Sessional Lecturer - CTL7015H - Education Research 2

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CTL
7015H
- Education Research 2

In Educational Research 2 candidates draw on the research literacy they developed in CTL 7006 to learn some of the foundational skills of doing research. They conduct a small-scale qualitative research study using either semi-structured interviews or document analysis methods. Special attention is given to the topics of research design, data collection, data analysis, and mobilizing knowledge in ones own practice and beyond.

Students deepen their understanding of how their own positionalities and experiences affect their identities as teacher-researchers. The course format includes a combination of whole class instruction, research methods workshops, and independent work periods. The culminating assignments of the course include a
-word research paper and a presentation at the annual MT Research Conference. This course will pilot how an MT Year 2 research course can successfully engage with a wide range of system-based data and initiatives, including international, national and MT’s largest partner Toronto District School Board (TDSB). The successful applicant must demonstrate expert knowledge of current TDSB equity priorities and strategies and have demonstrated expertise and knowledge in action research, TDSB YPAR and school-based inquiry in the context of a school-university partnership.

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As of September 1, 2026, the minimum stipend is $ (inclusive of vacation pay) for a half credit course.

As of January 1, 2027, the minimum stipend is $ $ (inclusive of vacation pay) for a half credit course. Salary may be prorated based on the appointment percentage.

• Demonstrate expert knowledge of current TDSB equity priorities and strategies, including the YPAR program and school data and improvement plans.
• Demonstrate mastery and currency of TDSBs system-wide research and how it drives social justice-focused change
• Experience with and completed coursework in qualitative research methodology
• Experience with interview based research and interview protocol development
• Experience with document analysis methods
• Experience with qualitative thematic data analysis
• Experience with writing and supporting the development of literature reviews
• Experience with research writing support and providing quality feedback
• Experience designing and facilitating workshops
• Strong listening and communication skills
• Commitment to student support
• Strong collaboration skills and works well as a member of a team.

N/A

Prepare, organize, and teach this graduate course; be available to students seeking assistance between classes; evaluate and provide students with feedback on their work. Attend a pre-course planning/preparation meeting with the course instructional team, attend MT All-Instructor Meetings (AIM) and submit course syllabus as requested by the department.

This job is posted in accordance with the CUPE 3902 Unit 3 Collective Agreement. It is understood that some announcements of vacancies are tentative, pending final course determinations and enrolment. Should rates stipulated in the collective agreement vary from rates stated in this posting, the rates stated in the collective agreement shall prevail. Preference in hiring is given to qualified individuals advanced to the rank of Sessional Lecturer II or Sessional Lecturer III in accordance with Article 14:12 of the CUPE 3902 Unit 3 collective agreement.

Please note:

Undergraduate or graduate students and postdoctoral fellows of the University of Toronto are covered by the CUPE 3902 Unit 1 collective agreement rather than the Unit 3 collective agreement, and should not apply for positions posted under the Unit 3 collective agreement.

The University of Toronto embraces Diversity and is building a culture of belonging that increases our capacity to effectively address and serve the interests of our global community. We strongly encourage applications from Indigenous Peoples,Black and racialized…