Special Education Teacher – Qatar – Awsaj Inititute
2. Job Purpose:
| To provide professional-level educational service and support to students of the Awsaj Academy. |
3. Job Dimensions:
| Annual Operating Budget/Project Budget/Sales Revenue: | NA | |
| Number of Staff Supervised: 1 | Direct Reports & Total: | NA |
4. Key Result Areas:
| Key RESULT AREAS |
| Demonstrating knowledge of pedagogy and instruction; |
| Using research as a basis to design individual plans for students and collaborating with teachers, students, specialists, parents, and administrators to implement plans with fidelity; |
| Supporting teachers and assistants in the implementation of evidence based practices to improve the academic achievement and social competence of all students; |
| Using formative and summative assessment data to define student learning and determine the need for additional support; |
| Motivating and engaging students in meaningful learning and growth; |
| Implementing positive behavior interventions and support for students experiencing behavioral challenges; |
| Building and maintaining positive relationships with students; |
| Providing a safe and positive learning environment; |
| Demonstrating effective interpersonal relationships; |
| Supporting the Awsaj policies and regulations; |
| Maintaining complete and accurate student academic, curricular and disciplinary records; |
| Demonstrating a commitment to continuous learning; |
| Participating in school activities beyond the classroom; |
| Performing administrative duties such as: school committees, homeroom, assisting in hall and cafeteria monitoring, and after school duty; |
| Setting an example of intellectual curiosity, critical thinking, self-motivation and self-discipline for students; |
| Modelling competence, honesty, personal responsibility and respect for others in every aspect of the job; |
| and other duties as assigned by the Head of Teaching and Learning |
5. Operating Environment, Framework & Boundaries:
|
Gr 1- 12 School and The Teaching and Learning Center, Regular staff school day is 6:45 – 3:00, but a flexible schedule for the Center will be required. |
6. Communications and Working Relationships:
| Administration, division coordinators, committees, Student Support Team, division colleagues, teaching assistant as applicable |
7. Problem Solving & Complexity:
| In addition to QF Wide Competencies, Role Specific Competencies Include:
Creating a Learning Environment –
Knowledge and Application of Subject Content and Pedagogy-
Monitoring Progress
|
8. Decision Making Authority & Responsibility:
| This job works within broad procedures and practices that have clear precedents with operational guidance being readily available if needed. It is subject to managerial control and review of results upon completion. |
9. Knowledge, Skills & Experience:
| Certified in Special Education Multi-Categorical or Learning Disabilities
Two years or more of experience Current and continuing content area certification as applicable ESL experience is preferred Native or near native fluency in language of instruction Competency with integrating technology into instruction |
Instructional Coach- Qatar – Awsaj Institute
2. Job Purpose:
| Provide job-embedded professional development to instructional staff in order to increase student reading achievement. This professional development can be in the form of coaching, collaborating, demonstrating, modelling, or planning, with a focus on classroom instruction. |
3. Job Dimensions:
| Annual Operating Budget/Project Budget/Sales Revenue: | ||
| Number of Staff Supervised: 0 | Direct Reports & Total: | |
4. Key Result Areas:
| Documented work directly with instructional staff in creating and delivering evidence-based practices in the classroom with regard to reading instruction. |
| Measurable improvement in student reading performance as a result of job-embedded professional development provided to instructional staff. |
| Collaborative planning with instructional staff, co-teaching, demonstrating, modelling of evidence-based practices in the classroom. |
| Establish cooperative, positive relationships with staff, students, parents and community resources. |
|
Full-time position only: Continue professional development activities pertinent to your job, with a minimum of 12 continuing educational/professional development hours annually. Obtain and/or maintain membership in relevant association |
|
Other duties as requested |
5. Operating Environment, Framework & Boundaries:
|
A private, non-profit school setting, grades 1-12. . |
6. Communications and Working Relationships:
| Positive, professionally appropriate, supportive to all. |
7. Problem Solving & Complexity:
| Working within academic schedule; determining optimum support setting whether 1:1 or small group |
8. Decision Making Authority & Responsibility:
| This job works within broad procedures and practices that have clear precedents with operational guidance being readily available if needed. It is subject to managerial control and review of results upon completion |
9. Knowledge, Skills & Experience:
|
U. Washington professor of practice
The College of Education at the University of Washington (UW) seeks a "professor of practice" to lead programs that prepare and support educational leaders at school and district level, in support of powerful, equitable student learning and related system change. The role combines program leadership, program development, teaching, and practice-focused scholarship. The position has full voting rights and will participate, alongside tenure-line faculty, in the College’s efforts to improve the quality of practice through regular engagement with the field. Applicants must have a Ph.D. or Ed.D in education or related field; substantial P-12 administrative experience, preferably at both the school building and system level; and demonstrated ability to guide and support the professional learning of educational leaders. This position will be hired at the non-tenure rank of Senior Lecturer or Assistant, Associate, or Full Professor without tenure.
Prospective candidates are especially encouraged to visit the websites of the programs and outreach units implicated in this position (http://depts.washington.edu/k12admin/l4l/, http://depts.washington.edu/k12admin/danforth/, http://www.milead.washington.edu/mil/, http://www.k-12leadership.org/). For a more detailed description of the postion, please download a PDF document explaining the particulars of the postion and procedures for applying.
A search committee will begin reviewing applications 20 January 2011. The position will remain open until filled. Appointment is to commence 16 September 2012. Send queries about the position to search co-chairs Michael Knapp, at mknapp [at] uw.edu, or Steve Fink, at finks [at] uw.edu. Please submit your application packet both electronically and by mail to the search co-chairs care of Mr. Greg Daigle at gdaigle [at] uw.edu, 222 Miller Hall, College of Education, Seattle, WA 98195-3600.
Open Rank Special Education Faculty Position UNCG
THE UNIVERSITY OF NORTH CAROLINA GREENSBORO
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;
UNCG Early Childhood Special Education Clinical Faculty Position
The University of North Carolina at Greensboro
Early Childhood Special Education Clinical Faculty Position
Position/Rank: The Department of Specialized Education Services at the University of North Carolina at Greensboro is seeking a collaborative leader and instructor in the field of early childhood special education (Birth-Kindergarten) to fill a non-tenure track position as Clinical Faculty at the Assistant level. This is a nine month/year position. Date of appointment will be August 1, 2012.
Qualifications: Earned doctorate in Early Childhood Special Education or related field is required, college teaching (especially online teaching), public school teaching, and administrative experience preferred. Salary is commensurate with qualifications.
Minnesota assistant professor in early childhood special education
The Department of Educational Psychology, College of Education and Human Development, University of Minnesota seeks a new faculty member to contribute to the research, teaching, and service in the area of Special Education, with an emphasis in Early Childhood Special Education (ECSE). The College of Education and Human Development includes departments with strong programs in education, child psychology, family social science, social work, and others. The new faculty member will have the opportunity to participate in and provide leadership to the development of graduate studies and professional development in the area of early intervention, with broad interdisciplinary attention across psychosocial, neurobiological, behavioral, educational, and public policy related issues regarding growth and development. This is a full-time, tenure-track position in a highly regarded college of a major urban research university with a start date of August 27, 2012.
Open rank position at Georgia State
Tenure-track, Open Rank, Special Education/High Incidence Disabilities
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.
Asst prof at Univ. of Mary Washington
The University of Mary Washington (UMW) has a new tenture-track position for an Assistant Professor of Special Education with employment beginning with the fall term of 2012. The search closes 28 November 2011, so applicants who are interested should proceed expeditiously.
The successful applicant, who should have completed a doctorate by August of 2012, will join a faculty in Department of Foundation, Leadership, and Special Populations. The College of Education focuses on preparing teachers who can address diverse learning needs, including disability, in education.
UMW, which is named after George Washington's Mother, is a small, state-supported, co-educational institution situated approximately halfway between Richmond (VA) and Washington (DC). It has a wide variety of graduate and undergraduate programs, is accredited by the Southern Association of Colleges and Schools, and is routinely listed by college guides as providing exceptional value for students.
Read the position description and learn more about UMW.
Loyola University of Chicago Assistant Professor in Education (Special Education)
The School of Education at Loyola University Chicago announces an Assistant Professor, tenure-track position with primary teaching, research and service responsibilities in Special Education. Loyola's NCATE accredited B.S.Ed., M.Ed, and Ed.D, and Ph.D. programs prepare educators in the Chicago metropolitan area, one of the nation's liveliest educational scenes. Loyola teacher preparation and arts and sciences faculty, assisted by federal and state grants, are engaged in designing innovative curricula to prepare urban educators including special education teachers.
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.
U. Washington special ed position
University of Washington
College of Education
Area of Special Education
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.
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