The College of Education, Department of Instruction & Curriculum Leadership (ICL) is seeking to add a collaborative and creative colleague for a tenure-track position at the rank of Assistant Professor who shares the University and College’s commitment to urban populations and social justice and has a demonstrated record of teaching, research/scholarship and service in an urban education context. This position is a nine-month faculty appointment starting August 2020. The expected teaching load is three (3) courses per fall and spring semesters, with the possibility to teach during the summer semesters based on departmental and enrollment needs. The mission of the Department of Instruction and Curriculum Leadership is to prepare our graduates with the content knowledge, skills and dispositions informed by teaching, research, and service, to become reflective practitioners and collaborative professional leaders within diverse settings focusing on urban education. The guiding principles of the ICL Department are to (1) Understand identities, cultures, and histories to engage communities, neighborhoods, and families; (2) Promote an intentional and deliberate focus on social justice, equity and power; (3) Approach teaching and learning as moral and political acts that are socially constructed and culturally mediated; (4) Link theory and practice in all aspects of the preparation of educators; and (5) Prepare diverse educators to serve historically marginalized populations in urban and other high needs areas. The successful candidate for the tenure-track position at the rank of Assistant Professor will demonstrate the knowledge, experiences, and dispositions to uphold these guiding principles
Required QUALIFICATIONS • Earned doctorate (obtained by August 1, 2020) in early childhood education, child development or closely related field. • Experience within both theoretical and practical experience in typical and atypical development of young children in the context of their families, cultures, and communities. • Evidence of excellence in teaching for a minimum of 3-years in the Pre-K-3 setting. • Demonstrated commitment to social justice through urban and equity focused teaching, service and/or research. Desired QUALIFICATIONS • Evidence of experience in early childhood educator preparation for culturally competent and culturally responsive teaching in the Pre-K-3 setting. • Evidence of a minimum of three (3) years in the field of early childhood education in urban settings working with Pre-K-3 students and families from diverse backgrounds. • Evidence of expertise in two or more of the following: 1) anti-bias curriculum, 2) multicultural education, 3) culturally sustaining pedagogies, 4) restorative practices, 5) critical early childhood pedagogies, 6) diverse communities and contexts, and 7) social justice Pre-K-3 education. • Demonstrated understanding of the needs of multiple, interacting influences on children’s development and learning concerning the intersection of culture and learning; curriculum, assessment techniques, and instructional approaches for young children. • Experience using classroom assessments and student achievement data to inform instruction • Demonstrated experience in successful teaching in higher education settings which include face to face, hybrid, and online educational options. • Documented experience using technology in educational settings, including online teaching • Demonstrated knowledge of the edTPA in early childhood (education Teacher Performance Assessment). • Demonstrated record of scholarly research, including grant-funded research, in the areas of early childhood education and urban education or closely related field. • Experience in the evaluation and support of pre-service or early-career teachers. • Documented experience developing partnerships with schools and communities concerning fieldwork, research, and professional development opportunities for teachers. • Experience fostering justice through urban and equity-focused teaching and service RESPONSIBILITIES • Teach and supervise traditional and online early childhood education or related undergraduate and graduate courses to advance equity in early childhood education; • Expertise, coursework, demonstrated record of knowledge and skills of culturally and developmentally appropriate practices (DAP) for Pre-K-3 settings, with an emphasis on one or more of the seven (7) areas identified in this position announcement; • Implement an impactful and on-going program of focused scholarly research and publication record, including collaborative efforts; • Provide service and leadership to national professional organizations, the university, college, and department; • Provide professional service to surrounding community partnerships, programs, and urban schools; • Chair and serve on Master and Doctoral committees; • Demonstrate a commitment to successful teaching and excellence in service; AND • Teach three (3) courses per fall and spring semesters, with the possibility to teach during the summer semesters.
Application Review of applications will begin November 1, 2019, and may continue until the position is filled. The department welcomes a diverse set of applicants. Applications are to be submitted electronically at https://workforum.memphis.edu. Applicants are required to upload (1) a detailed letter of application that describes and incorporates examples of their teaching, research/scholarship, service interests, and related professional experiences; (2) curriculum vitae; and (3) the names, addresses, telephone numbers, and email addresses of three (3) professional references. Applicants will receive a confirmation number when all application materials are submitted in Workforum. Letters of recommendation and transcripts will be requested upon interview. Address inquiries and nominations to Dr. Brian L. Wright (email: firstname.lastname@example.org)
Additional Salary Information: The position is a nine-month appointment with an anticipated start date of August 17, 2020. The University offers an excellent benefits package including, healthcare and retirement. The state of Tennessee has no state income tax. Memphis and the surrounding areas maintain a very low cost of living relative to most parts of the country.
About University of Memphis
The Carnegie Foundation recognizes the University of Memphis as one of two public research universities and the only community engaged public university in Tennessee. It has seven colleges and six professional schools serving a diverse population of over 20,000 students, including 4300 graduate students. The University is strongly committed to its urban mission and outreach programs and recognizes the diverse and integrated role played by each faculty and administration in fulfilling a comprehensive mission of research, education and community outreach.
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