- November 4, 2014
- 3:58 am
- Noah W. Sobe
CEPS Program Newsletter #053 – November 4, 2014
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Cultural and Educational Policy Studies, Loyola University Chicago
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CEPS Students and Alumni- We have had an exciting couple weeks on campus with a well-attended and thought provoking international conference last weekend on Theorizing Gun Violence in Schools and a visit today from Dr. Monisha Bajaj of the University of San Francisco to talk about human rights in education. CEPS Phd Alum Dr. Bruce Collet was also just made the recipient of a SOE Alumni Award [A.2.] at our alumni brunch on November 1st. Coming up we have a talk on the history of childhood in Brazil [A.3.] and also an exciting set of Spring courses [A.1.] including Dr. Jules’ seminar on International Education (ELPS 458) and Dr. Phillippo’s seminar on the Sociology of Teaching (ELPS 510), as well as a new cross-SOE interdisciplinary course on Immigration and Education. It is also exciting and an excellent opportunity that the 14th Annual Meeting of the American Association for the Advancement of Curriculum Studies (AAACS) April 13-16, 2015 [B.1.] is being hosted by Loyola University Chicago. As always, if you know of events or announcements that can be shared via this newsletter please send them to my graduate assistant, Michael Hines (mhines2@luc.edu).
-Noah W Sobe
~CEPS Program Chair
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CEPS Program Newsletter #53 – November 4, 2014
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Table of Contents:
A. CEPS AND LOYOLA NEWS
1. CEPS Spring 2015 Course Offerings (including descriptions of ELPS 458, 510 and 500)
2. Loyola SOE Outstanding Alumni Award Presented to Dr. Bruce Collet (Phd, 2006)
3. Professor Miriain Warde lecturing on the history of childhood in Brazil, Thursday November 6, 5pm (LSC)
4. CEPS Graduate Writing Tutor Available
5. Wellness Center Dissertation and Thesis Support Group, Fridays 2:00-3:15pm (LSC)
6. Upcoming University, SOE & Graduate School Deadlines.
B. CALLS FOR PAPERS AND UPCOMING CONFERENCES
1. Call for Proposals: American Association for the Advancement of Curriculum Studies (AAACS) Annual Meeting April 13-18, 2015 (Chicago IL) – Deadline: Priority Deadline December 7, 2014. Cut-off for Submissions January 4, 2014.
2. Upcoming Panel Discussion: Raise Your Hand Illinois will hold a panel entitled “What is High Quality Assessment and How do we Get There?” on November 18, 2014.
3. Call for Applications: Critical Language Scholarship (CLS) Program Deadline: Applications must be submitted by November 12, 2014.
4. Upcoming Conference: 7th Annual Chicago International Education Conference presented by the Center for International Studies, University of Chicago. Deadline: Conference will be held November 7, 2014.
5. Call for papers: Global Studies of Childhood (Special Issue entitled Philosophical and Sociological Perspectives on Childhood, Youth and Adolescence: Troubling the Global/Local Nexus) Deadline: Abstracts must be submitted by March 31, 2015.
6. Call for proposals: Comparative and International Education Society (CIES) March 8-13, 2015 (Washington DC) – Deadline: December 1, 2014.
7. Call for papers: Transformative Researchers and Educators for Democracy (TRED) Annual Conference at University of Massachusetts (Dartmouth), November 14-15, 2014.
C. PROFESSIONAL OPPORTUNITIES FOR STUDENTS
1. Graduate Student Resources from the Forum on Education Abroad.
D. JOBS, FELLOWSHIPS, INTERNSHIPS, AND VOLUNTEER OPPORTUNITIES
1. Associate Professor or Professor Educational Foundations, Department of Educational Leadership and Policy Studies, Howard University. Deadline: Review of candidate materials is ongoing, position will remain open until filled.
2. Associate Professor or Full Professor Policy Analysis/Policy Evaluation, Department of Educational Leadership and Foundations, The University of Texas at El Paso. Deadline: Review of candidate materials is ongoing, position will remain open until filled.
3. Advanced Associate or Full Professor, Educational Leadership Policy Department, of the University of Utah. Deadline: Initial screening of applications will begin October 30, 2014, but the position will remain open until filled.
4. Associate or Full Professor Educational Administration and Leadership, the Department of Educational Administration, Michigan State University. Deadline: Review of applicants will begin October 31, 2014 and will continue until candidates are selected.
5. Dean’s Faculty Scholar in Education Policy and Leadership, School of Education, The University of Delaware. Deadline: Applications received by November 17, 2014 will receive first consideration
6. Assistant Professor Educational Leadership, Department of Educational Leadership, San Diego State University. Deadline: Review of applications will begin December 1, 2014 and continue until position is filled.
7. Open Rank Tenure-track Faculty Positions, The Educational Leadership Program, Pennsylvania State University. Deadline Review of applicants will begin December 1, 2014 and will continue until the position is filled.
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A. CEPS AND LOYOLA NEWS
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A.1. CEPS Spring 2015 Courses — In Spring 2015 CEPS will, as usual, be offering a set of first-tier courses in our various areas of specialization as well as two advanced seminars.
* ELPS 405 Intro to Educational Policy Analysis (Jules) WTC Mondays 7:00-9:30
* ELPS 412 Sociology of Urban Education and Policy (Phillippo) WTC Tuesdays 4:15-6:45
* ELPS 420 Philosophy of Education (Shuffelton) WTC Wednesdays 7:00-9:30
* ELPS 444 History of American Education (TBD) WTC Thursdays 7:00-9:30
* ELPS 458 International Education (Jules) WTC Mondays 4:15-6:45
This advanced seminar, which is both theoretical and applied, introduces students to issues and institutions involved in international educational development. This course will provide students with a deep understanding of the changing role of educational development projects in light of the post-2015 development agenda, post-financial crisis and global recession, post-Ebola epidemic, and post-Arab Spring periods. Students will spend time exploring and understanding how these many ‘post-contexts and settings’ are changing the nature of development and the educational responses that are now coordinated across different scales and spaces (at national, regional and global levels). With the aid of class readings and paying particular attention to endogenous and exogenous challenges that Africa and the Middle East confront, discussion will be framed through a comparative and international educational perspective that exposes students to the ways that different theories of education and development influence policy, priorities, and programs of international, national, and local institutions in these regions.
* ELPS 510 Sociology of Education Seminar: Sociology of Teaching (Phillippo) WTC Tuesdays 7:00-9:30
This discussion-oriented seminar will address a range of topics related to the application of sociological perspectives to the understanding of the practice and profession of teaching. Topics addressed will include: *Historic and current day social and organizational conditions of teaching and how these impact teachers’ practice *Power and control as it manifests in tensions over who directs and evaluates teachers’ work and different ways in which teachers relate to students *The status of teaching as a profession, using sociology of the professions literature *Teacher workforce issues, specifically teacher turnover and workforce development *Teacher unions and teacher activism–special attention to social justice unionism, CTU contract negotiation this spring and the Vergara case (California) *Media representations of teachers *Teachers’ emotional labor *Sociodemographic characteristics of teachers and the teaching profession, including race, class, gender and age *Teacher effects on student learning, with an emphasis on value-added measurement (VAM) and teacher evaluations *The boundaries of teaching, including efforts to expand teachers’ roles and define teachers’ turf.
* ELPS 500 Immigration and Education Cross-SOE Seminar (Sobe with other SOE Faculty) WTC Thursdays 4:15-6:45
Together with Counseling Psychology Professor Anita Thomas, Professor Sobe will co-lead an interdisciplinary seminar for doctoral and advanced master’s students on the topic of Immigration and Education. They will be joined by professors from across the School of Education who will come in across the semester to lead particular class sessions (including Professors Phillippo and Shuffelton from CEPS). Please note that in addition to drawing on faculty resources from across the SOE, we intend for this course to enroll students from across the SOE and thus each program area will be restricted to putting forth 2-4 students for the ELPS 500 Immigration and Education seminar. If this is something
you are interested in please bring this up with and discuss with your advisor by Friday Nov 7th as the faculty will be making selections of CEPS students after the 7th.
A.2. We are pleased to congratulate Dr. Bruce Collet, a 2006 CEPS graduate on being the recipient of a Loyola University Chicago Outstanding Alumi award, presented at the Fall Alumni Bruch on November 1, 2014. Dr. Collet is now an Associate Professor at Bowling Green State University where alongside teaching education foundations and comparative education he conducts research on forced migration and education, immigrant education, globalization and education, as well as community-based participatory research. Additional information on Dr. Collet and the Alumni Award is available here: http://blogs.luc.edu/ceps/2014/11/02/ceps-alumnus-dr-bruce-collet-award/
A.3. CEPS is pleased to welcome to be hosting Professor Mirian Warde of UNIFESP, the Federal University of Sao Paulo, Brazil, who will be giving a lecture titled “The History of Childhood in Brazil through the Pages of a Newspaper: 1875-1910” on Thursday November 6, 2014 from 5:00pm-6:00 pm in Cuneo Hall 103 on Lake Shore Campus.
A.4 . Samantha Deane, a CEPS PhD student, has joined Loyola’s Writing Center as a volunteer graduate writing tutor. Tutoring sessions can be scheduled between 4:00 and 6:00 on Tuesdays and Thursdays, and are available to anyone, regardless of your writing prowess or stage in the writing process. This is not a place for copy-editing; rather it is a place for a conversation about your ideas and how to communicate them. Whether you consider yourself a writing expert or novice, love writing or hate it, tutoring sessions seek to push your ideas and your writing to new levels. In order to sign up for a tutoring session go to https://luc.mywconline.com/ to first register an account, and then sign in. When you sign in, select Corboy Law Room 811, Graduate from the pull-down menu. This will ensure that they can sign up with a graduate writing tutor rather than an undergrad. You may (always) sign up to work with any tutor, but if you’d like to work with Sam please look for her name in the left column and sign up for an available slot.
A.5. The Wellness Center encourages graduate students working on a thesis or dissertation to make use of its Dissertation and Thesis Support Group. Do you find the research and writing process isolating? Are you dealing with writer’s block? Are members of your committee steering you in five different directions? Are you smoking more cigarettes than ever before? Are you procrastinating so much that your kitchen has never been cleaner? Completing research projects is difficult work—but you do not have to be in it alone! Please attend a weekly group facilitated by Wellness Center clinical psychologist David deBoer. Members of this ongoing interactive group commit to support, cajole and encourage one another in overcoming the blocks to productivity and moving forward with your project. The group is open to graduate students at any stage in the process of completing either a master’s thesis or a doctoral dissertation. This group meets Fridays, 2:00—3:15 p.m., beginning Friday, Sept.26th, at the LSC Wellness Center, Granada Center, 3rd Floor. To request group membership or for further information, new and returning members please contact Dr. David deBoer at ddeboer@luc.edu or by calling (773) 508-2546.
A.6. Upcoming University, SOE & Graduate School Deadlines
* November 14, 2014. Last day to submit final approved hard copies of dissertations or theses for December degree conferral
*November 26-29, 2014. Thanksgiving Break: No Classes
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B. CALLS FOR PAPERS AND UPCOMING CONFERENCES
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B.1. The American Association for the Advancement of Curriculum Studies seeks proposals for its 2015 annual meeting entitled “Alterglobal Dispossession and the Politics of Recognition in Curriculum Studies” which will take place April 13-16, 2015 in Chicago, IL, hosted by Loyola University Chicago. Dispossession describes the condition of those who have lost land, citizenship, property, and a broader belonging in the world. Recognition refers to the visible status of a human being participating in a collection of communities. How can we work with, within, and in parallel to crowds of recognition, to protest dispossession through performative, transnational projects? How can we use commitment to alterglobal action in supporting complicated conversations that are recognized and that recognize? How can we nurture maker-communities of conviviality, designing, and committed aesthetics? How might this theme be interrogated by our task forces, on internationalization, practice and policy, and ethics?
Subthemes regarding politics of dispossession/recognition include:
-What problematics and potentials are related to exportation of Anglophone understandings of recognition politics based United Statesian civil rights movements?
-What problematics and potentials are presented by the study of alterity, indigenous traditions, and cosmopolitan sensibilities in the next moment?
-What problematics and potentials are inherent in Birmingham school Marxian understandings including, among others, the discourse on public pedagogies?
-How is transnational recognition “conjugated” in AAACS’ task forces on internationalization, ethics, and policy and practice?
-What public critiques are necessary given the unquestioned neoliberal globalizing strategies of “individual students,” “standards,” “accountability,” “mass testing,” and other assessments that enact epistemicides?
-What is the status of multicultural foundations based on nationalist concerns in an epoch that has clearly shifted to neoliberal globalization and capital movements that outpace nations and national politics?
The program is open to everyone’s curriculum studies conversations, and, while we always welcome any ongoing scholarship in our field to join us, in Chicago, we particularly encourage presenters to question how their work engages with work that weakens dispossession and strengthens recognition. All submission must be made through the AAACS Proposal Submission Site on Google forms.
Please follow the form provided in the submission site. Follow the link: http://goo.gl/forms/d0eS0K4LDv
Deadline: Priority Deadline December 7, 2014. Cut-off for Submissions January 4, 2014.
B.2. Raise Your Hand Illinois will hold a panel entitled “What is High Quality Assessment and How do we Get There?” on November 18, 2014. The event will take place at Blue-1647 Pilsen, located at 1647 S. Blue Island, from 6:30 to 8:30 p.m. The panel will include James Pellegrino (Distinguished Professor of Education, University of Illinois at Chicago), Elizabeth A. Skinner (Associate Professor of Bilingual/Bicultural Education, Illinois State University), and Cecily Relucio Hensler (Co-Director of the Chicago Grassroots Curriculum Taskforce). The focus will be on the questions:
-How do teachers assess students in high quality education systems?
-What do we need to know about the PARCC, the new state test?
-Why do we have so many standardized tests?
This is a free event, open to the public but registration is required. You can RSVP through www.ilraiseyourhand.org/events.
B.3. The U.S. Department of State is pleased to announce the opening of the scholarship competition for the 2015 Critical Language Scholarship (CLS) Program in thirteen critical foreign languages. The CLS Program is a program of the U.S. Department of State, Bureau of Educational and Cultural Affairs. It is a fully-funded overseas language program for American undergraduate and graduate students. With the goal of broadening the base of Americans studying and mastering critical languages and to build relationships between the people of the United States and other countries, CLS provides study opportunities to a diverse range of students from across the United States at every level of language learning. The thirteen CLS languages are: Arabic, Azerbaijani, Bangla, Chinese, Hindi, Indonesian, Japanese, Korean, Persian, Punjabi, Russian, Turkish, and Urdu. Please note that participants in the CLS Program are not required to have any experience studying critical languages for most of the thirteen languages. Arabic, Chinese, Persian, Russian, and Japanese institutes have language prerequisites, which can be found on the CLS website: http://www.clscholarship.org. The CLS Program seeks participants with diverse interests, from a wide variety of fields of study, backgrounds and career paths, with the purpose of representing the full diversity of professional, regional, cultural and academic backgrounds in the United States. Thus, students from all academic disciplines, including business, engineering, law, medicine, science, social sciences, arts and humanities are encouraged to apply. There is no service requirement for CLS Alumni after the program. However, participants are expected to continue their language study beyond the scholarship period, and later apply their critical language skills in their professional careers. Participants are selected based on their commitment to language learning and plans to apply their language skills to their future academic or professional pursuits. Please note that CLS is an intensive group-based language program. The application is now live and available online at: http://www.clscholarship.org Applications will be due November 12, 2014 by 8:00 pm EST. For questions, please contact us at: cls@americancouncils.org
B.4. Through presentations and discussions, the International Education Conference links curricula that addresses global issues—world conflicts, human rights, climate change—and problem-solving strategies applicable to everyday dilemmas that students confront. Keynote Speakers this year will be Karen Robinson, Senior Education Manager for the RFK Center for Justice and Human Rights Education Project, Speak Truth to Power, and Emily Pilloton, Founder and Executive Director of Project H, an education non-profit that uses design to empower youth and transform communities. A complete schedule, including afternoon breakout sessions, will be announced soon. The event is intended for K-12 teachers and administrators, but is open to all interested individuals. Attendees can earn up to 6 clock hours/CPDUs applicable to ISBE licensure requirements. RSVP below by Tuesday, November 4th, for CPDU eligibility and to receive complete conference materials. The Chicago International Education Conference is free and open to the public. RSVP is not required to attend. Persons with disabilities who may need assistance should contact the Office of Programs & External Relations in advance of the program at 773-753-2274.
B.5.The journal “Global Studies of Childhood” seeks submissions for a special issue entitled “Philosophical and Sociological Perspectives on Childhood, Youth and Adolescence: Troubling the Global/Local Nexus.” “Childhood, youth and adolescence are contested notions. What do we mean by these terms and how do we employ them? How do/did we come to know these categories? Who or what invented them? The concern of this special issue is with the ontological and epistemological knowledges in play with regard to the categories of childhood, youth and adolescence, what they do and how they perform, what they represent and how these categories and brackets are perceived by all actors, both those that are in-side and those who are out-side of them. This special issue of Global Studies of Childhood (www.wwwords.co.uk/GSCH) calls for a re-thinking of these concepts. The disciplines of philosophy and sociology are elevated in this call for papers, with the expectation that these perspectives will allow authors to theorize these concerns in unexpected, innovative and cutting edge ways, in relation to the complicated globalized contexts of local experiences and lives. Possibilities include: * Emerging connections and contradictions, synergies and tensions of relationships between childhood, youth and adolescence through philosophical and sociological lenses; * Disciplinary problematisations of classical, analytical, critical and postmodern philosophies of childhood, youth and adolescence; * Theorising and re-theorising the relationships of childhood, youth and adolescence within and in relation to the local and global challenge. The guest editors welcome a broad range of abstracts from different disciplinary and methodological perspectives, with a preference for theoretical, philosophical and sociological analyses of the complexities of childhood, youth and adolescence.” Please submit your abstract of 500-800 words (including key references), and a short bio of each author to the guest editors by 31 March, 2015. Acceptance of abstracts and invitations to submit full papers will be sent by 30 May, 2015. Deadline for full papers: full papers of no more than 6000 words (including references), are due by 31 August, 2015. The special issue is expected to be published in the first half of 2016.
B.6. The Comparative and International Education Society (CIES) seeks submissions for its 59th Annual Conference, taking place from March 8-13, 2015 at the Washington Hilton Hotel in Washington, D.C. The 2015 CIES Planning Committee welcomes quality paper, panel, poster and workshop proposals relating to the conference theme. Proposals not directly related to this conference theme but addressing issues of relevance to comparative and international education may also be submitted for consideration. Generally, education systems continue to contribute to the reproduction of existing structures of socio-economic inequalities with respect to class, race, gender and other dimensions of social differentiation. As a result curricula, classrooms and community rarely intersect, especially in the developing world. “Ubuntu! Imagining a Humanist Education Globally” is the theme of the 59th CIES conference in Washington, D.C, March 8-13, 2015. The substance of collective ethos captured in Ubuntu is shared across the African continent and beyond. The specific term was popularized by various authors including the novelist, scholar, and journalist Jordan Kush Ngubane in the 1950s and more recently by public figures such as Nelson Mandela articulating a society and world of inclusiveness and equality.
This conference theme explores an imagined future where education is a moral enterprise that develops and shapes minds to embrace humanism that is separable from socio-economic equality, which defines the world as a complex whole, an interconnected and interdependent ecosystem of diverse humans, nature and the planet. This vision of humanist education is in harmony with Ubuntu, which inspires a multiplicity of worldviews, indigenous epistemologies and ideological schools of thought in a world that is inclusive while fostering autonomy and humanity. It is conceived to guide academics, policymakers and practitioners and learners in different locations. While education has been an instrument for reproducing certain inequalities as it may not encourage and enable people to struggle for social transformation, even carefully designed colonial education that was intended to subordinate colonized peoples in different parts of the world produced critical thinkers and activists who questioned and helped to topple formal colonial domination. More broadly, we should be able to imagine education that is designed to promote values of mutually beneficial cooperation whereby even competition would mean striving toward achieving the greater good to enhance our shared humanity. To imagine an education fostering a future that reflects Ubuntu is to engage in a process of deconstruction of the prevailing modernist epistemologies that tend to separate the heart and mind. The re-imagined vision of education will be the regenerative space for positive social change. The 2015 conference offers an opportunity to reflect on and contribute to the exciting possibilities of an Ubuntu-inspired education, embodying a philosophical, pedagogical and curricula framework that is emancipatory, cultured, transformative, localized and empowering for all humanity and the globe. As a professional society on education in its comparative and international dimensions CIES invites all participants including educators in general with a special call to researchers, policymakers, practitioners, representatives of international organizations, local and global non-governmental organizations and members of civil society to share their insights and experiences and offer forward-looking collective deliberations. We also urge participants to contribute to tackling theoretical, empirical, and practical questions in the critical examination of existing systems of learning and testing at the local and global levels, the limits as well as the possibilities of established quantitative and qualitative methods with careful consideration of indigenous epistemologies. Additional information at http://cies2015.com/call-for-proposals/
B.7. Transformative Researchers and Educators for Democracy (TRED) seeks proposals for papers, symposiums, posters, and roundtables for its third annual conference entitled “How Public is Public Education,” to be held November 14-15, 2014, at University of Massachusetts, Dartmouth. “TRED recognizes that public education is a pillar of our democratic society. Current efforts for educational “reform” seem focused on bringing the free market into America’s public schools; creating competition, holding teachers accountable through high stakes testing, and homogenizing curriculum standards regardless of community circumstances or student population. Vouchers and charter schools are two of the “reforms” proposed by private foundations and for-profit mega-media corporations. What is the future of our public schools if we continue down this road toward privatization? This leads to the question: How public is public education? The 2014 TRED Conference will look at this question from several critical perspectives and provide a forum for participants to examine and discuss current and future issues.” Additional information can be found at http://web.uri.edu/assessment/files/TRED-Conference-2014-Call-for-Proposals.pdf. Proposals can be submitted to TREDconf@umassd.edu. All proposals must be received by Tuesday September 30, 2014.
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C. PROFESSIONAL OPPORTUNITIES FOR STUDENTS
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C.1.The Forum on Education Abroad is the higher education association for education abroad. Recognized by the U.S. Department of Justice and the Federal Trade Commission as the Standards Development Organization for the field, The Forum develops and disseminates Standards of Good Practice and offers its members valuable resources and services for improving education abroad programs to benefit students. Graduate students at Forum member institutions may take advantage of:
* Online access – Any grad student, staff, or faculty member under an organization’s membership may be granted access to The Forum’s password-protected resources in the Standards Toolbox and Curriculum Cooperative. The Toolbox contains hundreds of examples of how institutions and organizations are meeting the Standards of Good Practice as well as other valuable information and resources. The Curriculum Cooperative contains education abroad course and program profiles, as well as video and text interviews with faculty and administrators, sample syllabi, and more.
* The Forum Internship Connection – This LinkedIn group was created to help grad students find internships in education abroad and help Forum member institutions to identify eager interns. We hope that it will be a useful resource to connect internship seekers and Forum member institutions and organizations seeking interns.
* Event discounts – Members receive discounts on Forum event registrations, including The Forum’s Annual Conference, European Conference, workshops, Standards of Good Practice Institutes and Fireside Dialogues. The discount can be used by all students, staff, and faculty members within a member organization.
* Graduate Student Publications Package – This $60 package includes the Standards of Good Practice for Education Abroad, the Standards of Good Practice for Short-Term Education Abroad Programs, the Code of Ethics for Education Abroad, the Education Abroad Glossary and A History of U.S. Study Abroad, volumes 1 & 2. Available to full-time students only. Additional information at http://www.forumea.org/
Loyola University Chicago is a member of the forum so to gain access to these resources click on “Login” and request your own password.
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D. JOBS, FELLOWSHIPS, INTERNSHIPS, AND VOLUNTEER OPPORTUNITIES
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D.1. The Department of Educational Leadership and Policy Studies (ELPS) in Howard University’s School of Education seeks applications for tenured and tenure track Associate Professor and Professor positions in Educational Foundations. Candidates should have a strong background in the socio-political and cultural foundations of education, particularly as this relates to urban schools and African American PK-12 student achievement to teach courses at the master’s and doctoral levels; serve on doctoral dissertation committees; develop and pursue a program of scholarship and publication; advise graduate students; work cooperatively with area public schools; and contribute to department, school and university committees. The preferred candidate will have a strong track record of research/publications that link issues of social justice with urban education and addresses African American student achievement. The successful candidate must have an earned doctorate degree in educational leadership/policy (with an education foundations specialization) or a closely related field from an accredited university.
Additional information on Howard University, the School of Education and the Department of
Educational Leadership and Policy Studies may be found at www.howard.edu/schooleducation. Please send an electronic version of the completed application package in one file to ELPS@howard.edu. Application materials should be addressed to the ELPS Search Committee Chair. Completed applications should include: a) a cover letter, b) a curriculum vita, c) unofficial graduate transcripts (finalists will be required to submit official transcripts of all levels), and d) the names, addresses, telephone numbers, and e-mail addresses of three professional references
Deadline: Review of candidate materials is ongoing, position will remain open until filled.
D.2. Department of Educational Leadership and Foundations at The University of Texas at El Paso invites applications for an associate professor or professor position specializing in policy analysis/policy evaluation to begin in Fall 2015. Candidates must have a doctorate in Educational Policy, Educational Leadership, or a closely-related field from a nationally accredited institution and be able to demonstrate skills in policy analysis and evaluation in the PreK-20 trajectory.
The ideal candidate must also show evidence of effective teaching, advising, and mentoring at the graduate level, possess a strong record of publications, have experience supervising students on capstone projects and doctoral dissertations, and demonstrate an established history of externally-funded research.
For more information please visit http://coe.utep.edu/edlf/.
Deadline: Review of candidate materials is ongoing, position will remain open until filled.
D.3. The Educational Leadership and Policy Department of the University of Utah’s School of Education seeks a chairperson at the rank of advanced associate or full professor who will provide leadership that advances excellence in the department’s teaching, research, and outreach, service, and engagement mission. Responsibilities include supporting faculty productivity, professional development, and external funding; oversight of academic programs, course scheduling and curriculum coordination; securing and managing the fiscal health and financial operations of the department.
Please visit https://utah.peopleadmin.com/postings/35786 to view the full job description and apply.
Deadline: Initial screening of applications will begin October 30, 2014, but the position will remain open until filled.
D.4.The Department of Educational Administration at Michigan State University invites applications for an Associate/Full Professor of K-12 Educational Administration and Leadership position to begin in August 16, 2015. The Department is part of a top ranked college with research centers and initiatives addressing issues in educational leadership, school improvement, district and state level reform, urban education, educational policy, international education studies, measurement and assessment, and the scholarship of teaching. It houses a dynamic outreach center that links faculty with practitioners and policy makers across the state.
To be considered for this position, candidates must have an earned doctorate in educational administration, leadership or a related field and be prepared to assume the responsibilities listed in this call for applications. Applicants should provide information on the contributions they could make to priority areas of scholarship and research specialization noted below. Areas of scholarship/research specialization: We seek scholars committed to core issues in K-12 leadership and the improvement of school organizations and educational systems, particularly schools that have been historically underserved. Successful candidates will have advanced degrees in educational administration, leadership or related fields.
Responsibilities include: Contribute to the field through active research, publishing, and securing external funding. Collaborate with faculty and professional colleagues to shape high quality degrees and outreach programs, teach master’s and doctoral level courses, advise students and supervise doctoral research. Engage in institutional and professional service.
Qualified and interested candidates should submit: a letter of application highlighting qualifications, names of three professional references, current curriculum vita and writing sample electronically to the MSU Applicant Page at https://jobs.msu.edu. Posting #0083. Questions should be directed to search chair: Dr. Terah Venzant Chambers (terah@msu.edu). See www.education.msu.edu for more information about the College of Education at Michigan State University.
Deadline: Review of applicants will begin October 31, 2014 and will continue until candidates are selected.
D.5. The University of Delaware’s School of Education seeks an outstanding researcher to be the Dean’s Faculty Scholar in Education Policy and Leadership. The Dean’s Faculty Scholar is a named professorship for early career scholars who have already made substantial contributions to their field and have a record that includes external grants from federal agencies.
The position is a tenure-track faculty position at the advanced assistant or beginning associate level to begin September 1, 2015. The individual will hold the Dean’s Faculty Scholar title for five years, during which time the Faculty Scholar receives additional support for his/her research as well as one month of summer salary.
Deadline: Applications received by November 17, 2014 will receive first consideration.
D.6.Department of Educational Leadership at San Diego State University invites applications for an Assistant Professor of Educational Leadership, full-time tenure-track position. Successful candidate will be expected to: 1) teach courses in one or more of the core educational leadership areas; 2) supervise students in fieldwork experiences; 3) advise doctoral and masters students; 4) conduct research; 5) participate on department, college and university committees; 6) work in off-campus school¬ university partnership programs.
For more information about the department visit: http://go.sdsu.edu/education/edl/. Apply via Interfolio athttp://apply.interfolio.com/27259.
Deadline: Review of applications will begin December 1, 2014 and continue until position is filled.
D.7. The Educational Leadership Program at Pennsylvania State University invites applications for Open Rank Tenure-track Faculty Positions. The Educational Leadership graduate program at Penn State wishes to make several appointments to its tenure line faculty and is conducting an open rank search. One of these positions could include appointment as the Batschelet Chaired Professor in Educational Leadership. The Batschelet Chair’s endowment generates annual income that supports the work of the holder of the Batschelet Chair. The anticipated start date for these positions is Fall Semester 2015. These are tenure-track, 36-week appointments with the possibility of supplementary summer appointments in research and/or teaching. Full University benefits apply.
Responsibilities for these positions include the following: teach core courses and advanced seminars for the Educational Leadership Program; advise Master’s and Doctoral students in Educational Leadership; conduct nationally and internationally recognized research and scholarship; seek external support for research; and make strong linkages in the field and to the profession by engaging in service and outreach activities with appropriate audiences, including practitioners.
Required qualifications include an earned doctorate in Educational Leadership, Educational Policy, or a relevant discipline including but not limited to: sociology, political science, public history, history, economics, educational psychology; evidence of a robust program of research and a strong record of refereed publications commensurate with academic rank; evidence of a commitment to excellence in teaching and advising including a willingness to teach in online environments along with an interest in the use of technology; evidence of a commitment to working collegially, collaboratively, and with individuals from diverse backgrounds; and evidence of strong collaboration with and mentorship of graduate students in research and/or evaluation efforts commensurate with academic rank.
Desired qualifications include: expertise in organizational theory, organizational change/learning, and organizational accountability; instructional leadership, supervision, and teacher professional development; American Indian and Indigenous Peoples’ education; social context and leadership (such as rural or urban contexts); or policy, politics, and the evaluation of educational organizations. Although we will consider scholars from all areas relating to the study of educational leadership, we especially welcome applications from individuals possessing expertise in these areas; evidence of successful efforts to obtain external resources to support research, commensurate with academic rank; evidence of a strong commitment to public service, and; evidence of collaboration across academic disciplines.
For candidates with interests and expertise in American Indian and Indigenous Peoples’ education, we are willing to consider alternative graduate program and department bases within the College of Education as well as joint appointments with other areas of the University.
To apply, applicants must submit a letter of application documenting qualifications for the position; a current curriculum vitae; up to three representative reprints or preprints of scholarly publications (if available); and the names, surface mail and e-mail addresses, and telephone numbers of at least three (3) professional references. Potential finalists may be asked to provide additional information.
Questions about the position should be directed to the search chair, Erica Frankenberg, at euf10@psu.edu.
Apply online here: https://app2.ohr.psu.edu/Jobs/External/EVMS2_External/currentap1.cfm#5432
Deadline: Review of applicants will begin December 1, 2014 and will continue until the position is filled.
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