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• Chair, Elementary and Special Education:
Candidate should show evidence of successful university teaching, public service, scholarship, excellent communication and interpersonal skills; involvement in professional association(s); skills in developing relationships with P-12 schools, higher education, and community partners; successful grantsmanship; and demonstrated leadership.
• Associate Dean, College of Education:
This position provides leadership for planning and management to support the faculty, staff and programs in the College of Education. Essential tasks include providing overall direction and decision making regarding administrative structure and processes and academic affairs within the college. The Associate Dean will engage in sustained research/creative activity and service with PreK-12 schools and other educational and community organizations.
Application Procedures: to review the full position description and required and other desired experience and apply for any open positions, go to https://mtsujobs.mtsu.edu. Follow the instructions to complete an application, attach required documents, and submit your application online. If you have any questions, please contact Academic Affairs at 615-898-5128. MTSU is an AA/EOE.
The College of Education has 51 faculty and almost 1,200 students majoring in two departments. For information about the college see http://www.mtsu.edu/education.
Posted 25 February 2017: Vice President of Student Affairs, Regis University (CO)
- Housing & Residence Life
- Student Life including:
- Student Activities
- Student Conduct
- Counseling and Health Services
- Wellness and Recreation
- Auxiliary Services
Please CLICK HERE for the complete posting.
Apply Here: Regis@hyatt-fennell.com
Posted 24 February 2017: Multiple Open Positions, Archer School for Girls (CA)
Please click the position for additional information:
• Dean of Diversity
• Mathematics Teacher
• AP Calculus Teacher
• Science Teacher
• Choir/Musical Teacher
Information common to these openings:
Responsibilities include, but are not limited to, teaching five courses, serving as an advisor, and participating in extra-curricular school activities. Beyond competitive pay and benefits, faculty enjoy working in a collegial, growth-oriented, and joyful community. We seek faculty who will contribute to an equitable and just learning environment. Integral to its mission, Archer has remained passionately committed to cultivating a diverse and inclusive community where all students can thrive personally and academically. Since our mission drives our practice, interested candidates should embody our guiding principles:
- We provide a rigorous, integrated college preparatory curriculum that fosters critical thinking and intellectual curiosity.
- We create and sustain a collaborative teaching and learning environment that explores and refines the ways girls learn best.
- We help girls to become leaders and life-long learners, strengthening their capacity to contribute positively to their communities.
- We strengthen girls’ voices in a diverse and culturally rich environment.
- We embrace possibility, promote challenge-seeking and support risk-taking.
- We encourage girls to develop meaningful relationships with peers and faculty rooted in honesty, respect and responsibility.
- We graduate courageous, committed and ethical young women who take responsibility for their own physical, financial and emotional well-being.
No phone calls, please. More information on Archer can be found at www.archer.org.
Posted 16 February 2017: Two Open Positions, University Lecturers, Writing and Rhetoric, Rochester Institute of Technology (NY)
The University Writing Program at the Rochester Institute of Technology invites applications for two full-time, lecturer positions in Rhetoric and Writing (Composition) to begin late August 2017. This is a one-year renewable position with a 4/4 teaching load with service in the University Writing Program and with a faculty appointment in the Department of English, College of Liberal Arts.
Please click for the complete posting:
Presidio Hill School is an independent, progressive school serving 220 students enrolled in transitional kindergarten to 8th grade. Established in 1918, Presidio Hill School is the oldest continuously operating progressive school in California. In keeping with that heritage, Presidio Hill continues to offer its students a challenging, project based curriculum that prepares them for the future by attending to their current developmental needs. Guided by an expert and caring faculty, students learn to be confident and curious, to be creative problem solvers and independent, critical thinkers. Learning is collaborative and active. Our vibrant, diverse, and supportive community allows students to explore their unique voices, traits, and talents; our emphasis on the importance of community and service encourages students to develop self?awareness, personal character, resilience and an understanding of their role as stewards of the planet and citizens of the world....
Previous experience in an independent school setting is a plus. Presidio Hill School seeks a faculty and staff that reflect the broad range of diversity in the San Francisco Bay Area. We actively support equal opportunity for all people and encourage people of color and LGBTQ candidates to apply. Our school is strongly committed to learning about and promoting cultural competency in all interactions and programs. Interested candidates should send a cover letter and resume? to Tony Morgan at email@example.com
The Education Department at the University of California, Santa Cruz invites applications for the position of Program Director of Teacher Education. We are particularly interested in applicants who have previous experience in teacher education programs and are knowledgeable about innovative approaches to teacher development.
The Department prepares approximately 65 credential students for teaching in K-12 California public schools. The program, which also grants a Masters of Arts in Education, operates on a year-round (summer to summer) schedule. Under the direction of the Department Chair, and in consultation with the Faculty Director, the successful candidate will be responsible for day-to-day program components; reviewing applications for Teacher Supervisors and Lecturers; overseeing student teaching placements in county schools; coordinating the California teaching performance assessment (EdTPA); monitoring student progress; assisting with report writing and long-term planning; and adhering to the California's state credentialing guidelines. The selected candidate will also supervise and evaluate approximately six Teacher Supervisors. The MA/Credential program is supported by a dedicated Credential Analyst and department staff. The successful candidate will also work with the Faculty Director, Teacher Education Committee (TEC), and the Education Department faculty in assessing program strengths and envisioning and implementing improvements and reforms.
The University of California, Santa Cruz, an Hispanic Serving Institution, serves a mix of suburban and rural schools in which many students are immigrants or the children of immigrants. We are committed to inquiry-based pedagogies for preparing teachers to improve the education of linguistically and culturally diverse students and promote equity and social justice. More information on the department can be found at http://education.ucsc.edu/.
RANK: Academic Coordinator II
SALARY: $71,160-$82,260, commensurate with qualifications, experience, and percentage of appointment.
BASIC QUALIFICATIONS: (a) At least five years of teaching experience; (b) demonstrated record of professional development with teacher education students or practicing teachers; and (c) Master's degree in Education or related field.
PREFERRED QUALIFICATIONS: (a) Leadership experience in university teacher education programs; (b) doctorate in education or related field; and (c) knowledge of the California credentialing system and state and national teacher education initiatives.
POSITION AVAILABLE: July 1, 2017
TERM OF APPOINTMENT: The initial appointment is for two years, with the possibility of extension, at 87.5% time, with the possibility of an additional 12.5% teaching appointment if interested. If hiring unit proposes reappointment, a review to assess performance will be conducted. Reappointment is also contingent upon availability of funding.
TO APPLY: Applications are accepted through the UCSC Academic Recruit online system. Applications must include a letter of application outlining the applicant's interests and qualifications for the position, a curriculum vitae, a one to two page statement articulating the candidate's perspectives on teacher education, and two to three confidential reference letters.* Applicants are also invited to submit a teaching statement, syllabi (a maximum of three), and/or teaching evaluations (a maximum of three sets of course evaluations) if they wish. All materials must be submitted as PDF files.
Apply at http://apptrkr.com/961469
Refer to Position #JPF00425-17T in all correspondence.
*All letters will be treated as confidential per University of California policy and California state law. For any reference letter provided via a third party (i.e., dossier service, career center), direct the author to UCSC's confidentiality statement at http://apo.ucsc.edu/confstm.
CLOSING DATE: Review of applications will begin on March 15, 2017. To ensure full consideration, applications must be submitted by this date. The position will remain open until filled, but not later than 6/30/2018.
Posted 9 February 2017: Associate Professor of English as a New Language Education and Director of New Neighbors Center, Indiana University Southeast
The School of Education invites applications for an Associate Professor of English as a New Language and Director of New Neighbors Center to start August 2017. This is a permanent tenure track position. Candidate must have an earned doctorate in Second Language Education, TESOL, or a related field.
The successful applicant must have a strong commitment to excellence in teaching both undergraduate and graduate students. The position also involves directing an overseas summer study-abroad program, which serves as a clinical experience for ESL/ENL teacher candidates. The successful applicant will serve as director for the New Neighbors Center, a research-based university-school partnership project that focuses on the academic success of new English Language learners within a network of five school districts in southern Indiana. The New Neighbors Center also provides professional development for administrators and teachers, cultural competence training for area school staff (office, cafeteria, transportation, and health personnel), family guidance, and youth support and empowerment. Directing the New Neighbors Center requires skills including grant writing, building school and community partnerships, and networking and collaborating with school partners and other faculty researchers.
The successful applicant will also be responsible for coordinating and advising candidates in the ESL/ENL graduate licensure program. Eventually this position may be responsible for SPA (program assessment) for the ESL/ENL graduate program. With release time for research, the standard teaching responsibility will be 1 or 2 courses per semester in addition to directing the New Neighbors Center. Service to the university and the community, such as participating in committee work and tasks, is expected.
- Ed.D. or Ph.D. in English as a New Language, Second Language Education, International/Intercultural Education, or a closely related field;
- Demonstrated excellence in teaching in higher education;
- Minimum of three years of related teaching experience in P-12 schools;
- Grant writing experience;
- A research agenda in English as a New Language, Second Language Education, International/Intercultural Education, or a closely related area;
- Interest and experience working with classroom teachers, parents, and community members;
- Commitment to coordinate and participate in study abroad experiences.
- Experience leading a study abroad program;
- Significant course work and/or experience in language acquisition;
- Experience teaching students of multiple language backgrounds, skill levels, and ages;
- Endorsement or certification in the field of ESOL (English to Speakers of New Languages), ENL (English as a New Language), or equivalent;
- Demonstrated leadership skills directing a research center and/or coordinating a program;
- Experience designing professional development or collaboration experiences with classroom teachers;
- Experience teaching hybrid, online, intensive, or site-based courses.
IU Southeast is one of eight degree-granting campuses of Indiana University and is located minutes from downtown Louisville, Kentucky. The area is known for cultural, sports and recreational activities and has a low cost-of-living index. IU Southeast has an enrollment of approximately 5600 students and offers bachelor and master degrees in a wide range of disciplines. The campus is committed to a student-centered learning environment and actively supports students, faculty, and staff from diverse backgrounds. Consistent with the university’s commitment to diversity, persons from traditionally underrepresented groups are strongly encouraged to apply. IU Southeast is an Affirmative Action/Equal Opportunity Employer.
Applications will be accepted online at: http://indiana.peopleadmin.com/postings/3558.
Please attach a letter of interest, transcripts, curriculum vitae, and three email addresses to request letters of reference. The review of applicants will begin February 15, 2017 and continue until the position is filled. For any questions please contact Lisa Hoffman, Chair of Search Committee: https://www.ius.edu/education/index.php.
Developed by a coalition of San Diego civic leaders and educators, High Tech High opened in September 2000 as a small public charter school with plans to serve approximately 450 students. HTH has since then evolved into an integrated network of thirteen charter schools serving approximately 5,300 students in grades K-12 across three campuses. The HTH organization also includes a comprehensive adult learning environment including a Teacher Credentialing Program and the High Tech High Graduate School of Education, offering professional development opportunities serving national and international educators. HTH is guided by four connected design principles—equity, personalization, authentic work, and collaborative design—that set aspirational goals and create a foundation for understanding our approach. HTH’s instructional design emphasizes hands-on, project based learning with adult-world connections. We are committed to building a school culture where there is respect and cooperation among every student, adult, and family. Candidates should be open to a dynamic, collaborative, teacher-driven school where teachers have the freedom to design their curriculum and innovate.
HTH is accepting applications for the 2017/18 school year and preliminary interviews begin in late Spring.
To apply, please visit our website at http://www.hightechhigh.org/about-us/join-our-team/.
Competitive salary and benefits. Interested candidates should apply through http://www.schoolspring.com only (JOB #2743437). Application should include resume, letter of interest, college transcripts, Vermont Certification or eligibility, and three current letters of reference. Position open until filled.
Washington Central Supervisory Union is a learning community made up of teachers, staff and students from the Vermont towns of Berlin, Calais, East Montpelier, Middlesex and Worcester.
Our mission statement: WCSU exists to nurture and inspire in all students the passion, creativity and power to contribute to their local and global communities.
Posted 31 January 2017: Math Teacher, Dyett High School, Chicago Public Schools
CHARACTERISTICS OF THE CLASS: Under the supervision of the school principal, responsible for the instruction, progress, and discipline of all pupils in assigned classes, and performs related duties as required.
ESSENTIAL FUNCTIONS: Responsible for instructional planning, including, but not limited to, providing written lesson plans and preparation in accordance with the objectives of the instructional program, establishing positive learning expectation standards for all pupils, and evaluating pupils' progress and maintaining current and accurate records of pupils' achievements; implements instructional methods, including, but not limited to, applying contemporary principles of learning theory and teaching methodology, drawing from the range of instructional materials available in the school, participating in the development and implementation of new teaching techniques, and providing bulletin board and interest areas reflective of pupils' current work; exhibits and applies knowledge of the curriculum content related to subject areas and instructional level; participates in programs to improve student attendance; promotes anti-vandalism programs in the schools; establishes and maintains reasonable rules of conduct within the classroom and on school grounds, including, but not limited to, playgrounds, corridors, and lunchrooms, consistent with the provisions of the Chicago Public Schools' Uniform Discipline Code; maintains accurate attendance records and seating charts; encourages student growth in self-discipline and positive self-concept; ensures fairness in teacher-pupil relationships and exhibits an understanding and respect for students; initiates appropriate conferences with parents, guardians, administrators, and/or ancillary personnel, in accordance with school procedures; communicates with parents or guardians and counsels pupils on the pupil's academic progress, attendance, and conduct; participates in in-service meetings and professional staff meetings and uses pertinent information and materials provided; may coordinate and attend class field trips; may work in extra-curricular and after-school activities; utilizes appropriate resources available in the community.
All teachers new to the district must first gain eligibility in the CPS Teacher Quality Pool to be considered for teaching positions. Information on these steps is available on the bottom of the CPS Careers page.
Education and Experience. Successful completion of all student teaching requirements as well as all course work required to obtain the appropriate teaching certificate(s) issued by the Illinois State Board of Education.
Teachers must possess at least one of the following valid teaching license issued by the Illinois State Board of Education: Professional Educator License (PEL), Educator License with Stipulations (ELS) or a Substitute License.
Knowledge, Abilities, and Skill. Knowledge of subject matter consistent with state certification requirements, knowledge of contemporary principles and practices of teaching, knowledge of classroom and behavior management techniques.
Ability to modify instruction to meet student needs, ability to cooperate with the school faculty and administration in the development and implementation of an articulated program of instruction, ability to work effectively with pupils, parents and guardians, staff members, and community representatives in providing an appropriate educational program; ability to understand the physical, intellectual, social, and emotional patterns of pupils. Skill in the application of contemporary principles and practices of teaching, good oral and written communication skills, good interpersonal skills, skill in exercising sound and professional judgment.
Physical Requirements. Light Work: Exerting up to twenty (20) pounds of force occasionally, or up to ten (10) pounds of force frequently, or a negligible amount of force constantly to move objects. Physical demands include the ability to stoop occasionally, reach frequently, handle and finger objects occasionally, talk and hear constantly, frequent use of near visual acuity, and occasional use offer visual acuity.
Send resumes and cover letters to firstname.lastname@example.org. [NOTE: If you found out about the job from the TSJ list-serv, please let Ms. McLoyd know that.]
Posted 27 January 2017: Enrollment Services Specialist, Pennsylvania State University
Coordinate and assist with organizing, developing and implementing strategic community recruitment plan that enhances and promotes multicultural recruitment and diversity. Organize, manage, and coordinate campus visitation programs with Admissions staff and other departments for a variety of student audiences. Implement outreach programs/presentations targeted to specific populations. Present at recruitment, student aid and/or enrollment services events for prospective and current students on behalf of the University/campus. Maintain positive relationships with external partners and University stakeholders. Counsel and advise prospective students/families regarding enrollment through the student life-cycle. Evaluate and analyze student credentials for admissions applications. Create, develop and maintain records/databases. Facilitate positive communications among internal and external recruitment constituents. Maintain and develop a network of contacts to create a pipeline of potential students. Create PowerPoint and other electronic presentations, program brochures, flyers, etc. for multicultural/diversity programs and events. Review, analyze, assess and process information, record, and transcripts for determining academic credit and eligibility for degrees and/or specialized programs. Manage application follow-up by running reports, developing strategies to reach students with active applications, and maintain reports/spreadsheets for special populations. Responsible for providing in-take services: office visits, phone calls, mail, etc. This job will be filled as a level 2, or level 3, depending upon the successful candidate's competencies, education, and experience. Typically requires an Associate's degree or higher plus three years of related experience, or an equivalent combination of education and experience for a level 2. Additional experience and/or education and competencies are required for higher level jobs. This is a fixed-term appointment funded through December 31, 2017 with possibility of re-funding.
CAMPUS SECURITY CRIME STATISTICS: For more about safety at Penn State, and to review the Annual Security Report which contains information about crime statistics and other safety and security matters, please go to http://www.police.psu.edu/clery/ , which will also provide you with detail on how to request a hard copy of the Annual Security Report.
Job URL: http://apptrkr.com/950637
Posted 27 January 2017: Assistant Professor, English As A Second Language, School of Education, Indiana University--Southeast
The School of Education invites applications for an Assistant Professor of English as a Second Language to start August 2017. This is a new permanent tenure track position. Candidates must have an earned doctorate in Second Language Education, TESOL, or a closely related field.
The successful applicant must have a strong commitment to excellence in teaching both undergraduate and graduate students and a willingness to teach at all levels of the undergraduate and graduate curricula. The successful applicant is expected to pursue, establish, and maintain an active research program in the areas of English as a Second Language, Language and Culture, or Bilingual Education. This position will be responsible for helping to shepherd a new undergraduate minor in ENL through the approval process. The person would also help with advising ENL candidates at the graduate and undergraduate level and arranging clinical experiences as well as clinical practice placements. With release time for research, the standard teaching responsibility will be 3-3 courses per semester. Service to the university and the community, such as participating in committee work and tasks, is expected.
• Ed.D or Ph.D in English as a New Language, Second Language Education, or a closely related field;
• Minimum of three years of related teaching experience in P-12 schools;
• Endorsement or certification in the field of ESOL (English to Speakers of New Languages), ENL (English as a New Language), or equivalent.
• Significant course work and/or experience in language acquisition;
• Experience teaching multiple modalities (hybrid, online, site-based, and or intensive courses;
• Significant course work and/or experience in assessment in second language learning and literacy;
• Significant course work and or knowledge of socio-psycholinguistics related to reading instruction;
• Experience teaching students of multiple language backgrounds, skill levels, and ages;
• Excellence in teaching in higher education;
• Demonstrated leadership skills.
IU Southeast is one of eight degree-granting campuses of Indiana University and is located minutes from downtown Louisville, Kentucky. The area is known for cultural, sports and recreational activities and has a low cost-of-living index. IU Southeast has an enrollment of approximately 5,600 students and offers bachelors and masters degrees in a wide range of disciplines. The campus is committed to a student-centered learning environment, and actively supports students, faculty, and staff from diverse backgrounds. Consistent with the university’s commitment to diversity, persons from traditionally underrepresented groups are strongly encouraged to apply. IU Southeast is an Affirmative Action/Equal Opportunity Employer.
Applications will be accepted online at: http://indiana.peopleadmin.com/postings/3483. Please attach a letter of interest, transcripts, curriculum vitae, and three email addresses to request letters of reference. The review of applicants will begin February 15, 2017 and continue until the position is filled. For any questions please contact Gloria Murray, Chair of Search Committee - https://www.ius.edu/education/index.php .
Bucknell University is excited to invite nominations and applications for an Associate Provost for Diversity, Equity and Inclusion (APDEI). The APDEI will serve as the University’s chief diversity officer and will have the opportunity to lead in implementing Bucknell’s Diversity Plan and in enhancing a diverse, equitable and inclusive campus climate.
The successful candidate will be a proven leader in diversity, equity and inclusion who has demonstrated leadership in advancing diversity, equity and inclusion initiatives within a complex organization and will have some familiarity with organizations grounded in principles of strong shared governance. This individual will possess strong administrative and strategic planning experience and an expansive understanding of diversity issues in hiring and retention, as well as a track record of success implementing systemic change and a record of collaborations across multiple departments and units. Our new APDEI must have knowledge and understanding of higher education. ...
The APDEI will also serve on the President’s Diversity Council, which in 2014 promulgated the University’s five-year Diversity Plan. The plan embraces the concept of diversity as necessary for achieving a vibrant, inclusive community that reflects the world beyond Bucknell, challenges and encourages the broadening of perspectives and worldviews, and helps prepare students to make valuable contributions as citizens of a diverse, globally integrated world. The 2014-19 Diversity Plan may be found here: DiversityPlan.pdf.
Bucknell University is a selective, highly ranked national university where liberal arts and professional programs complement each other. ...
We invite inquiries, nominations and applications. Review of applications will begin immediately and will continue until the position is filled. Candidates should provide a curriculum vitae, a letter of application that addresses the responsibilities and requirements described in the Leadership Profile, and the names and contact information of five references. References will not be contacted without prior knowledge and approval of candidates. These materials should be sent electronically via e-mail to Bucknell University’s consultants Oliver B. Tomlin, III and Khalilah J. Lawson at BucknellAPDEI@wittkieffer.com.
For the complete job posting, please CLICK HERE.
Posted 26 January 2017: Chief Information Officer/VP of Information Technology, Saint Catherine University (MN)
Saint Catherine University, St. Paul, invites applications for the Vice President and Chief Information Technology Officer position in the McGlynn Information Technology Center to lead university-wide IT planning and operations including telecommunications and audio/visual services. The VP/CIO coordinates the development and the delivery of IT services for instruction, administration, and research; supervises the IT Center; and represents the University’s information technology interests regionally and nationally. St. Kate’s has one of the most ethnically diverse student bodies in the state of Minnesota. We invite candidates who reflect this diversity.
Responsibilities: Recommend and implement technology policies and strategies consistent with the University’s Strategic Plan. Develop and implement ongoing tactical plans and the yearly budget to support them. Provide consultation to University committees on technical and resource requirements, training, project prioritization, and scheduling considerations for approved and prospective technology initiatives. Provide IT technical support and consultation pertaining to academic and administrative needs and initiatives to support the University’s Strategic Plan. Develop, maintain and manage a technology organizational and governance structure that is highly service oriented and responsive to the University’s needs. Monitors and manages technology related compliance and fully cooperates and assists with all internal and external audits, including taking appropriate corrective action.
Qualifications: Graduate Degree in Information Systems, Business Administration or a related discipline or the equivalent combination of education and experience. Extensive and progressively more responsibility in information technology, including senior management experience. System implementation project management experience required with extensive experience in budget and organizational management. Demonstrated knowledge of a broad range of information technologies, including academic and administrative computing, telecommunications, audio/visual services, information management, and security. Demonstrated ability to create and implement a vision for Information Technology within a University (experience in higher education highly desirable). Excellent written and verbal communication skills required. Ability to respond respectfully and effectively to people of all cultures, in a manner that affirms the worth and preserves the dignity of individuals, families, and communities, consistent with the University's commitment to women, diversity and social justice.
To Apply: Please go to the St. Catherine University Employment Site to electronically apply for this position. Website link is: http://www.stkate.edu/hr. Applications will begin to be reviewed on February 24, 2017, however, position is open until filled.
Applicants from candidates with diverse backgrounds are especially encouraged, as are nominations that will help us recruit a diverse pool of candidates.
Posted 26 January 2017: Multiple Instructional Positions, The Archer School for Girls, Los Angeles (CA)
Please follow the link below for each position for complete information:
- Mathematics Teacher
- Science Teacher
- Fitness & Wellness Teacher
- Middle School History Teacher
- 3-D Art Teacher: Ceramics and Sculpture
Please follow this link for complete information: https://facultyjobs.kennesaw.
Posted 25 January 2017: Multiple Positions, Tucson Unified School District (AZ)
Please follow the link below for each position for complete information:
Rosemary Hall is a coeducational, independent secondary school located in central Connecticut with 850 boarding and day students and over 300 employees. Choate serves intellectually gifted and motivated students of diverse backgrounds from across the globe whose commitment to serious study is enhanced in an academically challenging and personally supportive setting.
Current faculty openings at Choate Rosemary Hall for th Choate e 2017-2018 academic year include:
- Arabic Language Teacher
- Mandarin Language Teacher
- Mathematics Teacher
- Physics Teacher
A full listing of our openings can be found at http://www.choate.edu
Working at Choate
Choate provides students with transformative and meaningful experiences that instill lifelong habits of learning, leadership, and service, shaped by innovative and passionate educators. Teaching faculty at Choate are innovative, collaborative, and committed to our students' intellectual, social, emotional, and character development. Our faculty understands that each of our students has the potential for growth and works to encourage students to develop their own ideas and voices in learner-centered environments.
Teaching at a boarding school is a lifestyle decision. It extends beyond teaching in the classroom to coaching on the playing fields, directing in the theater, advising in our residential houses, and all the varied and informal ways in which adults and adolescents interact. You should consider teaching at Choate only if you are prepared to commitment to the full, and immensely rewarding, residential life experience of a boarding school community. Choate is committed to recruiting, retaining, and supporting an exceptional faculty who reflect the diversity of the student body and are dynamic educators deeply committed to the entire student experience.
Posted 12 January 2017: Assistant/Associate Dean of Students for Diversity and Inclusion, Harvard College, Harvard University
Harvard College is a vibrant and diverse academic community. It is a close-knit undergraduate program located within Harvard University, and is the oldest and most prestigious institution of higher education in the United States. With world-class faculty, a dedication to affordability, and groundbreaking research opportunities, committed scholars have the resources they need to fulfill their academic and personal potential. The breadth and depth of Harvard’s resources, from library and museum collections to engagement in the arts and athletics, remain unparalleled in higher education. Situated in Cambridge, Massachusetts, Harvard is one of more than 50 local institutions serving more than 200,000 students, making the Boston area America’s premier college town. Yet with an intellectually stimulating environment that is steeped in tradition, Harvard is unlike anywhere else in the world.
The Office of Student Life (OSL) supports Harvard College’s mission of transformative education for the citizens and citizen leaders of our society by creating opportunities for intellectual, social, and personal transformation. OSL works with the distinctive residential house system at Harvard College, which provides opportunities for students to integrate the academic, residential, and co-curricular spheres of their lives. Through a diverse living and campus environment, students live and study with people who come from different walks of life and have evolving identities. OSL comprises three areas, primarily: Residential Life, Student Involvement, and Diversity and Inclusion. OSL works collaboratively with the Freshman Dean’s Office, the Harvard Foundation for Intercultural and Race Relations, the Phillips Brooks House, and the Office for the Arts to provide an unparalleled student experience.
Reporting to the Dean of Students, the Assistant/Associate Dean of Students for Diversity and Inclusion serves as a thought leader and strategist in promoting diversity and inclusion, engaging the College community in substantive discourse, and responding to challenging student and community issues. The Assistant/Associate Dean develops and advances policies, practices, and programs that place diversity at the center of the College’s educational mission; works primarily with students and student leaders, but also collaborates with senior administrators, faculty, staff, and other constituencies to infuse diversity and inclusion efforts into all aspects of student life; and maintains a visible presence on campus, engaging students across difference and in the spaces where they find community at Harvard College. The position oversees the Office of Bisexual, Gay, Lesbian, Transgender, and Queer (BGLTQ) Student Life, Diversity and Inclusion Programs, and the Harvard College Women’s Center; coordinates programs and services for undocumented students and first-generation students; oversees the College’s Bias Response System; and serves as the Racial Harassment Hearing Officer. The Assistant/Associate Dean is a member of the OSL senior leadership team and works with all student life units to design and implement a comprehensive assessment program and to initiate ongoing professional development opportunities. The position is responsible for a $1.2 million budget and eight FTE staff, including three direct reports at the director level. Harvard will offer this position with an assistant or associate dean title, dependent on the qualifications of the selected candidate.
Harvard seeks candidates whose values, education, professional experience, and personal narrative have together prepared them to serve as an effective and highly collaborative leader of the College’s diversity and inclusion efforts. Basic requirements include an advanced degree; at least eight years of related experience; an excellent command of diversity and inclusion concepts, issues, and best practices; outstanding listening, presentation, written, and oral communication skills; strong supervisory and budget management experience; a proven ability to make connections and forge partnerships across departmental boundaries; and experience with assessment practices to guide data-driven efforts and promote continuous improvement. The ideal candidate will possess an earned doctorate, significant leadership experience within higher education or a mission-driven organization, and a track record of catalyzing change, promoting cultural competence across diverse constituencies, and delivering high-impact programs. The Assistant/Associate Dean will also demonstrate the commitment and capacity to serve as a caring advisor and mentor for students, particularly those from underrepresented groups, and an affinity for the distinctive mission and character of Harvard College.
Review of applications will begin February 10, 2017 and will continue until the position is filled. A resume with an accompanying cover letter may be submitted via the Spelman Johnson website at www.spelmanjohnson.com/open-positions. Confidential inquiries and nominations for this position may be emailed to James M. Norfleet at email@example.com. Applicants needing reasonable accommodation to participate in the application process should contact Spelman Johnson at 413-529-2895.
Harvard College – Assistant/Associate Dean of Students for Diversity and Inclusion
James M. Norfleet, Search Associate
Visit the Harvard website at www.harvard.edu
Deerfield Academy seeks a dynamic and experienced Teacher of Computer Science to start on August 15, 2017. We’re looking for a teacher who exhibits excellence in the classroom, encourages students’ development as informed and ethical citizens of the world, and is interested in working collaboratively with colleagues. Deerfield Academy teachers enjoy an outstanding work environment and excellent benefits, and engage with students who are eager to learn. As a private boarding school, Deerfield actively seeks to increase the diversity of its faculty and develop an inclusive community; interested candidates should be enthusiastic about living in close proximity to teenagers and working with students both in and outside of the classroom.
Deerfield offers an unmatched environment for teaching. Near the Five Colleges (Amherst, Smith, Mount Holyoke, Hampshire, and UMass Amherst), Deerfield’s 300-acre campus hosts exceptional facilities that enable powerful teaching both in and out of the classroom. Our students are engaging and excited to learn—and they are willing to work hard at their studies. Outside the classroom, our community is focused on active and ethical living. Our teachers are committed to ongoing renewal. We seek candidates who are committed to their own professional growth, who are eager to work with colleagues in a productive manner towards departmental goals, and who can foster critical thinking, empathy, and determination in our students. ...
ABOUT THIS POSITION:
? The primary classroom responsibility is to teach AP and Advanced Computer Science. These project-based courses teach programming in several languages - including Java and Objective C, as well as problem solving, algorithm development, data structures, programming robots and other devices, digital logic, and related topics.
? Outside of the classroom, teachers will supervise co-curricular activities (e.g. varsity or sub- varsity teams, community service activities, clubs, publications, etc.).
? Other responsibilities include those that are normally part of a boarding school commitment: dormitory association, dining hall duties, committee work, and other routine duties.
? Prior teaching experience in Computer Science is required.
? A postgraduate degree in Computer Science or Engineering is preferred.
? Interest in and demonstrated skill working with adolescents is essential.
? The interest, initiative, and energy to thrive in a lively and fast-paced residential academic community.
? A sense of humor, humility, and the ability to work as part of a team.
? A commitment to an inclusive community.
Apply here for the Computer Science position:
Deerfield Academy is a private, coeducational boarding school located in western Massachusetts with 650 students and 130 faculty. The Academy was founded in 1797 and has no religious affiliation....
For the complete posting, please CLICK HERE.
Posted 6 January 2017: Assistant Professor of Elementary Education, Department of Leadership and Learning, College of Education, Grand Valley State University (MI)
Full Time; Tenure Track
Required Qualifications and Education:
- Doctorate in Education
- Specialized knowledge of pedagogy and teaching practices related to elementary (K-8) education
- Record of successful teaching experience at K-8 grade level
- Record of effective communication and collaboration skills
- Record of scholarship or strong potential for scholarship
- Ability to teach using multiple means of instruction
- Willingness and ability to travel to locations within the GVSU service area
- Experience teaching in culturally and linguistically diverse settings
- Record of university teaching experience
- Experience with curriculum development
- Experience teaching evidence-based classroom management pedagogy and practices
- Experience working with traditional and non-traditional student populations
- Record of serving as a mentor, teaching coach, or supervisor of educators
- Bilingual fluency (Spanish/English) and/or experience teaching in bilingual settings a plus
- Supervise elementary student teachers and/or teacher assistants
- Teach undergraduate and/or graduate courses
- Advise students
- Work collaboratively with program faculty and students
- Foster and support inclusive practices among students, faculty, and community
- Provide service to the department, college, university, profession, and community
- Engage in scholarship related to the discipline
Salary: Competitive with comprehensive benefits package
Department/Division: Teacher Education within Leadership and Learning
Employment Date: August 2017
How To Apply: Apply online at jobs.gvsu.edu. Include a cover letter of application addressing the qualifications; names, addresses and telephone numbers of three references; transcripts; and curriculum vitae that includes evidence of expertise, teaching experience and scholarly activity. If you need assistance or have questions, call Human Resources at (616) 331-2215. Women, minorities, and individuals with disabilities are encouraged to apply. Additional information about GVSU is available on our website at www.gvsu.edu.
Application Deadline Date: Review of applicants will begin immediately and continue until the position is filled.
Location: Allendale, Michigan 49401 - (616) 331-5000
For more information about Grand Valley, see our website at www.gvsu.edu
Rider University seeks inquiries, applications and nominations for the position of Vice President for Student Affairs. Reporting to the President, the Vice President for Student Affairs serves on the President’s Cabinet, and provides visionary, creative, and energetic leadership for the Division of Student Affairs and participates with other leaders supporting and crafting strategic, transformative change college-wide....
About the University
Rider University is a vibrant, student-centered community of learners and scholars regionally recognized as a top-tier institution. With campuses located in Lawrenceville and Princeton, New Jersey, Rider is an independent, residential university with approximately 248 full-time faculty, and 5,050 undergraduate, graduate, and non-traditional students from 82 countries, 43 states and 2 US territories. ...
About the Position
The Vice President for Student Affairs is a new position. Reporting directly to the President, the Vice President for Student Affairs will work to create programs and strategies that add value to the student learning experience outside of the academic classroom. The Vice President for Student Affairs will serve as the chief student affairs officer and is a member of the President’s Cabinet.
The Vice President will oversee the strategic planning, assessment, training and policy development for the division; create, review, and manage the division’s budget; and review and make personnel decisions regarding the allocation of positions and funding. He/she will serve on the Enrollment Management Committee, Retention Task Force Committee, and Human Resource Action Committee.
The Vice President for Student Affairs will focus on the following:
- Developing policies and programs that add value to the student learning experience outside of the academic classroom;
- Assessing student life at Rider University and utilizing the assessment data to make strategic, transformative decisions and plans for the division;
- Developing a close working relationship with all divisions of the University, particularly the Provost and academic affairs staff;
- Developing policies and procedures which enhance the ability of student affairs to interact with all divisions to meet the goals of the University;
- Prioritizing resource allocations to meet the needs of the University and the division; and
- Serving as a member of the senior management team.
The Vice President will provide strategic and over-arching leadership to an array of offices and services that are currently organized as follows: Associate Dean of Students Office functions on the Princeton campus, Alcohol, Drug, & Sexual Assault Prevention, Campus Chaplains, Campus Life, Community Services/Service Learning, Community Standards, Career Services, Counseling Services, Campus Card/CS Gold, Dean of Students Office functions, Educational Opportunity Program, First & Second Year Programs, Freshman Seminar, Greek Life, Health Services, McNair Scholars, Multicultural Affairs, Radio Station, Recreation and Intramural Programs, Residence Life, and Student Support Services.
The role administers 9 direct reports with 60 full- and 3 part-time staff, 17 Graduate Assistants, and 150 Undergraduate Student Workers. The position oversees a divisional budget of $6,111,326. Benefits are not charged to the divisional budget.
The successful candidate must possess a Master’s degree in student affairs or related field; a Ph.D. or Ed.D. is preferred. Experience requirements include a minimum of ten years of leadership responsibility in Student Affairs including at the level of Dean of Students or Associate Vice President of Student Affairs level. Candidates should be strong, outgoing, charismatic, articulate leaders. They should be known for their resourcefulness, creativity, and student-mindedness with excellent verbal and written skills, and the ability to build rapport and establish trust with a wide variety of constituencies and stakeholders.
Additional qualifications include:
- Strong strategic planning and operational skills;
- Competence with the use of research and assessment tools in student affairs to define and monitor goals;
- Knowledge of student development theory and how it relates to the overall university experience;
- Success in enhancing the quality of student learning and development;
- Demonstrated record of effectively managing conflict; and
- Knowledge of issues facing colleges and universities particularly higher education law as it pertains to college students and Title IX.
Interested individuals should send a letter of application that indicates how their skills and experiences align with the stated qualifications for the position, a resume, and contact information including email addresses for five references. Confidentiality will be maintained and references will not be contacted without prior approval of the candidate.
The packet should be sent electronically to Rider@wspelman.com. The subject line in the email should be RUVPSA. Confidential inquiries may be made by contacting Susan Salvador at Susan@wspelman.com or at 585-230-4013.
For full consideration, all materials should be received by Friday, February 17, 2017. This position will remain open until filled.
For the complete job posting, please CLICK HERE.
Department of Leadership, Counseling, Adult, Career and Higher Education
Position: Assistant Professor, Educational Leadership & Policy Studies, Tampa, Florida. Position #4147. This is a 9-month, full-time, tenure track position with opportunity for additional summer contract. The position begins August 7, 2017.
The mission of Educational Leadership & Policy Studies is to prepare compassionate, ethically-centered, public intellectuals to become critical and transformative leaders committed to social justice in America’s schools. We are guided by five core values: social justice, mutual respect, research-based inquiry, direct engagement, and authenticity. A dynamic core faculty have active national and international agendas, engage in partnership activities with local schools and districts, and serve as principal investigators on multiple federal, state and university grants. In addition, faculty host a leading national journal, The Journal of Case Studies in Educational Leadership, sponsored by the University Council for Educational Administration (UCEA). ...
Position Description: We are seeking a colleague whose research, teaching, and service activities engage equity, transformation, and leadership in underperforming schools. The successful candidate will have a clear research agenda and emerging record of publications/potential for publication in top and key professional journals in the field, K-12 teaching and leadership experience, and a record of writing and/or participating in externally funded grants. The successful candidate will demonstrate strong cultural competence, verbal communication, and interpersonal skills necessary for effective collaboration with a diverse community of students, faculty, staff, and external constituents. The successful candidate will be expected to contribute to all degree programs and have opportunity to participate in the editorial functions of the Journal of Case Studies in Educational Leadership.
? An earned doctorate (Ph.D., Ed.D.) in Educational Leadership/Administration or Educational Policy Studies
? Evidence of a clear research agenda and emerging publication and professional presentation record
? Evidence of teaching excellence
? Evidence of research grant award, writing, and/or participation
? Evidence of school or district level leadership experience
? Evidence of ability to develop, teach and assess student performance in various formats (face to face, hybrid, online)
? Evidence of involvement or leadership in professional associations
Application Process: Applications must be submitted electronically to http://www.usf.edu/administrative-services/human-resources/careers/index.aspx. All required documents must be uploaded in one PDF attachment: a letter of interest specifying Position #4147 and describing qualifications for the position, unofficial university transcripts for all graduate degrees earned, and two samples of written scholarship. References are not required at the time of application.
Position finalists will be required to provide official university transcripts for all graduate degrees earned and names and contact information for 3-5 professional references. References will not be contacted until advanced stages of screening, and finalists will receive prior notification. The finalist’s immediate supervisor will be contacted by the Dean of the College. USF conducts a full background check prior to employment. Salary is competitive and commensurate with background and experience.
Full consideration will be given to complete applications received by 5:00 pm EST on January 17, 2017. Applications will be considered until the position is filled. Questions about the position may be directed to Dr. William Black, Search Committee Chair, at firstname.lastname@example.org.
The University of South Florida System has three separately accredited institutions: USF, USF St. Petersburg, and USF Sarasota-Manatee. ...
The College of Education is accredited by the National Council for Accreditation of Teacher Education (NCATE)/Council for Accreditation of Educator Preparation (CAEP) and is ranked 78 in “Best Education Schools” and 36 in “Best Online Programs” in US News and World Report. ... For more information, please visit the College website at http://www.coedu.usf.edu.
USF is an Equal Opportunity Institution. For disability accommodations, please contact Lisa Adkins at (813) 974-3463 (email@example.com) at least five working days in advance of need.
For the complete job posting please CLICK HERE.
Posted 27 December 2016: Assistant Professor, Social Foundations, University of South Florida
Position: Assistant Professor, Social Foundations, Tampa, Florida. Position #4205. This is a 9-month, full-time, tenure-track position with opportunity for additional summer contract. This position begins August 7, 2017.
The Social foundations program promotes interdisciplinary scholarship that applies humanities and social-science perspectives to problems in education (defined broadly) and to develop culturally relevant and socially just solutions....
A strong candidate will have evidence of a clear research agenda and an emerging record of publications and potential for publication in top and key professional journals in the field; experience in writing and/or participating in externally funded grants; and experience of successful teaching or assisting on undergraduate and graduate courses. There is expectation that the individual hired for the position will contribute to cross-department collaboration in research, including external funding, program development, and teaching.
Candidates should demonstrate strong cultural competence, verbal communication and interpersonal skills necessary for effective collaboration with a diverse community of students, faculty, staff, and external constituents. Further, candidates should possess the ability and willingness to participate in college and departmental recruitment, retention, and assessment activities.
? An earned doctorate in Social Foundations or closely related discipline.
? Evidence of research and/or teaching interests in global and international education, gender, and interdisciplinary studies.
? Evidence of a clear research agenda and emerging publication and professional presentation record.
? Evidence of working effectively with a wide range of students, faculty or other constituents, including but not limited to those from diverse academic, socioeconomic, cultural, racial, international, ability and ethnic backgrounds.
? Potential for or evidence of research grant writing or participation.
? Evidence of successful interdisciplinary collaboration.
? Evidence of ability to develop, teach and assess student performance in online courses.
? Evidence of teaching excellence in undergraduate and graduate course.
? Evidence of utilizing technology for teaching and in creating innovative learning environments for students.
? Evidence of interest or participation in Education Abroad.
? Evidence of successful mentoring of students in higher education.
? Evidence of successful engagement with colleagues, staff, and administrators to develop ways to improve the educational experience of students.
Application process: Applications must be submitted electronically to http://www.usf.edu/administrative-services/human-resources/careers/index.aspx. All required documents must be uploaded in one PDF attachment: a letter of interest specifying, Position #4205 and describing qualifications for the position in each of the required/preferred areas, a current vita, unofficial university transcripts for all graduate degrees earned, and contact information for three professional references. Letters from references are not required at the time of application.
Position finalists will be required to provide official university transcripts for all graduate degrees earned and letters of recommendation from 3-5 professional references. References will not be contacted until advanced stages of screening, and candidates will receive prior notification. The candidate’s immediate supervisor will be contacted by the Dean of the College. USF conducts a full background check prior to employment. Salary is competitive and commensurate with qualifications and experience.
Full consideration will be given to complete applications received by 5:00 pm EST on January 17, 2017. Applications will be considered until the position is filled. Questions about the position may be directed to Dr. Deirdre Cobb-Roberts, Chair of the Search Committee, at firstname.lastname@example.org. ...
The College of Education is accredited by the National Council for Accreditation of Teacher Education (NCATE)/Council for Accreditation of Educator Preparation (CAEP) and is ranked 78 in “Best Education Schools” and 36 in “Best Online Programs” in US News and World Report. The College has 2,444 enrolled students in bachelor's, master's, Ed.S., Ph.D., and Ed.D. degree programs. With more than 13,500 education degrees awarded, the College of Education has graduated the second largest number of educators in Florida over the last 10 years. Current active external grants and contracts in the College total over $24 million. For more information, please visit the College website at http://www.coedu.usf.edu. ...
The University of South Florida is an equal opportunity, affirmative action, equal access institution. For disability accommodations, contact Todd Boyd (813-974-8354) or email@example.com at least five working days in advance of need.For the complete posting please CLICK HERE.
Posted 22 December 2016: Assistant Professor, Oboe and Music Theory – Department of Music, Tennessee Tech University
Full-time, nine-month, tenure-track position to begin August 1, 2017.
Responsible for recruiting and teaching the oboe studio, teaching written and aural theory courses, rehearsing and performing as principal oboe with the Bryan Symphony Orchestra and as oboist with the resident faculty ensemble, the Cumberland Quintet. The successful applicant will be an active participant in the Department of Music. Other duties may be assigned based upon departmental need.
Required: Master’s degree from an accredited institution in a related field. Candidates with a Master’s degree must have significant professional experience in teaching and performing as an oboist. Preferred: Doctorate or ABD in a related field.
Commensurate with qualifications and experience.
Accredited by the National Association of Schools of Music, Tennessee Technological University’s Department of Music consists of 22 full-time faculty and 170 music majors. The department offers the Bachelor of Music in Music Education and the Bachelor of Music in Performance with options in composition, instrumental and vocal music, jazz, and piano. A Master of Arts in Curriculum is offered collaboratively with the College of Education. For more information, visit the Music Department web site at www.tntech.edu/education/music/. The University is located in Cookeville, a city of 32,000 that is located midway between Nashville and Knoxville. Cookeville’s cultural offerings include theatre, a PBS and NPR affiliate, museums, libraries, art galleries, and the Bryan Symphony Orchestra.
Applicants will be required to apply online at https://jobs.tntech.edu and electronically upload a letter of application; curriculum vitae; a list of professional references to include names, addresses, telephone numbers, and email addresses; copies of transcripts (official transcripts for all degrees conferred required upon hire); and email addresses for three references at time of application. References will be contacted via email to provide a reference letter. In addition, candidates wil submit unedited audio/video recordings of performances in multiple styles. These recordings should be submitted as a Word file with direct links. All submitted materials become the property of TTU and will not be returned. Submission of materials is the applicant's responsibility. Applications without all required materials are incomplete and will not be considered.
Initial screening of applications will begin February 1, 2017; open until filled.
Tennessee Tech University is an AA/EEO employer and does not discriminate on the basis of race, color, religion, ethnic or national origin, sex, disability, age (40 and over), status as a protected veteran, genetic information or any other category protected by federal or state law. Inquiries regarding the nondiscrimination policies should be directed to firstname.lastname@example.org
Posted 19 December 2016: Managing Editor, Rethinking Schools
Rethinking Schools is looking for a new managing editor. Jody Sokolower is stepping down and we’d love to have someone in place by early spring for a smooth transition.
Rethinking Schools is a nonprofit publisher and advocacy organization dedicated to sustaining and strengthening public education through social justice teaching and education activism. We publish a quarterly print and digital magazine and one or two books per year. Almost all of the articles are by teacher-writers.
The managing editor works with our curriculum editor to review submissions, nurture new writers, and do developmental editing with promising articles. They organize and chair the monthly meetings of the editorial board, which makes final decisions about which articles appear in the magazine. The managing editor is responsible for all aspects of the production of our quarterly magazine: creating the table of contents, developmental editing and copyediting, working with the art director on design and illustration, proofreading and corrections, etc. In general, making sure that all aspects of production (including getting the magazine up online) are on schedule and on budget.
Rethinking Schools is a small organization with a staff in Milwaukee and Portland, Oregon. So helping out with whatever needs to be done, taking overall responsibility for the health of the organization, and functioning well independently are all important. We are hoping that the new managing editor will be located either in the Milwaukee, Portland or Seattle area.
If this sounds like something you’d like to do, or you know someone who might, check out the attached job description and let us know. Contact Bob Peterson email@example.com 414-534-8646. For more information about Rethinking Schools go to rethinkingschools.org.
Tasks & Responsibilities
Developmental Editing (shared with curriculum editor)
• Do outreach for new writers for RS
• Work one-on-one with writers to develop articles and shepherd them through the revision process
• Review unsolicited submissions, respond to proposals and queries
• Work on revision with authors once articles have been accepted
• Schedule editorial meetings
• With curriculum editor, decide which articles to send to editorial committee
• Chair editorial committee meetings, take notes
• With curriculum editor, talk to authors regarding acceptance, rejection, and/or revision
• With curriculum editor, suggest editorial subjects, coordinate collaboration and/or draft editorials, coordinate revision and approval process Magazine Production
• Overall responsibility for magazine schedule, production and personnel
• With curriculum editor, decide on magazine contents
• Create TOC and manage word count and be responsible for final contents
• Collaborate with designer article illustrations
• Develop story summaries for designer and marketer
• Copyedit all stories and get final approval from authors
• Coordinate magazine departments: Good Stuff, Short Stuff
• Do initial proofreading
• Enter corrections in InCopy and collaborate with designer on layout
• Coordinate final proofreading by authors, professional proofreader, curriculum editor, and marketing director
• With designer, do final corrections
• Approve online proof at the printer
• Coordinate online and PDF versions of the magazine, including additional materials, Spanish translations, proofing and corrections.
• Write articles for the magazine, including interviews
Coordinate with book editors on content that runs in the magazine Development/Marketing
• Coordinate Insider newsletter
• Collaborate with staff and board on campaign approaches, etc.
• Write materials as needed
• Copyedit and proofread development and marketing copy
• Staff RS tables at conferences as needed/run workshops
• Help plan and attend national board meeting
• Participate in staff meetings
• Collaborate on staff and organizational campaigns
• Serve on publications committee and other committees as needed
• Work with grant committee on grant ideas and proposals
• Provide editorial information for grant reports
• When appropriate, write and/or edit grant proposals and reports
Rethinking Schools Ltd. is an Equal Opportunity Employer. People of color and women are encouraged to apply.
Posted 17 December 2016: Director of Employee Relations, Tucson Unified School District
Category: Administrative/Director-Employee Relations
Date Posted: 12/14/2016
Location: Human Resources
Date of Availability: 12/14/2016
Date Closing: 12/19/2016
Coordinates the employee relations functions of the district, including negotiations and the grievance process.
Bachelor's Degree in Human Resources, Social Justice, Political Science, Economics or a closely related field
Five (5) years experience in the following areas: grievances, arbitration, contract administration and contract negotiation.
Excellent verbal and communications skills.
Master’s Degree in Labor Relations, Human Resources or a Juris Doctrate
ADDITIONAL REQUIREMENTS UPON HIRE
FBI fingerprint background check (at employee’s expense).
Proof of immunity to rubeola (measles) and rubella (German measles), or proof of MMR immunization
LOCATION - Employee Relations - 1010 E. 10th Street
ADE - Exempt
12 month position
Salary commensurate with experience
Please be sure to upload cover letter, resume and 3 letters of reference to your application
For more information and/or to apply for this position, please visit: www.tusd1.org/jobs. Job #6137.
Posted 17 December 2016: Multiple Positions, Deerfield Academy (MA)
Please click the job title below for the complete posting.
• Director of Library
• Teacher of Physics
• Teacher of History
• Teacher of Computer Science
PRIMARY DUTY: This position will provide elementary students with exemplary instruction within a laboratory school setting with a focus on science, technology, engineering, and math. This position will facilitate and co-evaluate practicum students, observation students, and graduate assistants. Horace Mann Faculty work collaboratively with fellow members of the School of Education. The fifth/sixth classroom is unique in that the students share a classroom with specific grade level instruction and blended learning of integrated subjects.
1. Provide research-based instruction to a diverse student population in a laboratory school setting
2. Facilitate, co-evaluate, and provide timely feedback to practicum students about instruction in the areas of literacy, math, science, and social studies
3. Participate in highly collaborative, professional learning activities with colleagues
4. Supervise and co-teach with a graduate assistant and full-time classroom teaching assistant
5. Supervise observation students
6. Create lesson plans in all curricula areas
7. Integrate technology across the curriculum
8. Support University and School initiative related to diversity, equity, and inclusion
9. Effectively collaborate with parents
10. Perform other duties as assigned
Education: Master’s degree in Education
Certification/License: Missouri Elementary Teaching Certification (or ability to attain certification)
Experience: Three years of experience in an elementary/middle school setting
Skills: Technology skills including Interactive SMART Board, iPads, etc.; collaborate nature; lifelong learner
Experience: At least five years of post-master’s degree teaching in an elementary setting; PLTW experience; Microsoft excel expertise; experience with digital learning platforms and school information systems. ...
APPLICATION DEADLINE: Review of applications will begin immediately
DATE AVAILABLE: January 4, 2017
TO APPLY: Please fill out a Northwest application online by clicking http://agency.governmentjobs.com/nwmissouri/default.cfm to reach our employment opportunities listing. You will also need to submit the application materials listed below in order for them to be complete. Please contact the Office of Human Resources at 660-562-1127 or email firstname.lastname@example.org for more information.
APPLICATION MATERIALS: A letter of interest, a current vita, a copy of all academic transcripts (unofficial transcripts acceptable), and the names and contact information of three professional references
INQUIRIES FOR THE POSITION CAN BE MADE TO:
Mrs. Sandy Seipel
Re: Horace Mann Teaching Position
Northwest Missouri State University
Horace Mann Laboratory School
800 University Drive
?Maryville, MO 64468
Posted 13 December 2016: Vice President for Student Affairs, Elmhurst College (IL)
Elmhurst College (www.elmhurst.edu) is accepting nominations and applications for the position of Vice President of Student Affairs (VPSA). Reporting directly to the President, the VPSA will lead the College's initiatives in all areas of student affairs, which includes a variety of co-curricular activities and functions (i.e. social, residence life, activities, intercultural, sport and wellness) and will serve as the institution's Title IX Coordinator. The VPSA will coordinate the Students of Concern (early alert) process, the Crisis Response Team and co-chair the institution's Threat Assessment Team.
The VPSA will:
- Deliver on the promise of a transformative student experience for every student that encourages and challenges them to reach their full potential;
- Serve as an advocate for students;
- Cultivate, value, foster and maintain effective working relationships across multidisciplinary teams;
- Partner with the academic and administrative divisions to achieve the college's vision;
- Support an increasingly diverse student body and build an inclusive environment;
- Inspire and lead the Division to create a vibrant campus of rich co-curricular activities and functions; and
- Steward College resources effectively and efficiently.
- Engages in strategic planning and programming for all phases of student life with ongoing evaluation and research of the experiences of students at the College.
- Develops and maintains, with other administrators and faculty an integrated, comprehensive retention effort.
- Serves as the Institution's Title IX Coordinator.
- Provides leadership to the Student Affairs Council, the council which formulates policy for all phases of student life, including supporting and retaining students.
- Plans for and supervise the functions of student life, student support, residence life, and student activities linking all these activities to the academic experience.
- Provides administrative leadership for appropriate functions and activities. These functions include responsibilities for general administration, budget, personnel in student affairs, supervision of athletic programs, and, as delegated by the President of the College, liaison to the appropriate campus councils, committees, and board committees.
- Administers the Student Code of Conduct and the procedures for its implementation.
- Possess a graduate degree, preferably a doctorate.
- Show evidence of these experiences: (a) management, supervision and training of staff; (b) understanding of research methods; (c) interpretation of research findings; (d) evaluation of programs with evidence of successful grant writing; and (e) strategic planning.
- Demonstrate effectiveness as a communicator and adeptness with interpersonal skills.
- Display knowledge of the current literature on student affairs.
- Possess high energy and demonstrate leadership, the ability to take the initiative, and the willingness to initiate new programs.
- Experience with diversity.
- Possess the ability to manage crises.
- Possess the ability to function effectively as a member of the President's Cabinet.
- Possess the ability to serve when delegated by the President as staff to committees of the Board of Trustees.
- Understand retention issues.
- Understand crisis response protocols, Title IX and other related compliance/legal issues related to student affairs. ...
For more information contact:
Robert Head - 724-242-0476
Contact Us: email@example.com
Lead and Inspire Students from Across the Country!
CEP is NOW HIRING! Spend your Spring or Summer creating life-changing experiences for young student leaders!
If you are a passionate educator who wants to help develop socially responsible young leaders then CEP wants YOU!
2017 Program & Position Details
Posted 5 December 2016: Vice President for Enrollment and Student Services, Western Washington University
Western Washington University is accepting nominations and applications for the Vice President for Enrollment and Student Services (ESS). Serving as the chief student affairs and enrollment management officer, the Vice President for Enrollment and Student Services directs enrollment management functions, student services, and programs critical to the holistic development and success of Western Washington University students. The Vice President will be responsible for providing strategic direction for the Division of ESS including its 17 program areas served by over 300 employees. The Vice President is a member of the President’s Cabinet, the Provost’s Council and Deans Council, and is an active participant in all aspects of institution-wide planning and policy development. The Vice President will be a creative thinker who engages the Division and the University in building on Western’s strong tradition as a student-centered institution. It is expected that the appointee will assume office in summer 2017.
As the third largest university in the state of Washington, Western enrolls 15,332 undergraduates and 707 graduate students in more than 160 academic programs at the Bellingham campus and seven satellite locations around the Puget Sound area. Western provides an active student-centered learning environment with a liberal arts and sciences foundation and robust co-curricular, internship, research, creative, and service learning opportunities. There is a widely shared vision that Western will be a higher education leader in a culturally responsive 21st century learning environment, applying its critical strengths to societal issues as well as creating a welcoming community for a diversity of people, ideas, and programs. To that end, Western has embraced a style that is collegial, transparent, and timely in its engagement and communication with on- and off-campus stakeholders.
At a minimum, applicants should present a terminal degree in a relevant area and substantial executive management experience in higher education, especially in enrollment and student services, and other related areas.
Academic Search, Inc. is assisting Western Washington University in the search. Initial screening of applications will begin immediately and continue until an appointment is made. Further information about the position and institutional profile is available at http://academic-search.com/
For more information about WWU please visit: https://www.wwu.edu
For more information about the Division of Enrollment and Student Services please visit:
Western Washington University (WWU) is an equal opportunity and affirmative action employer committed to assembling a diverse, broadly trained faculty and staff. Women, minorities, people with disabilities and veterans are strongly encouraged to apply. In compliance with applicable laws and in furtherance of its commitment to fostering an environment that welcomes and embraces diversity, WWU does not discriminate on the basis of race, color, creed, religion, national origin, sex (including pregnancy and parenting status), disability, age, veteran status, sexual orientation, gender identity or expression, marital status or genetic information in its programs or activities, including employment, admissions, and educational programs.
Posted 3 December 2016: Assistant Professor, Elementary Teacher Education, State University of New York--Plattsburgh
The State University of New York, College at Plattsburgh and the Teacher Education Unit have a long-standing commitment to excellence in teaching and teacher preparation. Our faculty is committed to educating caring, competent, and qualified teachers. Effective Fall 2017, we are seeking a dynamic, collaborative Assistant Professor who has experience teaching at the elementary education level, and who values inclusion, multicultural competencies, learner-centered pedagogy, and social justice. In this position, integrating curricular areas and infusing technology to support learning will be essential. A successful candidate will be expected to practice and model reflective teaching and learning as a member of collaborative/cooperative cohort teaching teams, working closely with university colleagues and professionals in regional partner schools. The successful candidate will be committed to excellence in teaching, scholarship, and service. It is expected that the person appointed to this role will demonstrate an understanding of and sensitivity to diversity and gender issues, as SUNY Plattsburgh is committed to ensuring that its graduates are educated to succeed in an increasingly complex, multicultural, and interdependent world.
The teacher education programs at SUNY Plattsburgh are innovative, flourishing, and TEAC accredited, focusing on the education of children from early childhood settings through grades 1-6 and 7-12. Our programs integrate extensive field experiences, developmental and educational theory, content knowledge, and critical pedagogy. We have adopted an inquiry approach to program development, and as such, faculty participation in program assessment and improvement activities is required.
Responsibilities include: Teaching undergraduate and graduate courses in early childhood/childhood education, curriculum development, and teaching methods; teaching in a faculty cohort; supervising undergraduate and graduate students in field experiences; advising undergraduate and graduate students; participating in service activities internal and external to campus; contributing to program development; and engaging in scholarly activity. Evidence of effective teaching, publication and other scholarly activities/research, and a record of service related to P-6 education and/or teacher preparation will be required for tenure and promotion. The successful candidate may be asked to teach courses in a distance learning format.
Required Qualifications: Doctoral degree in Education or related field is required for appointment as Assistant Professor. ABDs will be considered for appointment at a lesser (qualified) rank and salary, upon proof that the applicant's defense of his/her dissertation will be scheduled within the first year of the appointment. A successful ABD applicant will receive promotion to the rank of Assistant Professor and a salary increment at the start of the semester following verification of the terminal degree completion. An ABD hire will be limited to a one-year appointment, subject to renewal for one year only (2 years maximum). A minimum of three years of public school (or equivalent) P-6 teaching experience; evidence of a strong developmental base with knowledge of multiple teaching methodologies; demonstrated ability to work collaboratively with college faculty, staff, and administrators and/or P-12 school personnel; and excellent written, oral, and interpersonal communication skills are also required.
Preferred Qualifications: Experience teaching at the college level (undergraduate and/or graduate) and field supervision; evidence of scholarly activity or agenda; knowledge of and experience with diverse children and families; experience integrating technology into elementary classroom teaching; experience teaching science, social studies, language arts, and/or math in elementary classrooms; experience teaching core subjects in an integrated curriculum; experience and/or preparation for teaching English Language Learners; familiarity with evidence-based decision making; experience teaching in an inclusive classroom; P-6 classroom teaching experience within the past ten years; experience with Common Core Learning Standards; knowledge of edTPA and other New York State Teacher Certification Exams; and evidence of working both independently and collaboratively.
Salary: $50,000, plus excellent benefits.
Application: Review of applications will begin immediately and continue until the position is filled. Materials received by January 09 will be guaranteed full consideration. Please apply to http://jobs.plattsburgh.edu/postings/7740 and include a resume/CV, cover letter of interest, unofficial transcripts, a personal statement of teaching philosophy, 1 current letter of reference and contact information for two current references. Official transcripts from an accredited institution will be required prior to employment.
Posted 3 December 2016: Assistant, Associate, or Full Professor of Educational Research, University of Mississippi
For the complete posting, please click here https://jobs.olemiss.edu/postings/11037
This is a tenure-track 9-month appointment involving teaching, research, and service to the University and profession. The applicant should be able to teach a variety educational research classes to graduate students enrolled in the School of Education. A complete course list is available on the program website at: http://education.olemiss.edu/academics/graduate.html
- Teaching graduate courses within the educational research curriculum to students in the School of education
- Developing and pursuing a sustained research agenda resulting in publications
- Chairing or serving on dissertation committees as well as dissertation-in-practice committees (pursuant to the CPED model)
- Providing methodological consultation regarding research design and analysis, including applied research, to graduate students and faculty members
- Supporting applications for external funding
- Participating in department, school, university, and regional/national service
- Earned doctorate in educational research or closely related field by May 2017
- Demonstrated knowledge of, and experience in, statistical methodologies applicable to quantitative educational research and evaluation
- Expertise in advanced level statistics and research design
- Experience with or strong potential to teach graduate level research methods and statistics courses
- Experience with or potential to develop face-to-face, hybrid and/or online courses
- Ability and desire to work with students and faculty in a variety of disciplines
- Ability and desire to serve on dissertation committees as well as CPED model (applied research) dissertation-in-practice committees
- Strong writing and communication skills
- Commitment to diversity, equity, and inclusion
Prior to applying for the position, prepare the electronic versions of these documents to upload or to “copy and paste” when prompted. You will not have the opportunity to attach them after you apply.
Qualified applicants should electronically submit a letter of application detailing qualification for the position; curriculum vitae; graduate transcripts; and names and contact information of four professional references. Unofficial transcripts may be uploaded with your application.
Upon hire, faculty members of the University must provide an official transcript. Transcripts “issued to students” in a sealed envelope are not accepted for employment purposes. Request an official transcript to be mailed directly to Human Resources: University of Mississippi, Attn: Human Resources, P.O. Box 1848, University, MS 38677-1848.
Applicants must meet the posted minimum qualifications for the position at the time of completing and submitting an application.
The position will be open until an adequate applicant pool has been reached.
Recruitment Number: F1617
Application Deadline: Review of applications begins immediately and will continue until the position is filled.
The Division of Teacher Education seeks a motivated and qualified applicant with experience in Special Education to join the Division as an Assistant Professor. This is a full-time, 9-month, tenure-track position with potential summer session employment. Salary is dependent upon qualifications; excellent benefits package. The College of Education is nationally recognized for its leadership in evidence-based teacher preparation and its efforts to connect teaching and learning. Diverse candidates are strongly encouraged to apply.
• The individual hired for this position will teach graduate and undergraduate classes in face-to-face and online modes. The candidate will: supervise field experiences (practicum/internships and student teaching); participate in seeking external funding; and supervise students in completing master's theses and field studies.
• Responsibilities include student advising, program development, and committee work as required by contract. Other responsibilities will be dependent upon preparation and experience. Summer employment may be available.
• Earned doctorate in Special Education or related field. (ABD candidate considered, but must have doctorate by start date)
• Expertise in at least two of the following areas: formal and informal assessment; evidence-based strategies for behavior management; high incidence disabilities
• A minimum of 3 years of successful teaching in a K-12 special education position.
• Experience and expertise in using technologies for teaching and learning
• Experience in clinical supervision in Special Education programs preferred
• Special consideration will be given to candidates with evidence of: outstanding teaching; scholarly activity; skills in field supervision; and the ability to work effectively in a team and with schools/districts and agencies
Start Date: September 16, 2017 or earlier if mutually agreeable
Contact Information: Questions regarding this position may be directed to Cindy Ryan, Ph.D., Search Committee Chair, at firstname.lastname@example.org . For more information about the College of Education, go to www.wou.edu/education. For more information about the WOU Special Education programs, go to http://www.wou.edu/graduate/ms-ed-special-education/. For questions regarding the application process or to submit your application documents, please contact Human Resources at 503-838-8552 or email@example.com.
Required application materials:
• A WOU Faculty Application Form (available at www.wou.edu/facultyapp)
• Letter of interest detailing how expertise and experience is aligned to required and preferred qualifications
• Current curriculum vita including evidence of scholarly activity
• Names and contact information for three (3) references who can supply letters of recommendation at a later date
• Official copy of transcripts for highest degree
Submit Application Materials to:
F1617, Asst. Professor of Special Education, Western Oregon University,
Human Resources Office
345 N. Monmouth Ave
Monmouth, OR 97361
-OR- E-mail as an attachment to firstname.lastname@example.org -OR- Fax to 503-838-8144.
Western Oregon University (WOU) www.wou.edu is a mid-sized public comprehensive university located in the Monmouth-Independence area, the heart of Oregon’s lush Willamette Valley. The University serves a large number of first-generation college students. The campus is about 20 minutes from Salem, the state’s capital, about 75 minutes from Portland, the state’s cultural hub, and a short drive from the Oregon coast, mountains, and other scenic areas. The university is located in an increasingly diverse, bilingual, and rural area in the Willamette Valley. Our student body of about 5200 undergraduate and 400 graduate students enjoys the vibrant and close-knit intellectual community of a leading liberal arts college.
Posted 30 November 2016: Instructional and Graphics Designer, Midwest & Plains Equity Assistance Center
Midwest & Plains Equity Assistance Center was established on October 1, 2016 as one of four regional Equity Assistance Centers funded by the U.S. Department of Education under Title IV of the 1964 Civil Rights Act. The Center provides direct support to state and local education agencies engaged in equity-driven work. It serves schools in the newly defined region of the Midwest and Great Lakes states.
The Instructional Designer works collaboratively with the Associate Director of Engagement and Partnerships to design, develop and support the delivery, monitoring and management of center-hosted face-to-face and online professional learning experiences, as well as the development of equity-focused learning tools and products.
The complete job description is available at Jobs @IU Online Application or by clicking here.
The Job Number is 02926P. New visitors to the site must create an account, by clicking on the Create Account link located in the left hand column of the page.
Midwest & Plains Equity Assistance Center
Indiana University-Purdue University Indianapolis
902 West New York Street, ES3116
Indianapolis, IN 46202-5167
Phone: 317 278-9334
Posting Number: F00072
Once hired for a position the candidate shall have sealed official transcripts for all post-secondary degrees mailed from the granting institution directly to the Provost’s office. Transcripts should be received by September 1.
Special Instructions to Applicants
Required application materials:
• Cover letter addressing the job responsibilities and the applicant’s qualifications, professional goals and teaching philosophy
• Evidence of successful teaching
• Current curriculum vitae
• Graduate transcript
• Names, telephone numbers, and e-mail addresses of three references
If you are unable to attach the supplemental materials to the online application please mail to:
Southern Oregon University
Human Resource Services
Churchill Hall, Room 159
1250 Siskiyou Boulevard
Ashland, OR 9752
For inquiries and additional information, please contact: Human Resource Services via email at email@example.com or by phone at (541)552-8553
Appointment Basis: 9 months, FTE: 1.0
Department: Education Department
Job Location: Ashland (15 A)
Hiring Pay Rate: $54,599 ($54,599 base @ 1.0 FTE, $0.00 CIP, YIR1, Asst. Prof)
Benefits Eligible: Yes
The Southern Oregon University (SOU) Division of Education, Health, and Leadership is seeking an Assistant or Associate Professor faculty member to join in the preparation of future educational leaders/school principals. The position is full-time, 9-month, and tenure-track with the possibility for summer teaching for additional pay. Years-in-rank are negotiable. Successful candidates will teach in the Initial Administrative License (IAL) and Continuing Administrative License (CAL) programs with the possibility for teaching in initial or advanced teacher licensure programs. A full description of these programs can be found at: https://inside.sou.edu/education/graduate.html
• Plan, coordinate, and deliver instruction via face-to-face or distance learning modalities on the Ashland and Medford campuses.
• Supervise administrative licensure candidates.
• Mentor and advise students throughout the year.
• Collaborate with colleagues in planning and developing instruction relative to areas of expertise.
• Establish and maintain partnerships with area public schools, contribute to school improvement, and curriculum, instruction, and assessment development.
• Engage in grant writing.
• Participate in departmental and university committees. ...
• Earned doctorate in educational leadership or a related field. (ABD may be considered)
• A minimum of three years teaching experience in public schools.
• Demonstrated leadership experience in K-12 or higher education.
• Evidence of ability to collaborate and communicate effectively with university and public school partners
• Evidence of scholarly achievement and clear scholarship agenda.
• Public school administrative experience in the K-12 setting.
• Experience teaching in higher education.
• Experience working with pre-service administrators.
• Experience working with in-service teachers for staff development and/or advanced licensure.
• Experience working with first-generation college students and with diverse student populations.
• Grant writing experience.
• Active membership in relevant professional organizations. ...
Application must be received by: for priority consideration 12/31/2016
Anticipated Appointment Begin Date: 09/16/2017
Contact Name for Applicant Questions: Erin Wilder firstname.lastname@example.org
For the complete job posting, please CLICK HERE http://apptrkr.com/921773
Posted 30 November 2016: Assistant Professor/ Secondary Teacher Education, Southern Oregon University
Posting Number: F00071
Once hired for a position the candidate shall have sealed official transcripts for all post-secondary degrees mailed from the granting institution directly to the Provost’s office. Transcripts should be received by September 1.
Special Instructions to Applicants
Required application materials:
• Cover letter addressing the job responsibilities and the applicant’s qualifications plus the applicant’s professional goals and teaching philosophy
• Current curriculum vitae
• Evidence of successful teaching (including evaluations)
• Names, telephone numbers, and e-mail addresses of three references
• Transcripts (Policy on Transcripts): Candidates for faculty positions shall submit copies of all transcripts as part of the application materials. Candidates hired for a position shall have sealed official transcripts mailed from the granting institution directly to the Provost. Transcripts should be received by September 1 for academic year hires.
If you are unable to attach the supplemental materials to the online application please mail to:
Southern Oregon University
Human Resource Services
Churchill Hall, Room 159
1250 Siskiyou Boulevard
Ashland, OR 97520
For inquiries and additional information, please contact: Human Resource Services via email at email@example.com or by phone at (541)552-8553.
Appointment Basis: 9 months
Job Location: Ashland (15 A)
Hiring Pay Rate: $54,599 ($54,599 base @ 1.0 FTE, $0.00 CIP, YIR1, Asst. Prof)
Benefits Eligible: Yes
The Southern Oregon University (SOU) Division of Education, Health, and Leadership is seeking an Assistant Professor of Education to teach in our secondary (middle/high school) teacher preparation program. The position is full-time, 9-month and tenure-track with the possibility for summer teaching for additional pay. Years-in-rank are negotiable. Our Division and University strongly encourage applications from individuals who are members of groups that have been and still are underrepresented in university faculty positions.
• Teach courses in both undergraduate and graduate teacher licensure programs
• Supervise student-teachers in the field
• Advise and recruit students
• Assist in administrative tasks such as design and implementation of new programs and field placement
• Engage in grant writing
• Provide campus and community service.
The Division of Education, Health, and Leadership offers initial and advanced licensure programs as reflected in recommendations from the state and the Oregon Teacher Standards and Practices Commission. Both undergraduate and graduate level programs are designed to ensure that participants are prepared to meet the educational needs of a changing and diverse society. ...
• Earned doctorate in education or a related field (ABD may be considered)
• A minimum of three years teaching experience in middle school or high school
• Ability to mentor and supervise pre-service teachers
• Evidence of ability to collaborate and communicate effectively with university and public school partners
• Evidence of scholarly achievement and clear scholarship agenda
• Ability to teach in three or more of the following areas: secondary education pedagogy, curriculum design, assessment, classroom management, culturally responsive pedagogy, inclusion strategies, consultation/collaboration.
• Experience teaching in higher education and advising undergraduate or graduate students
• Experience collaborating with school and community partners
• Experience working with first-generation college students and with diverse student populations
• Experience working with in-service teachers for staff development and/or advanced licensure
• Grant writing experience
• Active membership in relevant professional organizations. ...
Posting Date: Application must be received by for priority consideration 12/15/2016
Closing Date: Anticipated Appointment Begin Date: 09/16/2017
Contact Name for Applicant Questions: Jesse Longhurst
Contact Email: firstname.lastname@example.org
Apply Now At: http://jobs.sou.edu/postings/5854For the complete posting, please CLICK HERE.
Posted 22 November 2016: President, Neumann University
The Board of Trustees and the Presidential Search Committee is seeking nominations and applications for the position of the next President of Neumann University. The President, as chief executive of the University, is the unifying and coordinating force of the University and is ultimately responsible for all its activities and will be expected to continue the successful momentum of growth and excellence. Founded and sponsored by the Sisters of St. Francis of Philadelphia, Neumann is a private, Catholic, co-educational University in the Franciscan tradition. The University boasts an enrollment of 3,011 men and women – 2,278 undergraduates (1,608 full-time and 670 part-time) and 733 graduate students. To view the full profile please visit: www.Neumann.edu.
Characteristics of Neumann's next President:
A person who:
- lives the values of the Catholic, Franciscan University
- has a passion for Neumann University
- runs the institution pragmatically
- is a strong administrator
- understands the value of liberal arts education and the trends in higher education today
- can build relationships
- communicates and collaborates
- empowers others and is a servant leader
- is strategic, dynamic and synergistic
- is a visionary
- is respected and respectful
- is warm, compassionate and genuine
- is transformative
- is a decision-maker
- is transparent and collegial
- has a personality that easily engages with all internal and external constituencies
- values people as individuals
- A commitment to sustain the mission of the University as a faithfully Catholic, co-educational institution in the Franciscan tradition;
- A Roman Catholic with a proven record of involvement in, and loyalty to, the Catholic Church and her teachings;
- An earned doctorate or appropriate terminal degree/credentials from a regionally accredited institution;
- Senior-level academic and or organizational leadership experience which indicates initiative, motivation and innovation/entrepreneurship;
- Executive administrative accomplishments encompassing resource development, fiscal planning and management, and strategic and long-range planning in academic or non-profit institutions;
- Strong intellectual, interpersonal, and ethical qualities that inspire individual respect among internal and external constituents;
- Proven ability to communicate and foster supportive relationships with faculty, students, staff, trustees, alumni, donors, and the community;
- Creative and visionary leadership and an understanding of classic and contemporary venues which support academic instruction and effective and efficient management of University resources;
- Success in fund- and friend-raising; public, private, individual and corporate; and
- High level of energy and vigor.
Application deadline: January 2, 2017
Committee review of candidate applications: January 2017
Interviews with selected candidates: February 2017
Decision and appointment: March 2017
Start date: June-July, 2017
Inquiries and nominations should be directed to Cheryl Hyatt at Neumann@hyatt-fennell.com or by telephone at 724-622-1982. Application materials should be submitted via email to Neumann@hyatt-fennell.com.
Applications include a letter of interest, a current résumé/cv, and contact information for five professional references, and should be submitted in separate documents.
Applications will be reviewed as they are received and should be submitted prior to JANUARY 2, 2017 to receive full consideration. All applications and nominations will be considered highly confidential.
For more information contact:
Cheryl Hyatt - 724-242-0476
Posted 22 November 2016: Assistant Professor, Literacy and English Language Arts , College of Education, North Carolina State University
The College of Education at NC State University, a major research university located in Raleigh, NC, is a voice of innovation for learning across the lifespan, preparing professionals who educate and lead. Our inquiry and practice reflect integrity, a commitment to social justice, and the value of diversity in a global community. The Department of Teacher Education and Learning Sciences (TELS), with more than 600 students and more than 30 full-time faculty members, offers programs spanning the bachelor’s, master’s and doctoral levels.
The Literacy and English Language Arts Education Program Area of Studies (LELA-PAS) promotes understanding of language and literacy development of individuals with cultural, linguistic and academic differences, ranging from pre-K through postsecondary learning contexts. The program provides professionals with the advanced knowledge, research skills and expertise to address the needs of all readers as well as the literacy challenges of the 21st century. LELA-PAS is inviting applications for an assistant professor of English education with a focus on policy and practice related to English language learners. The program is seeking scholars with emerging national influence, whose research program and teaching expertise can also contribute to the College of Education’s overarching goal of leading the way in North Carolina and beyond in reducing the achievement gap and increasing opportunities for success in education.
? Establish and maintain a scholarly research, publication and grant-writing record on English language learners/English education that is aligned with a Research University (very high research activity);
? Teach (face-to-face, hybrid, online) courses and advise undergraduate and graduate students;
? Contribute to program development and evaluation at the undergraduate, master’s and doctoral levels;
? Contribute to the overall departmental and college missions through research, teaching, outreach, and service; and
? Engage in partnerships with high schools and in research that furthers the LELA-PAS’s attention to English language learners/English education in ways that help close achievement gaps in North Carolina.
? Earned doctorate in English education, English language learning, literacy education, teacher education, learning sciences, curriculum and instruction, or related fields;
? Research focus in a relevant area of English language learning/secondary English education;
? Potential to secure external research funding;
? Established record of scholarly research and publication, aligned with the rank and appropriate for a Research University (very high research activity);
? Demonstrated commitment to diversity, social justice, innovation and collaboration in working with schools and university colleagues; and
? Demonstrated commitment to working with students from underrepresented groups and people of color.
? Interest and expertise in digital literacies, technology integration and 21st century skills.
? Demonstrated success working with diverse student populations, particularly English language learners.
? Demonstrated ability to understand and apply skills of effective digital instructional technology within courses and to train prospective teachers.
? Experience with supervising and facilitating student teacher internships and school partnerships.
? A minimum of three years teaching experience in 6-12 schools or equivalent setting.
Application materials should include a letter of interest, curriculum vitae and the names and contact information for three professional references at http://jobs.ncsu.edu/postings/77170. Review of applications will begin December 1, 2016 and continue until the position is filled. General inquiries can be sent directly to Dr. Carl Young, Search Committee Chair, at email@example.com.
NC State is an equal opportunity and affirmative action employer. All qualified applicants will receive consideration for employment without regard to race, color, national origin, religion, sex, gender identity, age, sexual orientation, genetic information, status as an individual with a disability, or status as a protected veteran. Individuals with disabilities requiring disability-related accommodations in the application and interview process, please call 919-515-3148.
Posted 22 November 2016: Teacher of Physics, Deerfield Academy
Deerfield Academy seeks a dynamic and experienced Teacher of Physics who is willing to coach and live in a dorm to start on August 15, 2017. The ideal candidate enjoys working in an environment that values collaboration, self-reflection, and student-centered practices, and is deeply committed to developing an inclusive community. They are comfortable teaching across the range of our curriculum from introductory conceptual physics to AP-level and research courses.
ABOUT DEERFIELD: Deerfield offers an unmatched environment for teaching. As colleagues, we enjoy collaborating about our teaching and improving our craft as educators. Near the Five Colleges (Amherst, Smith, Mount Holyoke, Hampshire College, and UMass Amherst), Deerfield’s 300-acre campus hosts exceptional facilities that enable dynamic teaching both in and out of the classroom. Our students are engaging and excited to learn—and they are willing to work hard at their studies. Outside the classroom, they find ways to contribute to the community and enjoy themselves.
Our teachers are committed to ongoing renewal. We seek candidates who are genuinely committed to their own growth, who are eager to work with colleagues to review the curriculum and programs we offer, and who can foster critical thinking, empathy, and determination in our students. As a boarding school, our faculty teach, mentor, and model—in the classroom, in the dorm, at the dining hall, on the fields, and in spaces for the arts.
Diversity is essential to Deerfield’s success. Deerfield actively seeks to increase the diversity of its faculty. Diverse perspectives within our school population fuel creative and innovative thinking, build empathy and consideration, and provide varied skills and experiences from which the entire community can benefit. Deerfield actively seeks candidates who are members of or support traditionally underrepresented groups—especially in terms of race, sexual orientation, religious, ethnic and socioeconomic background.
ABOUT THIS POSITION: Job Responsibilities:
? The primary classroom responsibility is to teach high school physics for all levels of students from an introductory, inquiry-based freshman course to AP Physics C, and potentially a year-long project/research course of your specialty and choosing. Project courses have included astronomy, biomechanics, robotics, physics, and mechanical, biomedical, electrical, computer, or other engineering.
? Supervise co-curricular activities (e.g. varsity or sub-varsity teams, community service activities, clubs, publications, etc.)
? Other responsibilities include those that are normally part of a boarding school commitment: dormitory association, community meals, committee work, and other routine duties.
? Several years of teaching experience in Physics is required.
? A postgraduate degree in Physics or Engineering is preferred.
? Interest and skill working with adolescents and demonstrated multicultural competency are essential.
? The desire to live and work in a residential community. The interest, initiative, and energy to thrive within a lively and fast-paced workplace, a sense of humor, and the ability to work as part of a team.
Apply here for the Physics position.
Deerfield Academy is a private, coeducational boarding school located in Western Massachusetts with 650 students and 130 faculty. The Academy was founded in 1797 and has no religious affiliation.
Deerfield Academy is committed to a policy of Equal Opportunity Employment and nondiscrimination against any individual on the basis of race, color, religion, sex, sexual orientation, transgender status, marital status, national origin, ancestry, genetic information, age, disability, status as a veteran or being a member of the Reserves or National guard, or any other classification protected under state or federal law.
P.O. Box 87
Deerfield MA 01342
Posted 22 November 2016: Program Officer, Higher Education and US Incubation, The Lemelson Foundation
About the Organization
The Lemelson Foundation uses the power of invention to improve lives.
Established by prolific US inventor Jerome Lemelson and his wife Dorothy in the early 1990s, and guided today by the Lemelson family, we believe invention can solve many of the biggest economic and social challenges of our time. That’s why we work to strengthen the ecosystems where inventions can take shape, grow, and flourish. For more than two decades we have inspired young people from diverse backgrounds to tackle the world’s most daunting problems, advanced the field of invention education with a goal of reaching all children, and equipped entrepreneurs with the skills they need to start successful invention-based businesses. A private philanthropy, The Lemelson Foundation has an endowment of around $370 million and an annual budget of approximately $18 million. All told, we have provided over $200 million in grants and other investments to hundreds of organizations around the world.
We aspire to strengthen the invention ecosystem and empower inventors to solve the biggest global challenges and opportunities of our time, whether it’s ensuring equal access to a healthy life, providing clean water and sanitation, developing clean energy alternatives, rethinking how the world grows, shares and consumes its food, or building a strong and stable economy. We approach our work using a three-part framework we call impact inventing:
- Inventions should have positive social impact;
- Inventions should be environmentally responsible from the materials and processes used through final products that go to market; and,
- Business models should become financially self-sustaining.
The Lemelson Foundation has created a culture of collaboration, continuous learning, and innovation. An entrepreneurial environment with huge flexibility and opportunities for growth has allowed the small team of 10 staff to create a large footprint and outsized presence for the Foundation. Commitment to diversity is one of the Lemelson Foundation’s core values as we work to foster an inclusive work environment. We cannot do our work without collaboration between people with diverse skillsets and backgrounds.
Program Officer, Higher Education and US Incubation Portfolio
The Program Officer (PO) will be an integral part of our close-knit team, providing support on issues that cut across the Foundation’s priorities and are of high importance to the overall strategy. The portfolio for this position focuses on projects and programs that inspire students in higher education to become inventor-entrepreneurs and promotes invention education in the post-secondary realm in both our US and Developing Country programs. It also supports educational opportunities to equip students with technical knowledge and skill, and to cultivate critical mindsets such as empathy, perseverance, and a willingness to fail. Current priorities for the role include creating programs to ensure invention education reaches students from under-resourced communities, leveraging the work of existing partners such as VentureWell, integrating sustainable design and other environmentally responsible approaches to invention into higher education, and advocating for changes in higher education that will foster a pipeline of impact inventors. ...
Grant Development and Management:
- Explore new activities and opportunities at the national level within the US, as well as in developing countries, to enhance the opportunities for collegiate and university youth to to become successful inventors and entrepreneurs whose inventions improve lives;
- Seek opportunities in the US to foster and promote an ecosystem that will support young inventor/entrepreneurs to translate their ideas to products and businesses that have social impact;
- Partner with other Foundation program officers managing complementary portfolios to facilitate a seamless invention pathway from K-12 through higher education and incubation within Oregon, nationally and globally;
- Assist grantee partners in accessing information and networks that will enhance their ability to foster the pipeline of impact inventors and their related businesses;
- Develop collaborative relationships with potential grantees to develop plans and projects for funding;
- Serve as a partner and resource to grantees to facilitate accomplishment of strategic objectives; and,
- Direct a portfolio of complex grants and contracts requiring high-level grant and relationship management skills, and an ability to apply and evaluate milestone-based performance objectives.
Strategy, Evaluation, & Organizational Learning:
- Participate in shaping and implementing the Foundation’s overall strategy focused on invention, innovation and entrepreneurship;
- Through work in advocacy and policy, build partnerships and influence to shine a spotlight on the need for and impact of invention;
- Highlight and leverage existing approaches and programs that foster environmentally responsible inventing;
- Identify practice-based evidence and case studies that can support communications and advocacy around our priority issues;
- Contribute learnings from funded projects and the work of others in the field, and integrate those learnings to adapt and evolve the portfolio strategy over time;
- Engage with colleagues from across the Foundation, and with external consultants, to maximize impact of our collective grants and contracts portfolio;
- Contribute to a Foundation culture of collaboration, learning, and innovation;
- In partnership with the entire Foundation team, participate in refining and implementing business processes especially as they relate to grantmaking and management; and,
- Actively engage in the ongoing evaluation of Foundation progress against strategic priorities and periodic strategy refreshes, including leading on initiatives or sub-initiatives as assigned. ...
To Be Considered
Cover letters expressing your passion for the mission and fit for the role should be addressed to Sarah Meyer at candidateportal.waldronhr.com.
The search for the Program Officer at the Lemelson Foundation is being assisted by a team from Waldron:
Sarah Meyer, Search Director
Heather Mohler, Senior Associate
For the complete posting, please CLICK HERE.
The Division of Teacher Education, School of Behavioral Sciences and Education, Penn State Harrisburg, invites applications for a tenure-track position in Literacy Education at the rank of Assistant Professor to begin August 2017. Candidates must have an earned doctorate in Literacy Education or related field and experience teaching in K-12 classrooms. The candidate must have a strong background in literacy with an emphasis in critical and social-justice approaches and a demonstrated commitment to working with culturally and linguistically diverse communities. Candidates must also have a background in at least one of the following areas: English Language Arts, Secondary English Education, New Literacy Studies, or the teaching of writing. Preference will be given to candidates with research or teaching experiences in one or more of the following areas: urban education, cultural responsiveness, multiple or bi-literacies, multimodalities, multicultural literature, or critical perspectives on assessing diverse learners.
Candidates with demonstrated leadership in literacy education and experience with the National Writing Project are also highly desirable. The successful candidate will be expected to maintain an active research agenda, teach undergraduate and graduate courses, advise students, and provide service to the university and profession. The successful candidate will be encouraged to seek external funding and engage in collaborative research with faculty in the Division and School. Teacher Education offers CAEP accredited programs in Elementary Education, Secondary Social Studies, Endorsements in English and Mathematics, master`s degree programs in Teaching and Curriculum and Literacy Education, and certification programs in Reading Specialist and English as a Second Language (ESL) Program Specialist. The Penn State Harrisburg campus, with an enrollment of approximately 5,000 students, is located in Middletown, Pennsylvania. The College is easily accessible via interstate routes from Baltimore, Philadelphia, Washington D.C., and New York. For further information about the School and College, see: https://harrisburg.psu.edu/ and https://harrisburg.psu.edu/behavioral-sciencesand- education
Review of applications will begin immediately and continue until the position is filled. Submit letter of application, curriculum vitae, copies of graduate transcripts, statement of teaching and research interests, and writing samples to http://apptrkr.com/907304, job number 67099. Additionally, three confidential written letters of reference should be sent directly to: Chair, Literacy Search Committee, Penn State Harrisburg, 777 W. Harrisburg Pike, W331-Olmsted Bldg., Middletown, PA, 17057.
CAMPUS SECURITY CRIME STATISTICS: For more about safety at Penn State, and to review the Annual Security Report which contains information about crime statistics and other safety and security matters, please go to http://www.police.psu.edu/clery/, which will also provide you with detail on how to request a hard copy of the Annual Security Report. Penn State is an equal opportunity, affirmative action employer, and is committed to providing employment opportunities to all qualified applicants without regard to race, color, religion, age, sex, sexual orientation, gender identity, national origin, disability or protected veteran status.
Posted 17 November 2016: Assistant/Associate Professor in Educational Leadership--Tenure-Track, California State University--Fullerton
The College of Education at California State University, Fullerton, a nationally recognized Hispanic serving institution (HSI), invites applications for a tenure-track position in the Department of Educational Leadership, for an Assistant/Associate Professor in Educational Leadership.
The Department of Educational Leadership at CSU Fullerton is committed to just, equitable, and inclusive education, the application of theory to practice, and leadership for change. The department consists of a dynamic and diverse group of faculty scholars and scholar-practitioners who thrive on collaboration, innovative ideas, and engaged scholarship. The faculty work together to prepare educational leaders in several P-12 programs:
- Masters of Science degree in P-12 Educational Administration and the Preliminary Services Administrative Credential,
- Clear Administrative Services Credential
- Ed.D. with specializations in P-12 Leadership
We seek a colleague with rich experience in and knowledge of providing leadership for the improvement of schools and instruction in diverse communities, and who finds instructional and organizational leadership compelling both in research and in practice. In particular, their research explores the roles educational leaders play in shaping the organization of educational settings and providing leadership to enhance instruction and student learning. Their research, together with practice in the field, has broadened the conception of the roles that educational leaders occupy to include teacher leaders—curriculum managers, instructional coaches, members of leadership teams, facilitators of professional learning communities, among others. We seek a scholar/practitioner whose work focuses on how educators improve teaching and learning by making full use of this range of leadership talent distributed across their organizations. This individual can play a central role in co-building, together with local school districts, a program focused on educational leaders’ ongoing learning and their leadership for instructional quality.
The successful candidate will:
- Play a central role in shaping a program focused on leadership for instruction and school leadership.
- Teach graduate courses in P-12 programs to a range of students, which might include certificate, credential, masters, and/or doctoral.
- Teach and develop course in online, hybrid, and face-to-face formats in the evenings and/or occasional weekends.
- Work with district partners to recruit students, maintain feedback loops for program quality, and collaborate on research and program development.
- Generate research on leadership for instruction and/or organizational leadership, in conjunction with colleagues and students, including raising external funds to support such research.
- Actively collaborate in department, college, and university affairs.
- An earned doctorate in education or related field from an accredited institution by appointment date.
- Knowledge of and experience in P-12 settings that is related to the leadership of instruction and/or school leadership, including a deep understanding of districts’ professional development needs for school leaders– i.e., working with student data, leading peers in change processes, guiding inquiry and formative assessment practices, ability to work with district partners, etc.
- The ability to build a research agenda or have established scholarship in one or more of the following areas: school leadership, leadership for instruction, and/or leadership for technology integration, with a focus on improving educational equity.
- For appointment at Associate Professor, must have an established record of scholarship.
- Experience integrating technology in their instruction, research, leadership and/or professional practice.
- Passion for and demonstrated commitment to improving the educational opportunities and outcomes of ethnically, culturally, and linguistically diverse communities.
- A background check (including a criminal records check) must be completed satisfactorily before any candidate can be offered a position with the CSU. Failure to satisfactorily complete the background check may affect application status of applicants or continued employment of current CSU employees who apply for the position.
- A California Administrative Services Credential (or equivalent) with successful site or district leadership experience.
- Successful experience designing courses and conducting instruction in online/hybrid formats.
- Demonstrated success teaching and advising masters and/or doctoral level courses, including participation in dissertation committees.
- Leadership in technology integration to enhance graduate courses. ...
Summer (June) or Fall (August) 2017
A complete on-line application must be received by electronic submission in order to receive consideration. To apply, please go to: https://apps.fullerton.edu/facultyrecruitment to view all job listings and select 9205BR to begin the application process and provide the following materials:
- Letter of interest (specifically relating your experience to the required and desired qualifications and experiences)
- Diversity statement (see prompt below)
- Curriculum vitae
- Names and contact information of three references who can provide letters upon request (see instruction below)
- Sample publication(s) and/or sample documentation that reflect skills, knowledge, and/or interests in educational leadership
- Graduate transcripts will be requested after initial paper screening....
Posted 16 November 2016: Associate Professor of Information Systems, School of Computer Science & Information Systems, Northwest Missouri State University
REPORTS TO: Director of the School of Computer Science & Information Systems
FLSA STATUS: Exempt
EMPLOYMENT TERMS: Full-time, 9-month, tenure track position with additional teaching in the summer
PRIMARY DUTY: A tenure-track faculty position in Information Systems within the School of Computer Science and Information Systems at the Associate Professor level with the expectation to teach summer courses, as needed, for additional compensation. One-quarter release time will be given for the duties associated with coordinating the Master of Science in Information Systems program.
1. Broad background in Information Systems with the ability to teach graduate courses in object-oriented programming, business analytics, networking and security, systems analysis and design, financial modeling, and management information systems
2. Serve as an advisor to all students in the Master of Science in Information Systems program
3. Participate in School activities including curriculum development and service activities
4. Conduct applied research in these areas
5. Work as a team on teaching and School activities
6. Coordinate the Master of Science in Information Systems
7. Perform other duties as assigned
Education: Doctoral degree in Information Systems, Information Technology, Computer Science or related area
Experience: Six years of experience teaching in higher education at the rank of Assistant Professor or higher at a regionally accredited institution
Skills: Ability to teach graduate courses in Information Systems and coordinate the program
Education: Doctoral degree in Information Systems
Experience: Rank of Associate Professor for at least two years ...
APPLICATION DEADLINE: Review of credentials starts November 14, 2016 and continues until the position is filled
DATE AVAILABLE: August 7, 2017
TO APPLY: Please fill out a Northwest application online by clicking http://agency.governmentjobs.com/nwmissouri/default.cfm to reach our employment opportunities listing. You will also need to submit the application materials listed below in order for them to be complete. Please contact the Office of Human Resources at 660-562-1127 or email firstname.lastname@example.org for more information.
APPLICATION MATERIALS: Letter of application describing your teaching experience and your suitability for this information systems position, current resume, copies of teaching evaluation reports, copies of transcripts, and the contact information of three current references
INQUIRIES FOR THE POSITION CAN BE MADE TO:
Northwest Missouri State University
School of Computer Science & Information Systems
800 University Drive
Maryville, MO 64468
For the complete job posting, please CLICK HERE.
Posted 7 November 2016: Assistant/Associate Professor of Educational Leadership and Policy Studies, Tenure-Track/Tenured Administration, Leadership, and Technology, New York University’s Steinhardt School of Culture, Education, and Human Development
Applications are invited for a tenure-track Assistant or Tenured Associate Professor position in Educational Leadership and Policy Studies to begin in September 2017. The appointed faculty member will be part of the Department of Administration, Leadership, and Technology. NYU Steinhardt has one-of-a-kind integration of education, communication, health, and the arts, with eleven departments, seventeen research centers and institutes, 292 full-time faculty, and close to six thousand students. We are committed to substantially increasing the proportion of our faculty from historically underrepresented groups as we strive to create the most intellectually diverse, inclusive, and equitable institution that we can. The academic programs in the Administration, Leadership, and Technology department include Masters, PhD, and EdD degrees designed to prepare researchers, university professors, and innovative educational leaders for schools, nonprofit agencies, and othercommunity based organizations.
Position Description: In the current era of intense national and international focus on the changing and challenging demands for K-12 education, we seek an experienced faculty member whose research deepens our understanding of the policy questions and the organizational adaptations necessary to further the development and effectiveness of K-12 education systems, particularly in urban contexts.
Responsibilities: Conduct research; teach and advise master’s and doctoral students; participate in faculty meetings, serve on committees, and provide other service to the University.
Qualifications: An earned doctorate in Educational Leadership, Policy Studies or a related discipline (e.g. sociology or economics), which the candidate has used to study the K-12 education context; a promising record of publication in major national or international academic journals in the field of K-12 education and/or related disciplines; an emerging record of funded research projects; and experience in teaching and mentoring graduate students.
NYU's dynamic Global Network University includes NYU Abu Dhabi, NYU Shanghai, and international programs and academic centers around the world. NYU Steinhardt faculty may have the opportunity to engage in research and teaching at these global study and research sites.
Applications: Candidates should apply by submitting a letter of application, two illustrative publications, a curriculum vitae, and the names of five referees who have agreed to submit reference letters upon request.
Review of applications will begin immediately and will continue until the position is filled. For best consideration, materials should be submitted by no later than December 1, 2016. Additional information about the position can be obtained from Edward Fergus, search committee chair, at
NYU is an EOE/AA/Minorities/Females/Vet/Disabled/Sexual Orientation/Gender Identity Employer.
Posted 3 November 2016: Vice President and Chief Diversity Officer, Oregon State University
Oregon State University (OSU), Oregon’s land-grant and premier research university and the state’s only institution to hold both the Carnegie Foundation’s top designation for research institutions and its prestigious Community Engagement classification, invites inquiries, nominations, and applications for the inaugural position of Vice President and Chief Diversity Officer.
OSU recognizes that diversity and inclusion are crucial to its pursuit of excellence in teaching, research, and public service. The University is actively engaged in building a more diverse and inclusive educational environment at its main campus in Corvallis, its branch campus in Bend, its marine science center in Newport, and its agricultural experiment stations and county extension offices throughout Oregon. OSU has re-envisioned and reorganized many of its administrative offices working in the areas of diversity, inclusion, social justice, equal opportunity, and access so that each office can better focus on its mission and goals. As part of these efforts, OSU has established three new positions—Special Assistant to the President for Community Diversity Relations, Vice President and Chief Diversity Officer, and Executive Director of the Office of Equal Opportunity and Access—which, through collaboration, partnership, and action, will work to create a University community characterized in all it does by a central commitment to diversity, equity, inclusion, and social justice.
Reporting to the President and serving on the President’s Cabinet and the Provost’s Council, the Vice President and Chief Diversity Officer (VPCDO) is the senior official responsible for University objectives related to institutional diversity, equity, and inclusion for all OSU campuses, extension offices, experiment stations, and centers. The VPCDO will organize and lead an infrastructure to facilitate internal and external community engagement, develop partnerships to bring about transformational change, and identify and support target areas to maximize the University’s impact locally, regionally, and nationally. The VPCDO will work with and advise the President, Provost and Executive Vice President, Vice Presidents, Vice Provosts, Deans, Board of Trustees, and other University leaders to foster a vision for advancing institutional goals and to nurture an inclusive culture. The VPCDO will lead and further develop the Office of Institutional Diversity and will collaborate with the Special Assistant to the President for Community Diversity Relations, the Executive Director of the Office of Equal Opportunity and Access, and the Leadership Council for Equity, Inclusion, and Social Justice.
The VPCDO’s broad areas of focus include high-level leadership of overarching diversity goals, objectives, and strategies involving students, faculty, staff, alumni, internal and external partners, and volunteers; strategic planning; education and research; community relations and outreach; communications; campus climate issues; and policy development. Key responsibilities include:
- developing and implementing an institutional diversity strategic plan;
- assisting senior leaders in developing systems of accountability for reaching diversity goals and objectives;
- creating reporting mechanisms to ensure that unit diversity plans and initiatives are aligned with the University’s overarching diversity goals, objectives, and strategies;
- recommending criteria to guide the University’s allocation of resources and strategic investments in support of institutional and unit diversity plans and initiatives;
- conducting campus climate studies, demographic studies, and policy analyses;
- overseeing OSU’s bias response team and protocols;
- supporting academic administrators and faculty in the development of equitable and inclusive curricula, courses, and teaching practices;
- partnering with various units to develop comprehensive strategies for recruiting and retaining diverse students, faculty, and staff; and
- creating and expanding opportunities to encourage student dialogue, engage marginalized and underserved populations, promote cultural competence across all constituencies, and affirm and celebrate the University’s commitment to diversity and inclusive excellence.
Oregon State University seeks candidates whose education, perspectives, and personal and professional experiences have together prepared them to serve as an effective and collaborative leader of the University’s efforts to create a more diverse, equitable, and inclusive environment. Minimum requirements include a Ph.D. or other terminal degree, though exceptional candidates with a master’s degree and substantial experience will be considered; at least five years of experience leading diversity and inclusion initiatives and achieving successful outcomes within a complex academic environment or mission-driven organization; superior communication and interpersonal skills; proven ability to engage underrepresented populations, bridge differences through dialogue, and promote cultural competence across all constituencies; and demonstrated ability to facilitate partnerships and mobilize leaders from diverse institutional and community sectors to build and sustain a diverse and inclusive culture.
Preferred qualifications include an excellent command of contemporary diversity, equity, and inclusion concepts, issues, and best practices in higher education; successful experience leading large-scale change within a complex, decentralized organization; and experience with external relations, strategic communications, fundraising, and development. Candidates with appropriate academic credentials, faculty status, and/or teaching experience may qualify for an academic faculty position in one of the colleges or programs within the University (tenure is negotiable commensurate with Oregon State University policies and guidelines).
Oregon State University has retained Spelman Johnson to assist with this search. Review of applications will begin December 9, 2016 and will continue until the position is filled. A resume with an accompanying cover letter may be submitted via the Spelman Johnson website at www.spelmanjohnson.com/open-positions. Confidential inquiries and nominations should be directed to James M. Norfleet at email@example.com. Applicants needing reasonable accommodation to participate in the application process should contact Spelman Johnson at 413-529-2895.
This position is designated a critical, security-sensitive position; therefore, the incumbent must successfully complete a criminal background check and be deemed fit for duty at placement and while serving in the position.
Oregon State University – Vice President and Chief Diversity Officer
James M. Norfleet, Search Associate
Visit the Oregon State University website at www.oregonstate.edu