Position Description

Department: Program in Education

Duke Title:  Instructional Staff

Job Description: 

Duke University invites applications for an Instructional Staff member to join the Program in Education to support the ongoing development and maintenance of a rigorous and sustainable program assessment system. This individual will assist with teacher preparation program assessment, state and national accreditation reporting, and the continuous evaluation of candidate learning outcomes and program effectiveness.

This position will collaborate closely with the Director of Duke’s Program in Education, teacher preparation program directors, and other Education faculty to evaluate and enhance current data collection and analysis systems. Ideal candidates will have expertise in teacher preparation, program evaluation, the Council for the Accreditation of Educator Preparation’s (CAEP) accreditation, and educational measurement.

Primary Responsibilities:

Assessment System: Quality Assurance

• Design, revise, and validate assessment instruments (e.g., rubrics, surveys) to ensure they are relevant, verifiable, representative, cumulative, and actionable across candidate progression and program transition points, and aligned with CAEP and the NC Professional Teaching Standards.
• Collaborate with faculty and program leadership to map each instrument to specific competencies and performance expectations, ensuring vertical and horizontal alignment within and across programs.
• Establish and document procedures for the development, implementation, scoring, and review of assessment tools, ensuring transparency, consistency, and alignment with EPP transition points.
• Lead inter-rater reliability and calibration efforts, including the design and delivery of structured norming sessions, scoring protocols, and faculty/stakeholder training to promote consistency in evaluating candidate performance.
• Conduct cross-source validation and data triangulation (e.g., NCPTS rubric, edTPA, course-based assessments, employer surveys) to strengthen the trustworthiness of inferences drawn from multiple instruments and support accurate program-level decision-making.
• Monitor and refine the overall infrastructure  of the assessment system to ensure data flows are clearly defined and documented—from collection to analysis to use—and that evidence is systematically used for both formative and summative evaluation.
• Review NC Department of Public Instruction’s (NCDPI) data (through Educator Preparation Program data dashboards) to ensure accuracy, and work with NCDPI to rectify any discrepancies to ensure accuracy of future data reporting.
• Provide technical support and guidance to faculty, staff, and other key stakeholders on the design, implementation, and interpretation of candidate and program assessments. 

Data Systems Integration

• Collaborate with Duke OIT and program leadership to integrate data platforms (e.g., Qualtrics, Anthology, FileMaker Pro, Stellic, NCDPI EPP Dashboard) into a cohesive infrastructure that supports efficient data entry, triangulation, and reporting.
• Partner with the Duke Alumni Office to expand and update a completer database that tracks graduates’ contact information and career trajectories.

Data Analysis, Reporting, and Dissemination

•          Monitor trends and track performance across multiple data cycles to support data-driven decision-making and inform continuous improvement
•          Create actionable internal reports that synthesize data for use in faculty meetings, advisory boards, and strategic planning.
•          Facilitate the regular review and use of assessment data to inform decisions about curriculum, clinical experiences, and candidate support. Ensure that the process is collaborative—engaging faculty, P–12 partners, and other key stakeholders.
•          Design other accessible mechanisms to share candidate and program data with internal and external stakeholders in ways that align with decision-making cycles and promote transparency.

Additional Responsibilities (As Assigned)

•          Monitor evolving trends in educator preparation, state policy shifts, and local workforce needs to proactively identify areas for innovation or refinement, ensuring the program remains relevant, effective, and equity-minded in preparing high-quality educators.
•          May assist with edTPA support, undergraduate instruction, or other Program in Education initiatives depending on experience.

Applications will be reviewed on an ongoing basis until the position is filled. Informal inquiries are also encouraged, and additional project details are available upon request. Feel free to reach out to Kristen Stephens, Ph.D. (kstephen@duke.edu)

Requirements: 

Qualifications include a PhD or equivalent in education, educational leadership, higher education administration, educational psychology, measurement and evaluation, or a closely related discipline. The successful candidate should be highly organized and have excellent oral and written communication skills, strong quantitative skills and a demonstrated interest in program evaluation.

Highly desirable areas of prior experience include:

• Experience with the CAEP accreditation process.
• Experience with establishing instrument validity and reliability.
• Experience with data visualization methods.
• Data management experience and statistical expertise, particularly related to program evaluation.

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