The University of Washington College of Education is pleased to announce three positions that will contribute to our College’s commitment to advancing equity, inclusion and access in education. University of Washington is an affirmative action and equal opportunity employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, age, protected veteran or disabled status, or genetic information.

Assistant Professor | Philosophy of Education, Justice, and Equity [+]

The University of Washington, Seattle, College of Education seeks to fill a nine-month, full-time position for a tenure-track Assistant Professor in the area of Philosophy of Education, Justice, and Equity. This position involves active research agendas grounded in philosophical argumentation and analysis as applied to educational purposes, policies, and/or practices in learning and teaching contexts. Such philosophical inquiry could intersect with the intellectual traditions of moral or political philosophy, feminist philosophy, critical race theory, post-structural theory, postcolonial theory, or decolonization theory as each is applied to power and value tensions in education. Research foci might include (but are not limited to) philosophical analyses of the nexus between ethics, educational policy/practice, and commitments to equity; questions surrounding notions of justice, education, and the public good; how moral and ethical issues play out in classrooms, curricula, teacher education programs, and other learning and teaching settings; and epistemological or ontological issues in educational research.  A record of or capacity for collaborating with empirical researchers to conduct grant-supported inquiry is desired but not required.

The faculty member will join and have an opportunity to collaborate with a diverse group of scholars who are deeply invested in educational equity in research, practice, and partnerships through our graduate certificate in Education, Equity and Society, the Center for Educational Justice, and in our own work.  With regard to teaching, the faculty member will be expected to teach courses in philosophy of education as well as other topics listed above in our PhD, MEd, and undergraduate programs, including classes that address philosophical issues in methods of educational research. In addition, the faculty member will have an opportunity to teach in our professional programs (e.g. teacher education, district leadership preparation, and/or school leadership preparation). Lastly, the faculty member would be encouraged to connect with colleagues in the Department of Philosophy where appropriate.

The UW College of Education, the nation’s No. 5-ranked public school of education, dedicates its resources to making excellent education a daily reality for all students and is committed to solving real-world educational challenges and closing opportunity gaps. Members of the College maintain a set of active partnerships with more than 300 educational institutions in the region, state, and nation—schools, school districts, community-based organizations, informal educational institutions, and professional organizations. Our College’s mission leads us to invest in recruiting colleagues who demonstrate experience with, knowledge of, and a commitment to working with culturally diverse and minoritized communities to address pressing educational challenges and foster a more just and caring society. The University of Washington is committed to building a vibrant environment for American Indian and Indigenous Studies.  Our growing infrastructure includes the Department of American Indian Studies; the Indigenous Wellness Research Institute; the Intellectual House, a longhouse-style facility opened in 2015; the Burke Museum’s Bill Holm Center for the Study of Northwest Indian Art; and the newly developing Center for American Indian and Indigenous Studies.  The University of Washington acknowledges the Coast Salish peoples of this land, the land which touches the shared waters of all tribes and bands within the Salish Sea (Puget Sound) region as well as tribes whose traditional homelands are on the Pacific Coast, east of the Cascade Mountains, along the Columbia River, and throughout the Pacific Northwest.

Qualifications

All candidates must have an earned doctorate or foreign equivalent by the date of appointment in a relevant field or discipline such as philosophy of education or philosophy, or foundations of education with an emphasis on philosophical inquiry and critical theory.

Instructions

(1) A detailed letter describing qualifications for the position, including academic preparation, experience, research agenda, evidence about teaching, and evidence of capacity to generate outside funding; (2) An educational equity and social justice statement detailing how the candidate’s teaching, service, and/or scholarship has supported the success of students from diverse racial, ethnic, class, and gender backgrounds; (3) Curriculum vitae; (4) Names and contact information for three references. (Please do not send letters of recommendation at this time; the College of Education will request letters for all semi-finalists); (5) Two examples of scholarly writing; and (6) an email address for further communications.

Send queries about the position to Search Co-Chairs Dr. Nancy Beadie and Dr. Kara Jackson.

Please submit applications electronically to Interfolio. The committee will begin reviewing applications on October 15, 2019. The position will remain open until filled. Appointment to commence September 16, 2020.

Search committee members include: Nancy Beadie, co-chair; Kara Jackson, co-chair; Jondou Chase Chen; Katie Headrick Taylor; and Jordan Sherry-Wagner.

Assistant Professor | Educational Measurement and Statistics [+]

THE UNIVERSITY OF WASHINGTON SEATTLE, College of Education, seeks to fill a nine-month, full-time position for a tenure-track Assistant Professor in the area of Educational Statistics. The UW COE Measurement & Statistics (M&S) graduate program, which began in the late 1960s, prepares students to be leaders in the research and practice of state‐of‐the‐art test development, psychometrics, and applied statistics. Both faculty and students in the program are dedicated to improving educational equity and social justice through the practice of rigorous quantitative research methodology. Strong candidates will have an active research program in an area such as: longitudinal or multilevel structural equation modeling (SEM), mixture models, latent space models, and/or SEM Bayesian analysis methods. Additionally, we anticipate that candidates will be familiar with ideas embodied in critical quantitative methodology, as well as possess applied analytic experience in one or more education content areas (e.g., early childhood, learning sciences, school climate, special education, teacher preparation).

The successful candidate should be prepared to: (1) maintain an active research program in one or more of the areas listed above (or other synergistic areas); (2) teach undergraduate and graduate level courses in educational statistics, as well as advise and mentor graduate students; (3) engage in grant development activities focused on quantitative methodology as well as collaborations with other faculty; and (4) engage in service with local, state, and national community partners when such opportunities arise. Across these activities, successful candidates must also demonstrate a commitment to contributing to educational equity and working with a highly diverse student body.

The UW College of Education, the nation’s No. 5-ranked public school of education, dedicates its resources to making excellent education a daily reality for all students and is committed to solving real-world educational challenges and closing opportunity gaps. Members of the College maintain a set of active partnerships with more than 300 educational institutions in the region, state, and nation—schools, school districts, community-based organizations, informal educational institutions, and professional organizations. Our College’s mission leads us to invest in recruiting colleagues who demonstrate experience with, knowledge of, and a commitment to working with culturally diverse and minoritized communities to address pressing educational challenges and foster a more just and caring society. University of Washington faculty engage in teaching, research and service. The University of Washington is committed to building a vibrant environment for American Indian and Indigenous Studies. Our growing infrastructure includes the Department of American Indian Studies; the Indigenous Wellness Research Institute; the Intellectual House, a longhouse-style facility opened in 2015; the Burke Museum’s Bill Holm Center for the Study of Northwest Indian Art; and the newly developing Center for American Indian and Indigenous Studies. The University of Washington acknowledges the Coast Salish peoples of this land, the land which touches the shared waters of all tribes and bands within the Salish Sea (Puget Sound) region as well as tribes whose traditional homelands are on the Pacific Coast, east of the Cascade Mountains, along the Columbia River, and throughout the Pacific Northwest.

Qualifications

All candidates must have an earned doctorate or foreign equivalent by the date of appointment in a relevant field or discipline such as educational measurement & statistics, or a closely related field (e.g., quantitative psychology), with a preferred scholarly focus on structural equation modeling (SEM) methods.

Instructions

Applications should include: (1) a detailed letter describing the candidate’s qualifications for the position, including: (a) academic preparation and experience and (b) future goals in research, teaching, and service; (2) a curriculum vitae; (3) two samples of scholarly writing; (4) an educational equity and social justice statement detailing how the candidate’s teaching, service, and scholarship has supported the success of students from a variety of marginalized identities, including but not limited to race/ethnicity, class, gender, sexuality, and ability (candidates who have not yet had the opportunity for such experiences should describe how their future teaching, research, and/or service work will contribute to educational equity and social justice; this may include but is not limited to critical quantitative methodology); (5) names and contact information for three references (please do not send recommendation letters at this time as the College of Education will request letters for all semi-finalists; and (6) an email address for further communications.

Please submit applications electronically to Interfolio. The committee will begin reviewing applications on October 1, 2019 and the position will remain open until filled. Appointment is to commence September 16, 2020. Please send queries about the position to Search Chair Dr. Elizabeth Sanders. Other search committee members include: Dr. Holly Schindler, Dr. Chun Wang, and Dr. Mark Windschitl.

Assistant/Associate Professor | Educational Equity and Justice in Policy, Leadership and Politics [+]

THE UNIVERSITY OF WASHINGTON SEATTLE, College of Education, seeks to fill a nine-month, full-time position for a tenure-track Assistant (especially advanced assistant) or Associate Professor in the area of P-12 Educational Policy, Organizations and Leadership (EdPOL). Strong candidates will have active research agendas and a demonstrated commitment to examining and contributing to policy or leadership for equitable educational opportunities and systemic transformation and revitalization. Research foci must foreground issues of justice and equity in relation to race, culture, gender and sexuality, land, migration, dis/ability, and/or language, including (but not limited to): the politics of educational policy and governance at local, state, federal, or judicial levels; professional learning and leadership practice of school, systems, and other educational leaders; continuous school/systems improvement and organizational learning to address disparities; community leadership and capacity for expanding learning opportunities for youth. A successful candidate will bring critical theoretical and methodological approaches to their scholarship and a record of scholarly publications and external funding.

The faculty member would teach courses on such topics for Ph.D., M.Ed., and undergraduate students across the College and be a contributor to practitioner-focused programs (e.g., Ed.D., principal certification, and Masters in Education Policy). We are especially interested in candidates who have a demonstrated record and/or a strong commitment to partnering with Native and Indigenous communities as well as Black, Latinx, Asian and Pacific Islander communities across multiple levels of educational systems (e.g., tribal nations and communities, schools, districts, higher education, youth-serving organizations). The faculty member will join a team of highly collaborative P-12 EdPOL colleagues who also work closely with faculty across the College on research projects, courses, and partnerships with school systems and community organizations.

The UW College of Education, the nation’s No. 5-ranked public school of education, dedicates its resources to make excellent education a daily reality for all students and is committed to solving real-world educational challenges. The members of the College maintain a set of active partnerships with more than 300 educational institutions in the region, state, and nation—schools, school districts, community-based organizations, informal educational institutions, and professional organizations. We invest in recruiting colleagues who demonstrate experience with, knowledge of, and a commitment to working with culturally diverse and minoritized communities to address pressing educational challenges and foster a more just and caring society. University of Washington faculty engage in teaching, research and service. The University of Washington is committed to building a vibrant environment for American Indian and Indigenous Studies. Our growing infrastructure includes the Department of American Indian Studies, which offers an undergraduate major and minor; the Indigenous Wellness Research Institute based in the School of Social Work; the Intellectual House, a longhouse-style facility opened in 2015; the Burke Museum’s renowned Bill Holm Center for the Study of Northwest Indian Art; and the newly developing Center for American Indian and Indigenous Studies. The University of Washington acknowledges the Coast Salish peoples of this land, the land which touches the shared waters of all tribes and bands within the Salish Sea (Puget Sound) region as well as tribes whose traditional homelands are on the Pacific Coast, east of the Cascade Mountains, along the Columbia River, and throughout the Pacific Northwest.

Qualifications

All candidates must have an earned doctorate or foreign equivalent in a relevant field or discipline such as Education.

Instructions

Applications should include: (1) A detailed letter describing qualifications for the position, including academic preparation, experience, research agenda, and evidence of teaching and partnerships with school districts, schools or community organizations serving youth marginalized by educational systems. Please also explicitly address how your present and future work builds from equity-based theories and methodologies; (2) Curriculum vitae; (3) Names and contact information for three references (please do not send recommendation letters at this time. The College of Education will request letters for all semi-finalists); (4) Two examples of scholarly writing, preferably ones that demonstrate your approach to educational justice in policy or leadership; (5) A 1-page statement detailing how your teaching, service and/ or scholarship has furthered equity and social justice in educational organizations and/or communities; (6) an email address for further communications.

Send queries about the position to Search Chair Dr. Ann M. Ishimaru.

Please submit applications electronically to Interfolio. The committee will begin reviewing applications on October 15, 2019. The position will remain open until filled. Appointment to commence September 16, 2020.

Search members include: Ann Ishimaru, Katherine Lewis, Django Paris, Soojin Oh Park, Jessica Rigby, and Ishmael Miller.

Assistant/Associate Professor | Adolescence/Youth, Identity Development & Educational Justice [+]

The University of Washington Seattle campus is located on the ancestral and traditional territory of the Duwamish people in beautiful Seattle, Washington. We acknowledge the ancestral homelands of the Duwamish, Suquamish, Snoqualmie, Muckleshoot, Puyallup, Tulalip, and other Coast Salish peoples who have always and continue to walk these lands. We acknowledge their continued sovereignty of these lands. We acknowledge the mountains, water, plants, animals, and other natural world relations on whose territory we continue to live and work.

THE UNIVERSITY OF WASHINGTON SEATTLE, College of Education, seeks to fill a nine-month, full-time position for a tenure-track Assistant or Associate Professor in the area of Learning Sciences and Human Development with a focus on adolescence/youth, identity development, and educational justice. Strong candidates will have active research agendas focused on the social construction of identities across formal and/or informal learning contexts from an equity and justice perspective. Research examining the intersections of race, culture, gender, class, sexuality, or other dimensions with attention to systemic power dynamics, is preferred. We are especially interested in someone who brings expertise in:

  • Psychological or anthropological methods of studying human development over time along multiple timescales and units of analysis from social, sociocultural, and/or sociopolitical perspectives
  • Processes of identity construction that focus on: (1) the development of contexts that positively shape youth identities, and (2) adolescents’ agency and engagement in construction and negotiation of multiple identities (e.g., in family or community life, in educational settings, across settings, towards desired futures)
  • Critical theoretical perspectives on developmental theories and methods (e.g., decentering Western views of development and the privileging of WEIRD populations in studies, tiny.cc/WEIRDpsychology)
  • Partnering with other researchers, practitioners, and stakeholders in Indigenous and other minoritized communities across multiple levels of educational systems (e.g., tribal nations and communities, schools, districts, higher education, youth-serving organizations); Indigenous perspectives on adolescence/youth, identity development, and educational justice

A successful candidate will bring a demonstrated commitment to examining and contributing to equitable educational opportunities and systemic transformation (e.g., attending to issues of race, culture, class, and colonization in knowing, learning, and behavior; building equity-focused capacity across learning organizations through design-based research; examining long-term change in developmental trajectories; considering cultural and social justice benefits of connecting different knowledge and learning systems). Our area within the College of Education brings together scholars of the learning sciences and human development; colleagues whose work bridges these fields are particularly welcome.

For appointment as an Associate Professor, the applicant must have a demonstrated record of research, publication, and external funding; successful teaching and advising; and service consistent with standards for rank and tenure.

The faculty member will teach courses on related topics for Ph.D., M.Ed., and undergraduate students across the College and be a main contributor to teacher preparation programs (e.g., the secondary Master in Teaching Program). The faculty member will join a team of highly collaborative learning scientists who work closely with faculty across the College and University on research projects, courses, and partnerships with school systems, informal educational institutions, and community organizations that address essential gaps in knowledge and practice related to educational equity and social transformation. The College of Education is committed to continuing to build its capacity for community-engaged work with American Indian / Alaska Native youth, families, and communities and is especially interested in candidates whose work centers Indigenous knowledge systems and engages culturally grounded and culturally resurgent practices.

The UW College of Education, the nation’s No. 5-ranked public school of education, dedicates its resources to making excellent education a daily reality for all students and is committed to solving real-world educational challenges and closing opportunity gaps. Members of the College maintain a set of active partnerships with more than 300 educational institutions in the region, state, and nation—schools, school districts, community-based organizations, informal educational institutions, and professional organizations. Our College’s mission leads us to invest in recruiting colleagues who demonstrate experience with, knowledge of, and a commitment to working with culturally diverse and minoritized communities to address pressing educational challenges and foster a more just and caring society. University of Washington faculty engage in teaching, research and service. The University of Washington is committed to building a vibrant environment for American Indian and Indigenous Studies. Our growing infrastructure includes the Department of American Indian Studies; the Indigenous Wellness Research Institute; the Intellectual House, a longhouse-style facility opened in 2015; the Burke Museum’s Bill Holm Center for the Study of Northwest Indian Art; and the newly developing Center for American Indian and Indigenous Studies.

Qualifications

All candidates must have an earned doctorate or foreign equivalent in a relevant field or discipline such as learning sciences, human or adolescent development, educational or social psychology, educational or linguistic anthropology.

Application Instructions

Applications should include: (1) A detailed letter describing qualifications for the position, including academic preparation, experience, explanation of your research agenda, and evidence of teaching and partnerships with school districts, schools, informal educational institutions, or community organizations serving youth from non-dominant or marginalized communities; (2) An equity statement embedded and called out in the letter detailing how your scholarship, teaching, and service has supported—or will support—the success of youth from minoritized backgrounds to further the College of Education’s commitment to equity and social justice; (3) Curriculum vitae; (4) Names and contact information for three references—but please do not send letters at this time as the committee will request letters for all finalists; (5) At least two examples of scholarly writing related to the themes of the search; (6) an email address for further communications. In your letter, please explicitly address how you see your present and future work as operating at the intersection of adolescence/youth, identity development, and educational justice.

Send queries about the position to Dr. Philip Bell, search chair, at pbell@uw.edu.

Please submit applications electronically to Interfolio. The committee will begin reviewing applications on October 1, 2019. The position will remain open until filled. Appointment to commence September 16, 2020.

Search committee members include: Heena Lakani hlakhani@uw.edu, Dr. Karin Frey karinf@uw.edu, Dr. Molly Shea mvshea@uw.edu, Dr. Joe Lott jlott1@uw.edu, and Dr. Jessica Thompson jjthomps@uw.edu.