Mid Level Clinical Assistant Professor Jobs
Mid level clinical assistant professor jobs go to educators ready to lead courses independently, mentor junior faculty or students, and contribute to departmental research or curriculum decisions with minimal oversight. Hiring runs across Education, Healthcare & Medical Services, and Government & Public Sector, with a mix of on-site, hybrid, and remote positions at institutions including Midwestern University, Texas A&M University, and Loyola University Chicago hiring at this level now.
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Showing 5 of 71+ Mid Level Clinical Assistant Professor jobs
Location
Tempe campus
Open Date
Jul 08, 2026
Description
The Division for Advancing Educator Preparation in the Mary Lou Fulton College for Teaching and Learning Innovation invites applications for a Clinical Assistant Professor in Early Childhood Education for the 2026-2027 academic year (August 16, 2026 – May 15, 2027). The successful candidate will teach online and in-person courses and may provide online supervision for teacher candidates completing professional experience placements, including internships, apprentice teaching, and student teaching.
The candidate will have opportunities to collaborate with nationally recognized faculty in innovation and program development. Responsibilities include the following:
This is a full-time, benefits-eligible, non-tenure-eligible Clinical Assistant Professor, academic-year (9-month) appointment, renewable contingent upon satisfactory performance, availability of resources, and the needs of the university. The salary is competitive and commensurate with experience. The full-time teaching load consists of four (4) courses per semester, which may include a combination of courses delivered in either in-person or online formats. The position is 80% teaching and 20% service, with an expected start date of August 2026. The selected candidate must reside in the State of Arizona at the time of hire and maintain Arizona residency throughout employment.
About the Program
The Early Childhood Education program in the MLFC prepares students to meet the educational, behavioral and social-emotional needs of children, ages birth to age 8 or grade 3. This program focuses on child development and evidence-based practices in early childhood education, including the skills to create inclusive learning environments; conduct instructional design, planning, and facilitation; and assess, monitor, and report the progress of young children.
About the College
ASU’s Mary Lou Fulton College for Teaching and Learning Innovation creates knowledge, mobilizes people, and takes action to improve education. Nationally recognized as a leader in teacher preparation, leadership development and scholarly research, Mary Lou Fulton College for Teaching and Learning Innovation prepares over 8,000 educators annually. MLFC faculty create knowledge by drawing from a wide range of academic disciplines to gain insight into important questions about the process of learning, the practice of teaching and the effects of education policy. MLFC mobilizes people through bachelor's, master's and doctoral degree programs, through non-degree professional development programs and through socially embedded, multilateral community engagement. MLFC takes action by bringing people and ideas together to increase the capabilities of individual educators and the performance of education systems.
Aligned with ASU’s charter, MLFC is committed to advancing inclusive excellence in our curricula, programming and institutional relationships.
About ASU
Arizona State University, ranked the No. 1 “Most Innovative School” in the nation by U.S. News & World Report for eleven years in succession, has forged the model for a New American University. Year after year, ASU ranks at or near the top of the list in areas that matter. ASU is a comprehensive public research institution, measured not by whom it excludes, but by whom it includes and how they succeed; advancing research and discovery of public value; and assuming fundamental responsibility for the economic, social, cultural, and overall health of the communities it serves. ASU operates on the principles that learning is a personal and original journey for each student; that they thrive on experience, and that the process of discovery cannot be bound by traditional academic disciplines. Through innovation and a commitment to accessibility, ASU has drawn pioneering researchers to its faculty even as it expands opportunities for qualified students, attracting some of the highest-quality students from all 50 states and more than 130 nations. To learn more about ASU, visit http://www.asu.edu.
Qualifications
Essential Functions
- Delivering instruction both online and in-person courses which includes delivering instruction synchronously and asynchronously, providing timely and actionable feedback on student assignments, managing the course’s Canvas (learning management system) shell, utilizing technology tools to support student engagement (e.g., Zoom, Slack, Yellowdig) and establishing warm and responsive relationships with students through class, office hours, emails, and meetings, as needed.
- Collaborating with faculty and other professionals to ensure effective instruction for students across the duration of their program.
- Developing course curriculum, curating related materials, and developing content aligned to the program level outcomes for the related program of study.
- Providing service to the division, college and/or university through a variety of mechanisms such as serving on a topical action group, acting as a course coordinator in charge of collaborating with full-time and part-time faculty and maintaining the course materials, serving on a college or university committee, or other related service activities.
Required Qualifications
- Master’s Degree or higher in Early Childhood Education, Special Education or closely related field (degree must be awarded by the start of the date of appointment).
- Evidence of 3+ years of professional experience teaching or working directly with young children with disabilities, families, schools or organizations that provide special education, early intervention or related educational services to children birth to age eight.
- Experience leading professional learning activities or programs in adult education settings, such as leading learning experiences with educators or families.
Desired Qualifications
- Earned Ph.D. or Ed.D. in Early Childhood Education, Child Development, Special Education or closely related field
- Experience mentoring and teaching students with a wide range of experiences, abilities, and backgrounds
- Experience planning and implementing curriculum (in any learning context)
- At least one year of experience working in collaborative team environments within and across disciplines
- Evidence of effective use of teaching in a digital environment, which may include using course management systems such as Canvas or Google Classroom and digital tools such as Zoom and GoReact.
- Engagement in early childhood and/or special education focused professional organizations (e.g. DEC, NAEYC)
- At least one year of experience teaching at the university-level post-secondary or other adult education setting such as leading learning experiences with educators or families.
- Research or professional service experiences that focus on early childhood, early childhood special education, early intervention, or inclusion in early care and education environments.
- Experience working with young children with disabilities birth to age 5 (not yet in kindergarten). This may include, early intervention (birth to age three), home visits, or special education preschool settings.
- Demonstrated commitment to the values expressed by the ASU Charter.
Application Instructions
To apply, candidates must submit the following materials electronically.
- Letter of Interest stating the following:
- How you meet the required and desired qualifications
- Your commitment to advancing the ASU Charter
- Curriculum Vitae
- Contact information for three (3) professional references (name, title, organization, e-mail address, phone number)
The initial application deadline is 5:00 pm AZ time, July 15, 2026. Applications will continue to be accepted on a rolling basis for a reserve pool. Applications in the reserve pool may be reviewed in the order received until the position is filled.
Application Process
This institution is using Interfolio's Faculty Search to conduct this search. Applicants to this position receive a free Dossier account and can send all application materials, including confidential letters of recommendation, free of charge.
Equal Employment Opportunity Statement
A background check is required for employment. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, national origin, disability, protected veteran status, or any other basis protected by law.
In compliance with federal law, ASU prepares an annual report on campus security and fire safety programs and resources. ASU’s Annual Security and Fire Safety Report is available online at https://www.asu.edu/police/PDFs/ASU-Clery-Report.pdf You may request a hard copy of the report by contacting the ASU Police Department at 480-965-3456.
Location
Tempe campus
Open Date
Jul 08, 2026
Description
The Division for Advancing Educator Preparation in the Mary Lou Fulton College for Teaching and Learning Innovation invites applications for a Clinical Assistant Professor in Early Childhood Education for the 2026-2027 academic year (August 16, 2026 – May 15, 2027). The successful candidate will teach online and in-person courses and may provide online supervision for teacher candidates completing professional experience placements, including internships, apprentice teaching, and student teaching.
The candidate will have opportunities to collaborate with nationally recognized faculty in innovation and program development. Responsibilities include the following:
This is a full-time, benefits-eligible, non-tenure-eligible Clinical Assistant Professor, academic-year (9-month) appointment, renewable contingent upon satisfactory performance, availability of resources, and the needs of the university. The salary is competitive and commensurate with experience. The full-time teaching load consists of four (4) courses per semester, which may include a combination of courses delivered in either in-person or online formats. The position is 80% teaching and 20% service, with an expected start date of August 2026. The selected candidate must reside in the State of Arizona at the time of hire and maintain Arizona residency throughout employment.
About the Program
The Early Childhood Education program in the MLFC prepares students to meet the educational, behavioral and social-emotional needs of children, ages birth to age 8 or grade 3. This program focuses on child development and evidence-based practices in early childhood education, including the skills to create inclusive learning environments; conduct instructional design, planning, and facilitation; and assess, monitor, and report the progress of young children.
About the College
ASU’s Mary Lou Fulton College for Teaching and Learning Innovation creates knowledge, mobilizes people, and takes action to improve education. Nationally recognized as a leader in teacher preparation, leadership development and scholarly research, Mary Lou Fulton College for Teaching and Learning Innovation prepares over 8,000 educators annually. MLFC faculty create knowledge by drawing from a wide range of academic disciplines to gain insight into important questions about the process of learning, the practice of teaching and the effects of education policy. MLFC mobilizes people through bachelor's, master's and doctoral degree programs, through non-degree professional development programs and through socially embedded, multilateral community engagement. MLFC takes action by bringing people and ideas together to increase the capabilities of individual educators and the performance of education systems.
Aligned with ASU’s charter, MLFC is committed to advancing inclusive excellence in our curricula, programming and institutional relationships.
About ASU
Arizona State University, ranked the No. 1 “Most Innovative School” in the nation by U.S. News & World Report for eleven years in succession, has forged the model for a New American University. Year after year, ASU ranks at or near the top of the list in areas that matter. ASU is a comprehensive public research institution, measured not by whom it excludes, but by whom it includes and how they succeed; advancing research and discovery of public value; and assuming fundamental responsibility for the economic, social, cultural, and overall health of the communities it serves. ASU operates on the principles that learning is a personal and original journey for each student; that they thrive on experience, and that the process of discovery cannot be bound by traditional academic disciplines. Through innovation and a commitment to accessibility, ASU has drawn pioneering researchers to its faculty even as it expands opportunities for qualified students, attracting some of the highest-quality students from all 50 states and more than 130 nations. To learn more about ASU, visit http://www.asu.edu.
Qualifications
Essential Functions
- Delivering instruction both online and in-person courses which includes delivering instruction synchronously and asynchronously, providing timely and actionable feedback on student assignments, managing the course’s Canvas (learning management system) shell, utilizing technology tools to support student engagement (e.g., Zoom, Slack, Yellowdig) and establishing warm and responsive relationships with students through class, office hours, emails, and meetings, as needed.
- Collaborating with faculty and other professionals to ensure effective instruction for students across the duration of their program.
- Developing course curriculum, curating related materials, and developing content aligned to the program level outcomes for the related program of study.
- Providing service to the division, college and/or university through a variety of mechanisms such as serving on a topical action group, acting as a course coordinator in charge of collaborating with full-time and part-time faculty and maintaining the course materials, serving on a college or university committee, or other related service activities.
Required Qualifications
- Master’s Degree or higher in Early Childhood Education, Special Education or closely related field (degree must be awarded by the start of the date of appointment).
- Evidence of 3+ years of professional experience teaching or working directly with young children with disabilities, families, schools or organizations that provide special education, early intervention or related educational services to children birth to age eight.
- Experience leading professional learning activities or programs in adult education settings, such as leading learning experiences with educators or families.
Desired Qualifications
- Earned Ph.D. or Ed.D. in Early Childhood Education, Child Development, Special Education or closely related field
- Experience mentoring and teaching students with a wide range of experiences, abilities, and backgrounds
- Experience planning and implementing curriculum (in any learning context)
- At least one year of experience working in collaborative team environments within and across disciplines
- Evidence of effective use of teaching in a digital environment, which may include using course management systems such as Canvas or Google Classroom and digital tools such as Zoom and GoReact.
- Engagement in early childhood and/or special education focused professional organizations (e.g. DEC, NAEYC)
- At least one year of experience teaching at the university-level post-secondary or other adult education setting such as leading learning experiences with educators or families.
- Research or professional service experiences that focus on early childhood, early childhood special education, early intervention, or inclusion in early care and education environments.
- Experience working with young children with disabilities birth to age 5 (not yet in kindergarten). This may include, early intervention (birth to age three), home visits, or special education preschool settings.
- Demonstrated commitment to the values expressed by the ASU Charter.
Application Instructions
To apply, candidates must submit the following materials electronically.
- Letter of Interest stating the following:
- How you meet the required and desired qualifications
- Your commitment to advancing the ASU Charter
- Curriculum Vitae
- Contact information for three (3) professional references (name, title, organization, e-mail address, phone number)
The initial application deadline is 5:00 pm AZ time, July 15, 2026. Applications will continue to be accepted on a rolling basis for a reserve pool. Applications in the reserve pool may be reviewed in the order received until the position is filled.
Application Process
This institution is using Interfolio's Faculty Search to conduct this search. Applicants to this position receive a free Dossier account and can send all application materials, including confidential letters of recommendation, free of charge.
Equal Employment Opportunity Statement
A background check is required for employment. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, national origin, disability, protected veteran status, or any other basis protected by law.
In compliance with federal law, ASU prepares an annual report on campus security and fire safety programs and resources. ASU’s Annual Security and Fire Safety Report is available online at https://www.asu.edu/police/PDFs/ASU-Clery-Report.pdf You may request a hard copy of the report by contacting the ASU Police Department at 480-965-3456.
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Mid Level Clinical Assistant Professor Jobs: Frequently Asked Questions
How do I get a mid level clinical assistant professor job?
Position your application around independent contributions: courses you've designed and delivered solo, clinical supervision you've led, or research you've advanced without close oversight. Highlight committee work, curriculum development, or any role where you drove outcomes rather than supported them. Tailor your cover letter to the department's stated priorities and make your teaching philosophy concrete with specific examples from your recent practice.
Which companies hire mid level clinical assistant professors?
Companies hiring mid level clinical assistant professors right now include Midwestern University, Texas A&M University, and Loyola University Chicago, based on current listings on Migrate Mate as of July 2026. Hiring at this level comes primarily from academic medical centers, research universities, and health sciences colleges that need faculty with both clinical credibility and classroom experience.
Are there remote mid level clinical assistant professor jobs?
Yes, though remote availability varies by discipline. About 2% of mid level clinical assistant professor openings are remote or hybrid as of July 2026, with the highest share in programs that blend online didactic instruction with in-person clinical rotations. Fully remote roles are more common in simulation-based, administrative, or curriculum-focused positions than in hands-on clinical teaching.
How do I move up to a mid level clinical assistant professor role?
The path from entry level to mid level is built on deepening specialization and taking on ownership. Early-career faculty should pursue solo course sections, clinical preceptorship, and service on departmental committees. Producing peer-reviewed work, securing small grants, or leading a curriculum revision project signals readiness for greater scope. Consistent, documented impact over several years is what distinguishes a mid level candidate from a junior one.
Which industries hire the most mid level clinical assistant professors?
Mid Level clinical assistant professor roles concentrate in Education, Healthcare & Medical Services, and Government & Public Sector, based on current listings on Migrate Mate as of July 2026. Those sectors drive hiring at this level because their professional programs require faculty who hold active clinical credentials alongside academic responsibilities, creating steady demand for educators who can bridge both worlds.