Faculty, Early Childhood Education; Tenure-Track

Open Rank Faculty, Early Childhood Education (Tenure-Track)

Closing Date: [not provided]

In addition to the responsibilities listed below, faculty members are expected to adhere to all university and College of Education faculty policies, guidelines, and responsibilities and perform other duties as assigned by the Assistant Dean of the College of Education, the Dean of Colleges, and the Provost/Vice President for Academic Affairs.

• Teach undergraduate and/or graduate Early Childhood Education and education courses in face‑to‑face, hybrid, online, evening, weekend, and off‑site formats.
• Design, develop, and deliver high‑quality instruction and assessments while serving as the course anchor for assigned courses by maintaining curriculum, instructional materials, and consistency in course delivery, including providing guidance and oversight for adjunct instructors.
• Support student academic achievement, professional development, and career readiness.
• Work with a range of students to assist them in achieving academic and career success.
• Maintain office hours and advise teacher candidates on academic, professional, and certification matters.
• Supervise and mentor teacher candidates during field experiences and clinical internships.
• Participate in curriculum development, assessment, and continuous program improvement through data‑informed decision‑making.
• Contribute to accreditation activities, including CAEP and NAEYC Higher Education Accreditation processes.
• Develop and sustain partnerships with school systems, community organizations, early childhood agencies, and Professional Development Schools (PDS) to support clinical practice.
• Promote candidate success on educator certification assessments and performance‑based assessments, including edTPA or comparable state‑required assessments.
• Engage in scholarship and professional development appropriate for a teaching‑focused institution to maintain expertise in the discipline.
• Serve on university, college, and program committees and participate in faculty governance and service activities.
• Collaborate with faculty, school partners, and community stakeholders to advance educator preparation initiatives.
• Perform other duties as assigned by university administration.

• Earned Ph.D. or Ed.D. in Early Childhood Education, Child Development, Child and Family Studies, or a closely related field from a regionally accredited institution.
• A master’s or doctoral degree in Early Childhood Education is required.
• Applicants who are ABD (All but Dissertation) will be considered.
• At least three (3) years of successful teaching Early Childhood education in P‑3 settings.
• Commitment to promoting and encouraging a culturally responsive approach to teaching.
• Demonstrated commitment to inclusion, equity, and culturally responsive teaching practices.
• Evidence of, or strong potential for, scholarly productivity and professional engagement.

• Experience and/or expertise in early literacy, early mathematics, STEM education, child development, inclusive practices, curriculum development, family engagement, assessment, and educational technology.
• Completion of Alabama Reading Initiatives (ARI) Training.
• Formal training in Language Essentials for Teachers of Reading and Spelling (LETRS) for Early Childhood Educators.
• Experience using candidate performance data to support continuous improvement, accreditation, and program assessment.
• Demonstrated effectiveness designing and delivering high‑quality online, hybrid, and technology‑enhanced instruction.
• Completion of Alabama Math, Science, and Technology Initiative (AMSTI) Mathematics Training for grades K‑3.
• Completion of Alabama Math, Science, and Technology Initiative (AMSTI) Science Training for grades K‑3.
• Experience and expertise in integrating content areas in an across‑curricular approach to instruction.
• Ability to model effective online teaching and use of instructional technology.
• Experience in supervising student‑teaching interns.
• Experience with the accreditation process (CEC, CAEP, SACSCOC, etc.).
• Ability to interpret and apply data to improve practices in both courses anchored and…