Assistant​/Associate of Reading

Summary

The Assistant/Associate Professor of Reading is in the Department of Teacher Education and Leadership within the College of Education, Humanities, and Behavioral Sciences. The position is a full-time (9-month) faculty position. The rank and tenure-status of the position is negotiable based on qualifications. As scholarship is an integral part of this position, applicants are required to demonstrate their abilities to conduct and maintain an active research/publication agenda.

• Teach undergraduate and graduate reading/literacy courses in various programs, including a doctoral program which includes the science of reading to create teaching and learning opportunities.
• Engage in scholarly activities such as grants, presentations, research, and publications in refereed journals.
• Advise doctoral students and candidates.
• Guide doctoral students and doctoral candidates in research.
• Serve on dissertation committees.
• Provide professional development to teacher candidates in the areas of reading/literacy.
• Provide service to the university, community, and profession.
• Foster university/school partnerships.
• Serve on college and department committees.
• Perform other duties as assigned.

• Candidates must possess an earned doctorate in Reading or Reading/Literacy from a nationally accredited institution.
• Minimum of 3 years teaching experience in P-12 setting.

• Knowledge of relevant Alabama literacy laws and regulations, including the Alabama Literacy Act (ALA).
• Knowledge of current and emerging trends in reading/literacy and the science of reading.
• Knowledge of current research in reading/literacy.
• Ability to teach and advise at the post‑secondary level, including advising doctoral students.
• Knowledge and skills of guiding students through the dissertation process.
• Knowledge of recruitment procedures.
• Evidence of scholarly productivity in the form of peer‑reviewed publications and conference presentations, grant writing, and research development.
• Knowledge of and the ability to model current education competencies including creating constructive and coherent learning environments, modeling professional expectations, modeling high‑quality practices, demonstrating a culture of feedback, and promoting principles of diversity, inclusion, equity, and social justice.
• Demonstrate excellence in teaching at the university level.
• Demonstrate skills in teaching blended or online classes.
• Ability to work collaboratively with university and public school colleagues within a diverse environment.
• Ability to contribute to academic program development and improvement.
• Excellent oral and written communication skills.