Earned doctorate in Foundations of Education, Curriculum and Instruction, Urban Education, Equity Studies or closely related field. (ABD may be considered, but the completed doctoral degree is required by August 2026 for continued employment). We are actively seeking scholars with experiences in any of the following content area(s); social sciences, social justice education, urban education, historical studies, political science, geography, mathematics, biology, chemistry, foreign or world languages, english language arts. Applicants must have experience in teaching preservice teachers, and possess strengths in foundations of education, liberatory pedagogies, canon and non-majoritarian assessments, learning environment, and/or differentiated instruction.
We seek a scholar who can:
1. Teach a range of courses on social foundations, social context, classroom ecology, pedagogical strategies, and equity studies for licensure across programs within the department;
2. Embed expertise and experiences in curriculum development for teacher preparation;
3. Coordinate with community shareholders to increase the teacher education applicant pool and foster a reciprocal community network;
4. Collaborate with colleagues within the Department of Teaching and Learning, College of Arts and Science, the Dean’s office, SEHHB advising office, and university personnel for program growth and student success;
5. Advance and sustain equitable practices and processes, ensure access for historically marginalized peoples, and dismantle systems of oppression in education.
6. Offer the Department of Teaching and Learning with a wide range of skills and expertise that can be adapted across programs.
Preferred Qualifications
Preference will be given to candidates who show evidence of:
3 or more years of demonstrated interest in teaching in a PK20 learning spaces in the area(s) of any content area(s) mentioned above, experience working with secondary or middle school teacher candidates to successfully pass state required assessments (i.e. EdTPA), evidence of potential for a body of peer-reviewed research, ability to teach lessons in their content area, and demonstrated readiness to cooperate on shared responsibilities in a department with a commitment to collaboration.
