Assistant Teaching Professor of Equity in Early Learning

Description

 

Situated on the unceded, ancestral and traditional territory of the dxʷdəwʔabš(Duwamish people) and Coast Salish peoples, the College of Education (COE) at the University of Washington (UW) invites applications for an Assistant Teaching Professor of Equity in Early Learning. We are a College that takes just education as central to our mission, as well as awareness of the Indigenous lands on which we live and work. Our new colleague will join the early childhood faculty of the existing early childhood undergraduate programs (both on campus and online) as well as other faculty in the college who share a strong commitment to justice in education and society and building partnerships with all communities. Our early childhood programs prepare students to work with and for young children, families, and communities to thrive in a variety of early educational spaces. The Assistant Teaching Professor filling this role will collaborate with a team of faculty, staff, students, and community partners working to advance and sustain a diverse early childhood workforce with commitments to educational justice.

 

The position will carry the non-tenure rank of Assistant Teaching Professor and is a three-year, 9-month position at 100% FTE. Renewal of this appointment will be considered in the second year. The base salary range for this position will be $8,300 - $9,000 per month, commensurate with experience and qualifications or as mandated by a U.S. Department of Labor prevailing wage determination. Other compensation associated with this position may include a relocation incentive and a limited commitment of summer salary based on curricular need and available funding.

 

The role combines continuous undergraduate instruction and program improvement, relying on critical, sociocultural, and justice-driven perspectives on early childhood development, learning and teaching in at least one content area (e.g., literacy, math, science), and community engagement with deep commitments to the values set forth in the NAEYC’s Advancing Equity in Early Childhood Education Position Statement.

 

The person in this position will be expected to anchor their work and instruction in early learning from perspectives such as, but not limited to:

 

●      working with and being in just relationships with diverse groups of adult learners who hold both historically privileged and excluded identities, including race, culture, gender identity, sexual identity, social class, age, language, well-being, mental health, disability, and/or religion.

●      working with critical perspectives and justice-centered approaches to early childhood education, culturally and linguistically sustaining pedagogies, and curricular areas such as early childhood math, science, or interactive media and digital literacy for the P-3 program.

●      work involving coaching and supervising early childhood educators

●      work involving development of courses and teaching early learning in Native communities to support the development and implementation of existing and future Native cohorts in the ECE program

●      work involving fluency in Spanish to support the development and implementation of courses offered in a Spanish cohort in the ECE program.

●      work involving inclusive education and disability studies in early childhood

●      work involving Latinx/e, immigrant, and/or multilingual communities

 

Primary responsibilities include:

1.     Provide high quality instruction (7-9 courses across 3 quarters per academic year) in required foundational courses, including methods courses in the following programs: Early Care and Education (ECE, online), Early Childhood and Family Studies (ECFS, on campus), Education Studies: Early Childhood Studies (EDST), and P-3 Certification (in development)

2.     Serve as a member of the early learning programs’ teams and participate in collaborative course planning and maintaining the curriculum for all early learning programs. Participate in the programs’ ongoing work to make meaningful connections between university and community partners to support young children and their families to thrive in building racially equitable and socially just communities.

3.     If appropriate, teach elective courses in partnership with other faculty that pertain to emerging program needs and the candidate’s areas of expertise and practice.

4.     Work with program academic advisers and Lead Faculty to provide support structures and processes for monitoring student progress through the program that supports the College’s efforts to diversify the early childhood educator workforce.

5.     Collaborate with the Community-Based Learning Coordinator to cultivate partnerships with University or community organizations to link theory with practice and build shared