SUMMARY OF ORGANIZATION/UNIT

The Transformative Coaching and Leadership program (TCL) is an M.Ed. degree program in the Department of Education at UCLA’s School of Education and Information Studies. The goals and principles of the program include:
• cultivating one’s own philosophy of teaching, (sports) coaching and leadership and applying it in practice
• appreciating a holistic understanding of persons as physical, intellectual, emotional, social, & spiritual beings
• embracing a transformational model of (sports) coaching and leadership (rather than merely transactional)
• commitment to a social justice ethic including commitment to equity, inclusion & diversity
• appreciating the intersection of theory and practice and aspiring towards theory and evidence informing one’s practice

TCL students take nine (9) quarter courses and complete a research-based capstone project (approx. 30 pages). For the capstone, students use applied research skills such as setting goals, assessing needs, conducting literature reviews, identifying gaps in practice, and using data to inform strategic interventions to identify a problem or need relevant to the current context of sports coaching or leadership and propose a research-informed, actionable solution.

TCL students are aspiring and developing practitioner-scholars interested in a career in the sports industry, including but not limited to student-athletes in the Department of Intercollegiate Athletics.

SUMMARY OF POSITION

The UCLA School of Education & Information Studies invites applications for a part-time Lecturer position to teach in the Transformative Coaching and Leadership (TCL) M.Ed. program. We are seeking a practitioner-scholar with expertise in sport development, coaching leadership, and systems design to teach the graduate-level, special topics course titled “Long-Term Program Development in Sport” (EDUC479). Additional program responsibilities include evaluating up to five (5) TCL capstone projects as a second reader.

Anticipated service start date is 3/25/26. Use the link here to view the corresponding quarter start dates on the Registrar’s website: https://registrar.ucla.edu/calendars/annual-academic-calendar.

Course Description: This course introduces students to Long Term Program Development (LTPD)—an interdisciplinary and sustainable framework for designing educationally effective sport systems. Students will explore the theoretical and professional foundations of LTPD, analyze its real-world applications, and consider its implications for policy and leadership across all levels of sport. Emphasizing transformative leadership and the coach-as-teacher model, the course prepares students to think critically about long-term planning and sustainable development in sport organizations.

The course is in-person, meets once a week for 3 hours in the evening (5pm-8:00pm) for 11 weeks each quarter and will have a TA. Class size will be approximately 20-30 students.

CORE RESPONSIBILITIES

Course Design and Instruction
• Design and deliver engaging, rigorous instruction on long-term athletic program development.
• Introduce students to the interdisciplinary foundations of LTPD, the LTPD framework, and example of the LTPD framework in action
• Facilitate engaged, participatory learning experiences focused on LTPD guiding principles
• Develop assignments and learning activities that scaffold students’ understanding of the LTPD in relation to core tenets of transformative coaching, teaching, and leadership.
• Integrate ethical considerations and culturally responsive research practices into course content
• Guide students in the development of applied program or policy proposals.

Communication and Academic Advising
• Hold regular office hours to support students’ academic and professional development.
• Collaborate with other program faculty to ensure consistency in expectations, continuous course improvement and student learning outcomes.
• Participate in end-of-term assessment of student performance and course effectiveness.

Assessment and Evaluation
• Assess student learning and provide timely, constructive feedback on assignments and presentations.
• Evaluate up to five (5) final capstone projects using established rubrics aligned with program outcomes, including rigor, relevance, and reflective practice.