.
COMMUNITY RELATIONS AND BUSINESS OUTREACH
- Participate in community service activities on behalf of the college to advance the college’s relationships within its service area as appropriate for department/school/college.
- Develop community/industry/business contacts to advance college relationships within service area as appropriate in the department and school.
INSTITUTIONAL SUPPORT
- Provide institutional support as requested by college administration such as participation on committees and task forces, projects related to college and program accreditation's, and grant-related projects.
- Support and engage with Workforce Alignment and Development (Ivy Tech Foundations).
- Attend commencement and participate as assigned by campus administration.
- Participate in college/campus-wide meetings and departmental/school/faculty meetings.
- Participate in career service and alumni activities.
- Support program/department chair in program management activities.
- Adhere to college and campus academic policies.
Requirements
A qualified Director of Clinical Education in Respiratory Therapy meets all five of the following criteria:
- Possesses an earned baccalaureate or higher degree from a regionally accredited institution and
- Holds a valid Registered Respiratory Therapy (RRT) credential and current state license, and
- Has a minimum of four (4) years’ experience as a Registered Respiratory Therapist with at least two (2) years in clinical respiratory care, and
- Has a minimum of two (2) years’ experience teaching in an accredited respiratory care program either as an appointed faculty member or a clinical preceptor.
- Completes the CoARC Key Personnel Training Program
Note: Per CoARC, Directors of Clinical Education appointed to the position after January 1, 2020 must complete the CoARC Key Personnel Academy (KPA), which is available in an online format twice per year. After that date, if the new appointee served in a permanent key personnel role [for at least twelve (12) months] in a CoARC-accredited program (as either PD or DCE) within the 36 months prior to his/her appointment, s/he does not need to complete the KPA. When required, the KPA must be completed within twenty-four (24) months of the appointee’s assumption of the position. Should the appointee fail to complete the KPA within this timeframe, the program will be placed on Administrative Probation. Temporary and acting DCEs are not required to complete the KPA. Transitional personnel may complete the KPA prior to their permanent appointment, but if this is not accomplished they must complete the KPA, within the above timeline, following their permanent appointment. All programs accepting applications for vacancies in the DCE position after this date must comply with this Standard.
Ivy Tech Community College is an accredited, equal opportunity/affirmative action employer. All qualified applicants will receive consideration for employment without regard to race, color, ethnicity, national origin, marital status, religion, sex, gender, sexual orientation, gender identity, disability, age or veteran status. As required by Title IX of the Education Amendments of 1972, Ivy Tech Community College does not discriminate on the basis of sex, including sexual harassment in its educational programs and activities, including employment and admissions. Questions specific to Title IX may be referred to the College’s Title IX Coordinator or to the US Department of Education Office of Civil Rights.
Benefits
Ivy Tech is committed to supporting the well-being, growth, and financial security of our full-time faculty and staff. Our comprehensive benefits package includes:
Health & Wellness
- Multiple medical plan options paired with a Health Savings Account with a generous employer contribution
- Dental plan with no-cost preventive services and coverage for orthodontia
- Vision plan with low-cost exams and allowances for glasses or contact lenses
- Employee Assistance Program offering no-cost confidential counseling sessions, legal consultations, financial planning consultations, and other resources
- Wellness program with opportunities to earn $250 in Wellness Rewards
- Flexible Spending Accounts for healthcare (limited purpose) and dependent care
Retirement & Financial Security
- 10% employer retirement contribution, fully vested after two years
- Basic life insurance equal to annual salary paid by the College, with optional supplemental coverage
- Short-term and long-term disability benefits
Educational Benefits
- Fee remission for employees, spouses, and dependent children
- Tuition assistance for undergraduate, graduate, and doctoral programs
- Paid professional development opportunities
Work‑Life Balance
- Generous paid time off, including vacation, sick leave, holidays, and winter recess
- Flexible work arrangements where available
- Paid childbirth recovery leave (8 weeks)
- Paid parental leave (4 weeks)
Additional Perks
- Eligibility for Public Service Loan Forgiveness
- Additional discounts on gym memberships, transportation, and various retail services
Ivy Tech is proud to offer benefits that support your health, your family, and your future—because when our employees thrive, our students and communities thrive too. For more information on Ivy Tech Benefits, visit https://careers.ivytech.edu/benefits.
Note: Employees who re-hire with the College within 180 days of leaving a full-time position with the College may be eligible for additional benefits depending on their bridged seniority date.
Ivy Tech Community College is an accredited, equal opportunity/affirmative action employer. All qualified applicants will receive consideration for employment without regard to race, color, ethnicity, national origin, marital status, religion, sex, gender, sexual orientation, gender identity, disability, age or veteran status. As required by Title IX of the Education Amendments of 1972, Ivy Tech Community College does not discriminate on the basis of sex, including sexual harassment in its educational programs and activities, including employment and admissions. Questions specific to Title IX may be referred to the College’s Title IX Coordinator or to the US Department of Education Office of Civil Rights.
INTRODUCTION
Individual must be employed full-time. The length of the full-time appointment (e.g., 9-month, 12-month, Commission on Accreditation for Respiratory Care [CoARC] Standard 2.02) must be sufficient to allow the Director of Clinical Education time to fulfill their responsibilities as identified in CoARC 2.03 and 2.07, respectively.
Pay Range: $49,000-$52,000
Report to the Dean of the department
Position Purpose
The Director of Clinical Education (DCE) must be responsible for all aspects of the clinical experiences of students enrolled in the program, including organization, administration, continuous review and revision, planning for and development of locations (with appropriate supervision) for evolving practice skills, and the general effectiveness of the clinical experience. The DCE workload should balance teaching responsibilities with program administration. There must be evidence that sufficient time is devoted to the program by the DCE so that his or her educational and administrative responsibilities can be met. (CoARC 2.07)
Responsibilities
The Director of Clinical Education must be responsible for organization, administration, continuous review, planning, development, and general effectiveness of clinical experiences for students enrolled in the respiratory care program. (CoARC 2.09)
Essential Functions
(Note: Numerals and section titles correspond to the College’s Generic Program Chair Job Description, and not all sections are referenced in this document, so some numerals are missing by design)
INSTRUCTION
- The DCE must ensure that course content, learning experiences (clinical), and access to learning materials are equivalent for each student regardless of where that experience was acquired. (CoARC 4.09)
- Teaching responsibilities should be balanced with Program administration time. (CoARC 2.07)
- Deliver assigned classes using pedagogy and technology that best support student learning, and in accordance with college loading policy, course objectives and program learning outcomes.
- Develop and maintain curriculum and supporting course materials in keeping with and furtherance of course objectives and program learning outcomes.
- Maintain student records, attendance, grades, and other documentation as required. Manage a classroom environment conducive to student learning and in adherence to federal, state, and college safety standards and practices.
- Facilitate student achievement of expected program learning outcomes.
- Use Learning Management System (e.g. IvyLearn) to facilitate teaching, learning, assessment and communication.
- Ensures knowledge of and implements emergency and safety procedures for classrooms, labs and all learning environments.
PROGRAM ADMINISTRATION
- Must have regular and consistent contact with students, clinical faculty and clinical affiliates for all program locations. (CoARC 2.10)
- Ensures guidance is available to assist students in understanding of program policies and practices. (CoARC 1.06)
- Coordinates clinical experiences, ensuring learning experiences are consistent regardless of location, and evaluates clinical sites and preceptors suitability as required during rotation experience. (CoARC 4.09)
- Continuously reviews and analyzes results of surveys performed on students regarding their clinical experiences. Works with clinical sites to improve students’ satisfaction and clinical experience.
- Maintains consistent and effective process for ongoing evaluation of all clinical sites to ensure that clinical resources and student supervision at each site are sufficient to facilitate achievement of program goals. (CoARC 3.12)
- Ensures students are appropriately supervised at all times during their clinical education coursework and experiences. Students cannot be used to substitute for clinical, administrative or instructional staff. Students shall not receive any form of remuneration in exchange for work they perform during clinical coursework. (CoARC 5.09)
- Maintain office administrative hours in accordance with the faculty loading guidelines in ASOM 7.2 – Faculty Job Descriptions and Loading. Coordinate Clinical Preceptor meetings per regional policy and assure broad-based membership and participatory agendas. These minutes must be maintained for a minimum of five (5) years. (CoARC 5.13)
- Performs Inter-rater reliability assessments on clinical preceptors that reduce inconsistency among individuals who perform evaluations and maintains documentation for accreditation. (New preceptors’ evaluations must be done within the first year of assignment. Subsequent evaluations must be conducted as appropriate.) (CoARC 3.07)
- Reviews Inter-rater reliability assessments at least annually, creates an action plan which includes remediation, timeline and follow-up when excessive variability exists amongst evaluators. (CoARC 3.07)
- Ensures students meet all requirements as described in current Affiliation Agreements.
RETENTION AND STUDENT SUCCESS
- Provide academic-related coaching and academic monitoring to assigned student advisees in partnership with professional academic advising staff.
- Monitor and document student performance throughout the semester, including use of technology for academic advising alerts; provide necessary interventions to include communication with students, tutoring and other academic supports, and referrals to appropriate college resources.
- Maintain posted office hours and student engagement hours in accordance with campus expectations and the faculty loading policy in the Academic Support and Operations Manual (ASOM 7.2).
- Promote and assist in student recruitment, retention, and successful completion of programs, including outreach to students by phone, technology tools, and other electronic means.
PROFESSIONAL DEVELOPMENT
- Participate in professional development activities that may include scheduled training, time spent onsite in related business and industries, and self-study to advance instructional and technical skills as well as current knowledge within the field of study.
- Participate in scholarly activities related to the discipline/focus, in fulfillment of annual performance plans, and as required for certification and licensure.
- Stay current in contemporary pedagogy, digital technology, and other technology related to teaching that best support student learning.
COMMUNITY RELATIONS AND BUSINESS OUTREACH
- Participate in community service activities on behalf of the college to advance the college’s relationships within its service area as appropriate for department/school/college.
- Develop community/industry/business contacts to advance college relationships within service area as appropriate in the department and school.
INSTITUTIONAL SUPPORT
- Provide institutional support as requested by college administration such as participation on committees and task forces, projects related to college and program accreditation's, and grant-related projects.
- Support and engage with Workforce Alignment and Development (Ivy Tech Foundations).
- Attend commencement and participate as assigned by campus administration.
- Participate in college/campus-wide meetings and departmental/school/faculty meetings.
- Participate in career service and alumni activities.
- Support program/department chair in program management activities.
- Adhere to college and campus academic policies.
Requirements
A qualified Director of Clinical Education in Respiratory Therapy meets all five of the following criteria:
- Possesses an earned baccalaureate or higher degree from a regionally accredited institution and
- Holds a valid Registered Respiratory Therapy (RRT) credential and current state license, and
- Has a minimum of four (4) years’ experience as a Registered Respiratory Therapist with at least two (2) years in clinical respiratory care, and
- Has a minimum of two (2) years’ experience teaching in an accredited respiratory care program either as an appointed faculty member or a clinical preceptor.
- Completes the CoARC Key Personnel Training Program
Note: Per CoARC, Directors of Clinical Education appointed to the position after January 1, 2020 must complete the CoARC Key Personnel Academy (KPA), which is available in an online format twice per year. After that date, if the new appointee served in a permanent key personnel role [for at least twelve (12) months] in a CoARC-accredited program (as either PD or DCE) within the 36 months prior to his/her appointment, s/he does not need to complete the KPA. When required, the KPA must be completed within twenty-four (24) months of the appointee’s assumption of the position. Should the appointee fail to complete the KPA within this timeframe, the program will be placed on Administrative Probation. Temporary and acting DCEs are not required to complete the KPA. Transitional personnel may complete the KPA prior to their permanent appointment, but if this is not accomplished they must complete the KPA, within the above timeline, following their permanent appointment. All programs accepting applications for vacancies in the DCE position after this date must comply with this Standard.
Ivy Tech Community College is an accredited, equal opportunity/affirmative action employer. All qualified applicants will receive consideration for employment without regard to race, color, ethnicity, national origin, marital status, religion, sex, gender, sexual orientation, gender identity, disability, age or veteran status. As required by Title IX of the Education Amendments of 1972, Ivy Tech Community College does not discriminate on the basis of sex, including sexual harassment in its educational programs and activities, including employment and admissions. Questions specific to Title IX may be referred to the College’s Title IX Coordinator or to the US Department of Education Office of Civil Rights.
Benefits
Ivy Tech is committed to supporting the well-being, growth, and financial security of our full-time faculty and staff. Our comprehensive benefits package includes:
Health & Wellness
- Multiple medical plan options paired with a Health Savings Account with a generous employer contribution
- Dental plan with no-cost preventive services and coverage for orthodontia
- Vision plan with low-cost exams and allowances for glasses or contact lenses
- Employee Assistance Program offering no-cost confidential counseling sessions, legal consultations, financial planning consultations, and other resources
- Wellness program with opportunities to earn $250 in Wellness Rewards
- Flexible Spending Accounts for healthcare (limited purpose) and dependent care
Retirement & Financial Security
- 10% employer retirement contribution, fully vested after two years
- Basic life insurance equal to annual salary paid by the College, with optional supplemental coverage
- Short-term and long-term disability benefits
Educational Benefits
- Fee remission for employees, spouses, and dependent children
- Tuition assistance for undergraduate, graduate, and doctoral programs
- Paid professional development opportunities
Work‑Life Balance
- Generous paid time off, including vacation, sick leave, holidays, and winter recess
- Flexible work arrangements where available
- Paid childbirth recovery leave (8 weeks)
- Paid parental leave (4 weeks)
Additional Perks
- Eligibility for Public Service Loan Forgiveness
- Additional discounts on gym memberships, transportation, and various retail services
Ivy Tech is proud to offer benefits that support your health, your family, and your future—because when our employees thrive, our students and communities thrive too. For more information on Ivy Tech Benefits, visit https://careers.ivytech.edu/benefits.
Note: Employees who re-hire with the College within 180 days of leaving a full-time position with the College may be eligible for additional benefits depending on their bridged seniority date.
Ivy Tech Community College is an accredited, equal opportunity/affirmative action employer. All qualified applicants will receive consideration for employment without regard to race, color, ethnicity, national origin, marital status, religion, sex, gender, sexual orientation, gender identity, disability, age or veteran status. As required by Title IX of the Education Amendments of 1972, Ivy Tech Community College does not discriminate on the basis of sex, including sexual harassment in its educational programs and activities, including employment and admissions. Questions specific to Title IX may be referred to the College’s Title IX Coordinator or to the US Department of Education Office of Civil Rights.
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Mid Level Assistant Director of Education Jobs: Frequently Asked Questions
How do I get a mid level assistant director of education job?
Position your experience around ownership, not just participation. Highlight programs you led, budgets you managed, or staff you supervised, and quantify outcomes where possible. Tailor your resume to show that you can step in with minimal ramp-up, and emphasize cross-functional collaboration, policy implementation, and any results tied to student achievement or operational improvement.
Which companies hire mid level assistant director of educations?
Companies hiring mid level assistant director of educations right now include Jobot, Inova Health, and Niagara University, based on current listings on Migrate Mate as of November 2026. Hiring at this level comes from K-12 school districts, higher education institutions, nonprofit education organizations, and ed-tech companies looking for experienced professionals who can drive programs independently.
Are there remote mid level assistant director of education jobs?
Yes, though most roles in this field involve some on-site presence given their operational and leadership demands. About 25% of mid level assistant director of education openings are remote or hybrid as of November 2026, with fully remote positions more common in curriculum development, compliance, and ed-tech roles than in campus-based administration.
How do I move up to a mid level assistant director of education role?
Growth into a mid level assistant director of education role typically comes from building a consistent record of project ownership, taking on program coordination responsibilities, and demonstrating measurable impact on student outcomes or department operations. Developing skills in budget oversight, staff supervision, and institutional policy, while seeking out stretch assignments, is what moves education professionals from support roles into leadership.
Which industries hire the most mid level assistant director of educations?
Mid Level assistant director of education roles concentrate in Education, Healthcare & Medical Services, and Staffing & Recruiting, based on current listings on Migrate Mate as of November 2026. These sectors drive the most hiring because they operate large instructional programs, face ongoing compliance and accreditation requirements, and need experienced administrators who can manage teams and implement initiatives without close supervision.