Assistant Professor; Elementary​/Early Childhood Education - appointment

Position: Assistant Professor (Elementary/Early Childhood Education) - 9 month appointment
The Assistant Professor is a member of the ranked faculty who demonstrates achievement in teaching, research, and professional service. The successful candidate will teach undergraduate and graduate courses across the Elementary (ELE) and Early Childhood Education (ECE) programs, contributing to coursework in curriculum, instruction, early learning, and assessment. Instruction may occur in seated, hybrid, and online formats. The faculty member will provide clinical supervision for practicum students, interns, and student teachers in PreK-6 settings, advise undergraduate and graduate students, and participate in ongoing curriculum development.

In addition, the faculty member will support foundational coursework required across multiple TLDS licensure pathways and the undergraduate Literacy program.

Candidates are encouraged to apply if they bring evidence of scholarly potential commensurate with expectations for a tenure-track faculty role, as well as professional experience teaching in Early Childhood or early grades (K-3) in school-based settings. Applicants with at least three years of full-time teaching experience in U.S. K-6 classrooms are especially well positioned for success in this role. Desired areas of expertise include early or emergent literacy, trauma-informed practices, multilingual learner education, social-emotional development and behavior support, and play-based or inquiry-based learning.

Candidates with experience supervising or mentoring preservice teachers, collaborating with K-12 partners or community-based organizations, or contributing to graduate programs-including teaching, committee service, or dissertation support in an EdD program-are highly encouraged to apply.

The successful candidate will also be expected to develop and maintain collaborative partnerships with public schools and community agencies while supporting innovative teacher-preparation initiatives, including clinical partnerships with local districts and the new MSEd in Elementary Education certification track for post-baccalaureate candidates. The faculty member will maintain an active research agenda aligned with Elementary or Early Childhood Education, publish in peer-reviewed national and international journals, pursue internal and external grant opportunities, and engage in scholarly activities that contribute to the visibility and impact of TLDS.

Graduate faculty expectations include attaining Graduate Faculty status, being eligible to teach in the Educational Doctorate (EdD) in Leadership, Learning, and Educational Change, serving on dissertation committees, and chairing dissertations when expertise aligns. The faculty member will also provide service to the School, College, and University through committee participation and will support accreditation, assessment, and continuous improvement efforts.

School of Teaching, Learning & Developmental Sciences