Education - Tenure-Track Positions (6)

University of Toronto - OISE

Location: Ontario
Date posted: 2012-11-05

Established in 1827, the University of Toronto is Canada's largest and most research-intensive university and the only Canadian university to be named in the top 25 in the Times Higher Education World University Rankings. Located in and around Toronto, one of the world's most diverse regions, the University of Toronto's vibrant academic life is defined by the cultural diversity in its community.

The Ontario Institute for Studies in Education (OISE) has, for more than a century, made a major contribution to advancing education, human development and professional practice around the world. With more than 72,000 alumni, close to 3,000 students and 20 research centres, ours is an intellectually rich and supportive community, guided by the highest standards of scholarship and a commitment to equity and social justice. http://www.oise.utoronto.ca

OISE anticipates filling six tenure-stream appointments. Salary and rank will be commensurate with qualifications. Candidates, who can contribute to OISE's Centre de recherches en éducation franco-ontarienne (CREFO) and the University of Toronto's Institute for Human Development where OISE is a lead faculty, are especially welcome.

OISE is particularly interested in candidates who can contribute to the diversity and excellence of our scholarly community through research, teaching and service.

Applications must be submitted online using the University of Toronto's Career Website: http://www.hrandequity.utoronto.ca/careers/co.htm and clicking on the Current Faculty Opportunities link to be considered.

Aboriginal Education: Department of Curriculum, Teaching and Learning (Rank open)
Expertise in the area of aboriginal knowledge systems and education. Experience in Aboriginal curriculum, teaching and learning at the elementary or secondary level; a well-informed and responsive approach to issues of equity and diversity in schooling; a strong commitment to initial teacher education and the continuing professional development of teachers; a distinctive research and publications record in the areas of aboriginal, indigenous, decolonial and /or critical Tribal education, language, epistemology, and/or teaching. Preference will be given to Aboriginal scholars.

Diversity Studies in Education: Department of Curriculum, Teaching and Learning (Rank open)
Expertise in the area of diversity studies in education, curriculum and schooling, including areas such as, multiculturalism/anti-racism; gender/sexuality; disability/special education; indigenous/post colonialism; class/poverty, in Canada and/or in international and comparative contexts. Experience with diversity and equity in curriculum and teaching in schools; a well-informed and responsive approach to issues of equity and diversity in schooling; a strong commitment to initial teacher education and the continuing professional development of teachers; a distinctive research and publications record in the area of diversity from the perspective of curriculum and/or pedagogy in elementary or secondary school, including differentiated instruction or teacher development.

Social and Cultural Theory and Philosophy of Education: Department of Humanities, Social Sciences and Social Justice Education (Assistant or Associate)
Expertise in the following areas: political philosophy, political theory, epistemology, and/or continental philosophy, with close attention to race and colonial contexts. The successful candidate will provide leadership in high school philosophy teaching and research, and supervise students in the areas of political philosophy, epistemology, and continental philosophy and related areas of educational theory.

School Psychology: Department of Applied Psychology and Human Development (Assistant or Associate)
Expertise in school psychology broadly defined; a distinguished record of research focusing on assessment and school-based consultation, prevention and intervention in relation to children with learning and behavioural difficulties or a related interest. These might include children with learning disabilities, intellectual disabilities, ADHD, autism spectrum disorders, or other behavioural and mental health problems. The successful candidate will be registered or eligible for registration with the College of Psychologists of Ontario.

Teacher Education, Languages and Literacies: Department of Applied Psychology and Human Development (Assistant or Associate)
Expertise and a research focus in the area of teacher development as well as practical knowledge and expertise in language and literacy education (primary). Record of strong graduate-level university teaching and substantial elementary level school experience (working with typically developing children, and with students who have learning difficulties, as well as with students who are culturally and linguistically diverse). Preference will be given to applicants' with elementary teaching certification, with expertise in current research-based teaching practices in language and literacy education, and with knowledge of the Canadian educational context.

Organizational and Workplace Learning for Social Change: Department of Leadership, Higher and Adult Education (Assistant or Associate)
Expertise in the growing range of theories, policies and practices which promote, define and regulate learning opportunities for adults and youth through organizations in Canada and internationally. A distinguished record of research and teaching in organizational and workplace learning that fosters sustainable social change. Preference for an educator with critical research and practice in some or all of the following areas: organizational learning, workplace leadership, team-based and professional learning, the impact of neoliberal restructuring on learning, organizational development and change, and sustainable, collaborative and equitable practices in organizational settings.

For each position the successful candidate will:

  • Hold a Ph.D. in the relevant area
  • Demonstrate a record of excellence in teaching
  • Have a rigorous and productive program of research and record of publication
  • Be committed to knowledge mobilization
  • Have familiarity with online university teaching

The successful candidate for each position will be expected to contribute to undergraduate programs, initial teacher education and graduate programs; including, the supervision of graduate student research. Review of applications begins December 15, 2012. Specific position application deadline dates are available on the University's Career website.

The University of Toronto is strongly committed to diversity within its community and especially welcomes applications from visible minority group members, women, Aboriginal persons, persons with disabilities, members of sexual minority groups, and others who may contribute further diversification of ideas. All qualified candidates are encouraged to apply; however, Canadians and permanent residents will be given priority.


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