Assistant Professor, P-12 Education / Multilingual Learners (Continuing-Track)

Continuing-Track Assistant Professor in P-12 Education with a Focus on Multilingual Learners (ML)

School of Education, College of Education and Human Development, University of Delaware 

Position

The School of Education in the College of Education and Human Development at the University of Delaware invites applications for a continuing-track faculty position with a focus on the education of Multilingual Learners to begin Fall 2024 at the rank of Assistant Professor. As a Continuing-Track (CT) faculty member, the successful candidate will have opportunities to teach undergraduate and graduate-level courses, take on leadership responsibilities in the college, and contribute to improving excellence in diversity, equity, inclusion, and social justice. Additionally, CT faculty can gain promotion, apply for sabbatical leaves and enjoy the security of a multi-year appointment. Qualified candidates should be interested in establishing a long-term career at the University of Delaware. The start date of the position is August 16, 2024.

Qualifications and Responsibilities

A doctorate in Bilingual/Bicultural Education, Multilingual Education, Language Education, Literacy, Teaching English as a Second Language (TESL), educational psychology, or a related field, is required. Applicants should have significant experience and expertise in instruction for MLs to be suitable for this position. Furthermore, applicants should have experience designing and teaching courses for prospective and/or practicing teachers in the areas of P-12 language and literacy instruction, content-area learning, and methods for supporting Multilingual Learners. Preference will be given to candidates who also have previous experience teaching language and literacy in the content-areas at the P-12 level, and with a specialization in working with MLs. The successful candidate should be willing to teach both face-to-face and fully online undergraduate and graduate courses. Responsibilities will include pre-service teacher field instruction and teaching undergraduate or graduate courses. While this position is a teaching and service focused position, we also seek candidates who are interested in applied research, community engagement, and program development. Finally, we are particularly interested in candidates who have demonstrated a commitment to serving multilingual, culturally, and linguistically diverse learners in educational settings through teaching, research, service, and/or public engagement.

Continuing-Track Faculty at UD

Continuing-Track (CT) faculty at the University of Delaware are afforded similar opportunities as their Tenure Track colleagues (e.g. funding for travel and sabbaticals). Further, CT faculty have the same voting and governance capabilities as Tenure Track faculty. CT faculty regularly present their work at both research and practice-focused conferences and secure internal and external funding to improve instruction and contribute to program development. CT faculty have a vibrant caucus and are often invited to collaborate with campus-based centers such as the Center for Teaching and Learning, Partnership for Public Education, School Success Center, and the Center for the Study of Diversity. Additionally, CT faculty have been routinely recognized with teaching awards at both the college and university-level. Opportunities for collaboration and public engagement will be available through the undergraduate teacher education program, various UD centers, and school districts across several states.

About Multilingual Learners in Delaware

Delaware has experienced one of the largest percentage increases in ML enrollment of all U.S. states: almost 500% from 2000 to 2017 (NCES, 2019). Approximately one in five students in Delaware's public schools is an English Learner (EL), reclassified EL, or ML. There is tremendous diversity among MLs in DE. There are over 100 different languages spoken at home throughout the state. While the largest number of MLs are found in Delaware's northern, urban county (New Castle), the fastest growth is in rural southern Delaware, especially in Sussex County, where the proportion of MLs is as much as twice the statewide average, and ESL teacher shortages are the greatest. Delaware public schools include a vibrant World Languages and Dual Language Immersion Program where students can learn Spanish or Mandarin. UD and the DDOE embrace culturally responsive education by valuing the diversity, contributions, and experiences of educators and learners and are working towards creating the optimal learning environment for culturally and linguistically diverse learners.

About the School of Education and College of Education and Human Development

The School of Education within the College of Education and Human Development (CEHD) has 63 full-time faculty and houses nearly 600 undergraduate and 360 graduate students. The School of Education offers an undergraduate major in elementary teacher education and concentrations in English as a Second Language, special education, and middle school content areas (i.e., English, mathematics, science, and social studies). Students can also minor in educational studies, educational technology, and race, culture, and equity in education. CEHD supports several robust graduate programs at both the master's level, including the highly successful two-year online M.Ed. in Literacy, and doctoral level, including a Ph.D. program in education, an Ed.D. in educational leadership, and an Ed.S. in school psychology. Faculty are a methodologically diverse and collegial group of nationally and internationally known scholars in a range of areas including literacy, mathematics education, learning sciences, sociocultural approaches, and educational policy. With external funding across CEHD in excess of $26 million, the college ranks among the top universities nationally in obtaining federal support for education research. Faculty in the School of Education are recognized for their contributions to national conversations about critical educational issues, lead organizations working to address those issues, and provide a range of support to the agencies at the front lines of improving educational opportunities and outcomes.

Additionally, the College is home to 10 public service and research centers in which candidates are likely to find opportunities, support, and collaborations that can enhance their scholarship and impact. These include the newly established School Success Center, which combines the nationally recognized Delaware Academy for School Leadership and the highly successful Professional Development Center for Educators (PDCE). The Center for Research in Education and Social Policy (CRESP) conducts rigorous research, program evaluation, and policy analysis to help better understand critical issues in education, community health, and human services. The Partnership for Public Education, part of UD's Community Engagement Initiative, supports faculty and staff to mobilize their research and build partnerships within the Delaware P-12 community. The College hosts several other centers and has a long history of working closely with schools, districts, and the Delaware Department of Education as well as infrastructure to support community-engaged scholarship.

The School of Education and UD strongly believe that our future success is firmly predicated on our steadfast commitment to diversity, equity, and inclusive excellence. Diversity is a core value and guiding principle for the School of Education's mission to prepare future scholars, educators, and leaders to educate and lead in increasingly diverse schools, higher education institutions, organizations, and communities.

We are deeply committed to a community of excellence, equity, and diversity and  welcome applications from women, underrepresented minorities, persons with  disabilities, sexual minority groups, and other candidates who will contribute to the  diversification and enrichment of ideas and perspectives.

How to Apply

Applications received by January 1, 2024 will receive first consideration, and applications received subsequently may be reviewed on a rolling  basis. Applicants should submit (1) a recent curriculum vitae, (2) a letter of application (maximum of four pages) that summarizes their interests and qualifications and includes the candidate's teaching philosophy with evidence of and/or potential for teaching effectiveness, (3) a one-page statement regarding the candidate's commitment to supporting Multilingual Learners in their work, addressing their past efforts and future plans to advance their teaching, service and leadership in this area, and (4) the names and contact information for three references. For inquiries, please contact Dr. Adrian Pasquarella, Search Committee Chair, apasq@udel.edu.