RESEARCH FUNDING: Responsible for pursuing and securing grant funding through the submission of proposals, budget preparation, identifying and recruiting key investigators, partnering with higher education institutions, government agencies, etc. to conduct scientifically-based research in the area of educating students with learning challenges. CONDUCTING RESEARCH: Oversee research endeavors in which Awsaj Institute of Education is either the lead research institution or a partner with other institutions, and supervise Awsaj staff involved directly in research, such as the Research Associate. Produce timely reports and presentations related to the status of research, including data collection and analysis. Present at local and international conferences and submit papers to appropriate peer-reviewed journals to disseminate research findings to a broad audience.   COLLABORATION: Facilitate collaboration with Qatar Foundation entities involved in sponsoring or supporting research, with institutions of higher education locally and internationally, and with governmental agencies, such as the Supreme Education Council. Collaborate effectively with Awsaj Institute of Education staff and stakeholders.

5. Operating Environment, Framework & Boundaries:

6. Communications and Working Relationships:

7. Problem Solving & Complexity:

8. Decision Making Authority & Responsibility:

9. Knowledge, Skills & Experience:

SCHOOL OF EDUCATION

The Department of Specialized Education Services, School of Education, University of North Carolina at Greensboro announces the availability of an open-rank, tenure-track position in Special Education in the area of high incidence disabilities.  Strong applicants will have a well-established record of research, a history of securing external funding and excellence in graduate level teaching and advising or strong potential for success in these areas.

 Qualifications: Applicants should: (1) have a doctorate in special education with an emphasis in high incidence disabilities; (2) have a strong record of research and grant-writing (or show strong potential) with preference for expertise in literacy; (3) have at least three years of teaching experience with students with disabilities in K-12 environments; (4) have a record of or show potential for doctoral-level teaching and advising; and (5) be committed to field-based and collaborative teacher preparation. Applicants seeking appointment at the Associate or Full level must meet UNCG criteria for tenure.

 Responsibilities:

1. Meet expectations for research, including grant writing, appropriate for a doctoral institution.
2. Teach primarily graduate courses in special education teacher preparation and the doctoral program, including coursework on instructional methods.
3. Contribute to the instructional, research, and service mission of the Department of Specialized Education Services, School of Education, and University.

Context: The Department of Specialized Education Services is housed within the School of Education at The University of North Carolina at Greensboro. UNCG is part of the University of North Carolina, 16-campus system and it enrolls nearly 18,500 students, including 3,600 graduate students. UNCG is classified as a high research activity university with a community engagement distinction by the Carnegie Foundation for the Advancement of Teaching.

The Department of Specialized Education Services offers NCATE accredited teacher education programs in Special Education at both the undergraduate and graduate levels. Bachelor’s degrees are offered in Professions in Deafness; Special Education: General Curriculum; and dual majors in Special Education and Elementary Education. Undergraduate degrees in early childhood are co-coordinated and implemented with the Department of Human Development and Family Studies. Two M.Ed. programs are offered: Special Education: General Curriculum and Birth-Kindergarten: Interdisciplinary Studies in Education and Development (a collaborative program offered with the Department of Human Development and Family Studies). A Ph.D. program in Specialized Education is also offered.

Salary:   Competitive and commensurate with experience and qualifications.

Starting date:  August 1, 2012

Application deadline: Review of applications will begin on January 16^th and will continue until the position is filled.

Application Procedure: Send a letter of application, vitae, three letters of recommendation, and transcripts to

Dr. Stephanie Kurtts, Chair

Department of Specialized Education Services

School of Education

University of North Carolina at Greensboro

P.O. Box 26170

Greensboro, NC  27402-6170

Phone:  336.256.0153         Fax:  336.334.4120       E-mail:  sakurtts@uncg.edu

Website:  http://www.uncg.edu/ses

EEO-AA:W/M/V/D

Specific responsibilities of the individual(s) hired include, but are not limited to:

Research: Develop and maintain a strong record of scholarship with a focus on research related to infants and young children (birth-5) with special needs, based on a problem solving model. Applicants should be committed to securing external funds in support of their scholarly inquiry.

Teaching: Provide professional development and advanced instruction in graduate-level courses. These courses will build on the individual’s areas of expertise, professional development, teacher education and research. Provide leadership in Early Childhood Special Education teacher licensure. Advise graduate students in Special Education and serve on graduate committees for students in other areas of the department and college, as well as provide consultation to other faculty members across the college.

Service: This person is expected to make strong contributions to the ongoing activities of the program, the department, the college, the University and the community. Participate in department, college, University, and other outreach and public engagement activities, including service on internal committees or task forces, making presentations to external constituencies. Participation in the activities of relevant professional organizations is expected.
Minimum qualifications:

• An earned doctorate in educational psychology, psychology, special education or a related field with an emphasis in early childhood special education.
• Research background in early childhood special education, based on a problem solving approach.
• Evidence of research productivity in the form of research papers, peer-reviewed publications and conference presentations.
• Evidence of successful activity related to securing external research funding.
• Commitment to working across disciplines and within a multicultural context.
• Classroom teaching experience in special education.

Preferred qualifications:

• Research or training background in autism.
• Evidence of excellence in higher education teaching and student advising experience at the graduate level.
• Record of forming community/school collaborations and public engagement activities.
• Evidence of potential leadership in teacher development.
• Eligibility for MN teacher licensure in Special Education.

Appointment Details: The individual hired will be appointed into a full-time, academic year (9-month) tenure-track position at the rank of Assistant Professor. The anticipated starting date for this appointment is August 27, 2012 and the salary is competitive and commensurate with experience.

Application Process: This position will remain open until filled, but the search committee will begin its review of applications on December 19, 2011. Completed applications will consist of a letter addressing qualifications, including a description of the individual’s research program and a statement indicating how the candidate meets the expectations of the position; curriculum vitae; and three reference letters from individuals that can speak to the qualifications sought in this position. Applicants for the position will also be expected to provide an academic transcript that substantiates the conferral of the doctorate. An on-line application is required for this position. Please access the University of Minnesota Employment System at https://employment.umn.edu and search for Requisition Number: 175078. Supporting materials such as the cover letter and curriculum vitae may be attached electronically to the on-line application or mailed to (particularly for reference letters): Special Education Search, Department of Educational Psychology, 250 Education Sciences Building, 56 East River Road, Minneapolis, MN 55455.

The Department of Educational Psychology and Special Education at Georgia State University is seeking doctoral-degreed, tenure-track faculty applicants with a thorough knowledge of high incidence disabilities. Desired applicants will have a recognized high-quality, rigorous and independent research focus, as well as documented excellence in and commitment to graduate/doctoral level instruction and mentoring.

Qualifications: Qualified applicants need to demonstrate their ability, or potential, to remain actively engaged in academic research, teaching, and service. Specifically, applicants should demonstrate active current and future research agendas, with evidence of or emerging potential for, securing external funding and dissemination of their research and scholarly work through high-impact publications and presentations. Applicants also should demonstrate active involvement in PK-12 settings with students with high incidence disabilities (or comparable experiences). Finally, applicants should demonstrate active participation within their field on national and local levels and within the academic setting (e.g., Department, College, or University level).

Responsibilities: Applicants will be expected to maintain a high professional profile through research and scholarly leadership, teach at the graduate level, provide service to the community, and to recruit graduate students of high caliber.

Applications: Applicants should send (a) a letter of application which includes details of current and future research and scholarship activities, evidence of excellence in graduate level teaching, and a strategy to remain visibly active within the field of high-incidence disabilities; (b) curriculum vita; (c) official transcript of doctoral education degree; and (d) three letters of recommendations from persons within the field of high-incidence disabilities including colleagues of same or higher rank who can speak to one’s qualifications specific to this position to:

Dr. Kristine Jolivette
Behavior and Learning Disabilities Program Coordinator
Chair of the Search Committee
Department of Educational Psychology and Special Education
College of Education, P.O. Box 3979,
Atlanta, GA 30302-3979

Inquiries should be sent to Dr. Kristine Jolivette at kjolivette [at] gsu.edu. Application review will begin October 31, 2011 and will continue until the position is filled.

Please be advised that should you be recommended for a position, the University System of Georgia Board or Regents requires the completion of a background check as a prior condition of employment.

Georgia State University, a unit of the University System of Georgia, is an equal education opportunity institution and an equal opportunity/affirmative action employer.

Loyola University Chicago is a Jesuit Catholic, research extensive university offering 36 doctoral, 77 masters, 30 dual degree, 30 certificate programs, and 69 undergraduate majors across ten schools and colleges. The School of Education offers degrees at the baccalaureate, masters and doctoral levels (Ed.D and Ph.D.). For detailed information see http://www.luc.edu/education. Starting date is August 2012 with initial review of applications beginning November 1, 2011.

The selected individual will teach undergraduate and graduate teacher preparation courses, supervise dissertations, conduct an active research and publication program, and demonstrate commitment to serving a diverse student body and profession. The candidate will work closely with professional partnerships. Additional responsibilities may include teaching graduate courses in curriculum and instruction. The selected candidate will collaborate with colleagues in general and early childhood education, as well as across other programs, to support Loyola’s comprehensive training of candidates.  

Required qualifications include an appropriate earned doctoral degree related to special education, experience in elementary or secondary schools in special education. Desired qualifications include undergraduate and graduate teaching experience in special education, research experience and experience in topics related to the special education field (e.g., positive behavior support, response to intervention, social and emotional learning, school-based mental health, universal design of learning).  

Applicants are asked to submit (1) a letter of interest, (2) curriculum vitae, (3) samples of scholarly work, (4) copy of the doctoral degree transcript, and (5) the names and contact information of three individuals prepared to provide professional references. Direct applications to www.careers.luc.edu.

Inquiries to: Dr. Hank Bohanon, Chair, Search Committee, School of Education, Loyola University Chicago, 820 N. Michigan Avenue, 11th Floor, Chicago, IL, 60611, hbohano@luc.edu .

Link to Job Positing and Application Process www.careers.luc.edu/applicants/Central?quickFind=54332    

LUC is an Equal Opportunity/Affirmative Action employer with a strong commitment to hiring for mission and diversifying our faculty. As a Jesuit Catholic institution of higher education, we seek candidates who will contribute to our strategic plan to deliver a transformative education in the Jesuit tradition. To learn more about LUC’s mission, candidates should consult our website at http://www.luc.edu/mission/missionandidentity.shtml. For information about the university’s focus on transformative education, candidates should consult our website at http://www.luc.edu/transformativeed. Applications from women and minority candidates are especially encouraged.

Assistant Professor of Assessment and Instruction of Students with
High Incidence Disabilities (tenure-line position)

THE UNIVERSITY OF WASHINGTON SEATTLE, College of Education, seeks to fill a nine-month full-time position in Special Education at the level of assistant professor. We seek applicants with a doctoral degree in special education or closely related field with a scholarly focus on assessment and instruction of students with high incidence disabilities. Applicants should demonstrate an active research program in such areas as: assessment of academic skills, assessment of students with disabilities and those who struggle academically; development of effective instructional practices in reading, writing, and/or mathematics; or P-12 models of service delivery for students with disabilities.

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 on assessment and instruction, and mentor masters and doctoral students, (3) work in schools on real world problems, (4) work within and across innovative special and general education teacher education programs, (5) develop a supported research grant portfolio, and (6) have experience working with culturally, racially, and linguistically diverse communities. The College recognizes that a faculty member with expertise in assessment and instruction of struggling learners has enormous potential for informing educational engagement and achievement and can contribute to a more holistic account of teaching and learning and thus seeks a colleague who can contribute to efforts to prepare undergraduates, masters, and doctoral students to study, promote, and effect change in the educational circumstances of diverse youth.

The UW College of Education is a vibrant working environment characterized by an atmosphere of supportive and interdisciplinary collaboration, both within the College and across the entire University. The members of the College also maintain a set of active partnerships with educational institutions in the region and state—schools, school districts, community-based organizations, informal educational institutions, and professional organizations. We are seeking a colleague to join us in conducting research, preparing and promoting the education of students and teachers, strengthening relationships between schools and the communities they serve, and informing public policy to help create a more just and caring society. University of Washington faculty engage in teaching, research and service.

Applications should include: (1) a detailed letter describing qualifications for the position, including academic preparation, experience, research agenda, and evidence of engaging schools or other organizations serving historically disenfranchised youth, (2) curriculum vitae, (3) three letters of reference, (4) at least two examples of scholarly writing, and (5) an email address for further communications. Please submit your application packet both electronically and by mail to the search chair, Professor Eugene Edgar, via Greg Daigle at gdaigle@uw.edu, 222 Miller Hall, College of Education, Seattle, WA 98195-3600.

The committee will begin reviewing applications December 1, 2011. The position will remain open until filled. Appointment to commence September 16, 2012.

Send queries about the position to Dr. Eugene Edgar, search chair, at ebedgar@uw.edu.

To learn more about the University of Washington (http://www.washington.edu) and the College of Education (http://education.washington.edu), our mission and goals, research and outreach activities, faculty, and academic programs, please visit us on the web.

The University of Washington is an affirmative action, equal opportunity employer. The College of Education is dedicated to the goal of building a culturally diverse and pluralistic faculty and staff committed to teaching and working in a multicultural environment and strongly encourages applications from women, minorities, individuals with disabilities and covered veterans.

A competitive recruitment and selection process is being conducted and if a U.S. worker or permanent resident is not selected pursuant to this process, an application for Alien Employment Certification may be filed on behalf of an alien to fill the job opportunity. Interested persons should submit an application to the designated search committee chair.

Deborah L. Speece was named as the Commissioner of the National Center for Special Education Research (NCSER) on 23 August 2011. NCSER is the leading branch of the US government’s effort to study educational innovation in special education and, as its head, Commissioner Speece will oversee a program that funds scores of research efforts including projects, evaluations, and multi-site centers throughout the US. She is the second commissioner of NCSER, and her appointment was greeted with substantial approval by the special education research community.

IES Director John Q. Easton announced the appointment of Deborah Speece as Commissioner of the National Center for Special Education Research (NCSER) effective August 23, 2011. Known for her innovative studies of the classification and diagnosis of learning disabilities, Speece is a national leader in special education research and response to intervention strategies.

“We are so pleased to have such a well regarded and well known special education researcher join the IES senior leadership as Commissioner of the National Center for Special Education Research,” said Easton. “Debbie will reach out broadly to the field to continue building the NCSER research portfolio.”

Speece has had a stellar academic career. After taking a bachelors degree (magna cum laude) from Bowling Green State University and teaching special education in Ohio public schools for several years, she completed a masters degree in special education at Bowling Green in special education in 1978. A few years later, she enrolled in graduate studies in the University of North Carolina in educational psychology and began intensive research work in studies about learning disabilities. Her research gained immediate and sustained attention, appearing in top-tier journals and vaulting her into collaborations with leading experts in reading, cognitive psychology, and research methods. When she graduated in 1984 from UNC, she took her first and only academic position at the University of Maryland. Since then she has developed a vita that one person described in this way: It’s “as long as a basketball center’s arm, but what’s more important than its length is its strength.”

In addition to the praise from her new supervisor, other leaders in special education had similarly strong comments.

• Edward Kame’enui, Dean-Knight Professor of Education at the University of Oregon and the person who served as the first Commissioner of NCSER: “I’m supremely pleased that Debbie Speece has agreed to serve as Commissioner of NCSER. She brings an enormously impressive set of leadership and research skills to the position and I am more than eager to assist her in anyway I can.”
• Barbara Keogh, Emerita Professor at the UCLA Graduate School of Education and Information Sciences, and Professor in the Sociobehavioral Group in the UCLA Department of Psychiatry: “This is an excellent appointment. Dr. Speece has a thorough knowledge of the special education field, including its needs and its limitations. She is herself a rigorous and productive researcher who will bring critical analytic skills and experience to the leadership of NCSER. She is well qualified to plan and lead a comprehensive and relevant research agenda. Importantly, she also has the personal attributes necessary to work effectively with both researchers and policy makers to implement such a program.”
• Lynn Fuchs, Professor and Nicholas Hobbs Chair in Special Education and Human Development at Peabody College of Vanderbilt University: The field is fortunate to have Debbie Speece as Commissioner of IES’s special education portfolio of research. She is a productive scholar, whose contributions have helped shape the field of learning disabilities over the past decades theoretically as well as in practice. She has the skills and credibility to shape the direction of future research, because her own work serves as a model for the field.
• Sharon Vaughn, H. E. Hartfelder/Southland Corp. Regents Chair in Human Development and Executive Director of The Meadows Center for Preventing Educational Risk at the University of Texas at Austin: “Deborah Speece’s appointment as Commissioner of NCSER could not come at a better time. She is an exceptional researcher whose scholarship related to special education has been top notch. Furthermore, she has the personal attributes to lead the National Center on Special Education Research including the technical skills, the scientific knowledge, the commitment to special education, and the personal attributes to guide a center that would benefit from the leadership she can provide.”
• Jack Fletcher, Hugh Roy and Lillie Cranz Cullen Distinguished Professor, University of Houston: “Debbie Speece is a wonderful selection for the Commissioner of NCSER. She is a strong and experienced researcher with a commitment to enhanced outcomes for people with disabilities. She will be able to bring these joint strengths to NCSER and provide leadership and direction in developing a strong research portfolio for special education research.”
• Bryan Cook, Professor special education at the University of Hawaii and President of the Division for Research of the Council for Exceptional Children: “I’m very pleased that IES has appointed a respected special educator to this critical position. Dr. Speece has experience as a public school special education teacher, is widely respected for her high quality research in areas such as language and reading intervention for students with disabilities, and has managed successfully numerous federal grants. With the reauthorization of IDEA and ESEA looming, as well as the threat of serious budget limitations, we’ll need a devoted special educator advocating for the continued importance of special education research. I’m confident that Dr. Speece will provide leadership to the field in continuing and improving upon the established tradition of relevant and rigorous research in special education.”

NCSER is one of four centers in the Institute of Education Science (IES). John Q. Easton, Director of the IES nominated Professor Speece after an extensive search. Profssor Speece is only the second commissioner for NCSER. The first was Edward Kame’enui, who served from 2005 through 2007. Since Kame’enui’s departure, the position of NCSER Commissioner has been filled on an interim basis by Lynn Okagaki, who also simultaneously served as Commissioner of another of the centers.

Read the full announcement at the IES Web site.

Note: Content updated 20110825 to add affiliations of authorities who offered quotations.