Dean of the College of Education, University of Illinois at Urbana-Champaign, USA. Due: Jan 6, 2017

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The University of Illinois at Urbana-Champaign invites nominations and applications for the position of Dean of the College of Education. As the chief academic and executive officer of the College, the candidate will possess (a) outstanding scholarly credentials, including recognition as an accomplished academic leader both nationally and internationally; (b) a demonstrated commitment to research, undergraduate and graduate education, outreach, and equal opportunity; (c) a demonstrated ability to attract, retain and advance a diverse and superior faculty, student body, and staff; (d) the capacity to be a visible leader in the State of Illinois on educational issues; (e) outstanding leadership and communication skills to effectively interact with all stakeholders and to be a strong advocate for the College and its mission; and (f) a thorough understanding of financial management and aptitude to generate resources for the College. Candidates must hold an earned doctoral degree and have a distinguished record of scholarly research, teaching and service accomplishments commensurate with an appointment at the rank of full professor at the University of Illinois at Urbana-Champaign. The Dean of the College of Education reports to the Provost and Vice Chancellor for Academic Affairs and is a senior administrative position with a seat on the Provost’s Council of Deans.


This full-time, 12-month appointment has a negotiable start date with salary commensurate with experience. The University of Illinois at Urbana-Champaign invites letters of nomination or application (letter of interest, resume/CV, and five references). Applications and nominations will be accepted until the position is filled, and review of applications will begin immediately.


Application Deadline: Friday, January 6, 2017.

Applications and Inquiries: Wynne Korr, Search Committee Chair at

Additional information about the University may be obtained from its website,

Training Development Officers, Canadian Armed Forces

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The Training Development Branch is now accepting applications for Training Development Officers. Training Development Officers promote, guide, coordinate and advise on the systematic approach to training and education. They analyse operational job performance requirements, identify needs, suggest and implement solutions to performance problems. The preferred educational requirement is a Master’s degree in education, although a Bachelor’s degree in education is also accepted.


Please visit for the job overview and further information. Overview of paid education:

For questions on the position, please contact your nearest recruiting centre:

CFP – Curriculum Matters: Race, Place, and Belonging “South” of the Border, Due: Dec 11, 2017

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Monday, April 24 – Thursday, April 27, 2017



University of Texas at San Antonio, San Antonio, TX


Priority Deadline: Sunday, December 11, 2016

Cut-Off for Submissions:  Sunday, January 8, 2017

Curriculum Matters: Race, Place, and Belonging “South” of the Border

Curriculum matters.  Race matters.  Place matters.  Epistemologies matter. And matter also matters of indigeneity, immigration and epistemicide—of the South, at the borders, and beyond.  Through this year’s conference theme—inspired, too, by the place of our convening and work of our colleagues (t)here; we invite participants to inquire, critique, ponder, dream, converse and create together through and from attention to these matters.  Herein, we aim to not only continue from last year conversations regarding our ethical, and historical, engagements (AAACS 2016), but also to further those of our affiliate and sister organizations respecting the current tasks of the curriculum theorist (IAACS 2015), where curriculum theory and its labor, in fact, stand in the present moment (Bergamo 2016)—as well as in those to come; and demands to “colour” curriculum, interrogating places therein of power, privilege and supremacy (C&P 2016).  We, too, seek responsiveness to/in a contemporary scene wherein much is contested, conflicted, complexified, and produced as nonexistent among us, particularly perhaps in the U.S./”America”, as pertains to race, place, indigeneity, immigration and epistemology—especially concerning difference, equity, solidarity and social and cognitive justice; and possibly no more so than in the “othered” South.

For example, while restorations of particular nations of the Global North have been acknowledged and taken up—and this, via the curriculum—in Canada, which necessarily involves listening to and learning from indigenous knowledges (the fruit of which was so beautifully shared at IAACS 2015), as well as in Australia (the place of our upcoming IAACS 2018 convening); such efforts are virtually nonexistent in the US, where one could argue indigeneity is largely still rendered invisible and thus inarticulable.  And we suffer still in this context without any redress—with even much repressive regress—respecting generations of racial violence, suffering and oppression.  Such questions too might be brought to bear at the borders, as it were, liminal spaces and fluid if not fractured places wherein epistemologies of the South, and of language and of citizenship, are deeply implicated, and such also with respect to education, curriculum and pedagogy.

We welcome, of course, as always, proposals on any current curriculum studies scholarship, and encourage provocative, stimulating and surprising conference formats; critical and creative conversations among us that may initiate healing and transformation, and illumine new paths and possibilities for us from within our midst.


Proposals are being accepted through

AAACS 2017 Proposal Guide

To submit your proposal, please follow the link:

For questions/inquiry regarding the conference and/or call for proposals, please email conference and program committee email at:

Your proposal automatically registers you as a member of AAACS—there are presently no dues.  With membership in AAACS ( comes membership in IAACS (The International Association for the Advancement of Curriculum Studies).



Job – Field Education Coordinator, at UBC School of Social Work. Due: Aug 9, 2016

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University of British Columbia 96 reviewsVancouver, BC

The incumbent works with the Chair of Field Education to plan, organize, develop and administer the process for field placement practica for BSW and MSW students. Key responsibilities include arranging field education placement; meeting placement selection deadlines; communicating and consulting with agencies, students and faculty liaisons/faculty related to field education, developing field education policies and procedures and manuals.

Organizational Status

The incumbent reports to the Director of the School of Social Work and the Chair of Field Education. All support staff report to the Administrator. The incumbent interacts and communicates with faculty members, students, staff, external professional social work agencies, and departmental offices of the Faculty of Arts, and other academic and administrative units on campus as required.

Work Performed

The incumbent:
– ensures, in conjunction with the Chair, that deadlines are met both for finding a sufficient number of appropriate placements for students and ensuring that students have secured placements in a timely manner.
– processes, reviews, and assesses applications by agencies and organizations and makes recommendations for affiliation as a field placement.
– plans and organizes appropriate events for field instructors, field liaisons, and students, such as orientation sessions and recognition events.
– researches, identifies, develops and recommends opportunities for placements
– conducts placement site visits to ensure placement adherence to field education standards.
– develops curricula and materials, e.g., manual, learning contract, evaluations, which appropriately reflect the objectives and standards of field education as well as the learning experiences needed to prepare students for social work practice.
– develops, in conjunction with the Chair, appropriate policy and practice standards and the corresponding manuals which clearly outline procedures in field education.
– develops educational opportunities between the faculty, agencies, and field instructors.
– communicates with stakeholders and disseminates information.
– provides ongoing consultation to the three stakeholder groups: agencies, students, and faculty liaisons/faculty.
– provides individual consultation to students, as required.
– supports and consults with field liaisons in an ongoing manner throughout the academic year.
– ensures evaluations of all components of the field education process are completed and on file.
– oversees the keeping of records on student placements, agency affiliations as well as managing and tracking information and processes related to field education.
– sits on the Practice Education committee of the College of Health Disciplines
– performs other related duties as assigned.

Supervision Received

The incumbent works under general direction and in consultation with the Chair of Field Education.

Supervision Given

May oversee and direct work of employees in lower classification.

Consequence of Error/Judgement

This position interacts directly with students, the academic community and the professional social work community within the Lower Mainland on issues of practica and directly affects the reputation of the School. Incorrect or inappropriate decisions may adversely affect student progress and the credibility of the School of Social Work.


Undergraduate degree in a relevant discipline. Bachelor of Social Work required and Masters of Social Work preferred. Minimum of three years experience or the equivalent combination of education and experience. Three years of relevant social work practice experience required. The incumbent must have a good understanding of the professional social work community within the Lower Mainland and be aware of current social work practice and policy trends. Ability to communicate effectively verbally and in writing. Ability to communicate in a clear, attentive, polite, culturally sensitive, diplomatic, ad tactful manner. Ability to deal with people in a courteous, calm manner. Ability to deal effectively with a diversity of people. Ability to develop and maintain cooperative and productive working relationships with faculty, staff, students, community partners, and general public. Ability to work effectively independently and in a team environment. Ability to work effectively with minimal supervision. Ability to exercise sound judgment. Good policy interpretation and implementation skills. Ability to effectively use MS Office at an intermediate level(e.g., Outlook, MS Word, MS Excel). Ability to use database software.

UBC hires on the basis of merit and is strongly committed to equity and diversity within its community. We especially welcome applications from visible minority group members, women, Aboriginal persons, persons with disabilities, persons of minority sexual orientations and gender identities, and others with the skills and knowledge to productively engage with diverse communities. All qualified candidates are encouraged to apply; however Canadians and permanent residents will be given priority.

Open Dialogues: How to make education more accessible

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Screen grab from Neuroanatomy video series

Multiple Full-Time Faculty Positions at University of Ottawa. Due: Sept 15, 2016

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University of Ottawa Full-Time Faculty Positions in:

Indigenous Studies, Interdisciplinary Approaches to Teacher Education at the Primary/Junior Level,  Inclusive Education, E-learning in Higher Education Contexts, and Program Evaluations

The functions of a member of the academic faculty include, in varying proportions: teaching activities, scholarly activities in the form of research, artistic or literary creation, or professional work, academic service activities, supervision of graduate students.

Requirements: Education: PhD. In Education or equivalent in a field related to the position.  Work Experience: A demonstrated excellent research track record in a field-related to the position.  A demonstrated track record in teaching and training at the undergraduate and graduate levels in the context of interdisciplinary collaboration, ability to teach hybrid and on-line courses.  Passive knowledge of French is a requirement for tenure.

Deadline: September 15, 2016

Apply: Send Resume, a detailed research proposal, a description of teaching interests and 3 references to Raymond LeBlanc, PhD., Acting Dean, Faculty of Education, University of Ottawa

Tenure-Track Positions in Education at Queen’s University. Due: Sept 1, 2016

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Tenure-Track Positions in Education

The Faculty of Education at Queen’s University invites applications for two Tenure-track faculty positions at the rank of Assistant Professor with specializations in 1) Exceptional Learners and 2) At-risk Learners/Student Success, with a preferred starting date of July 1, 2017.

Candidates must have a PhD or equivalent degree completed at the start date of the appointment. The main criteria for selection are academic and teaching excellence. The successful candidate will provide evidence of high quality scholarly output that demonstrates potential for independent research leading to peer assessed publications and the securing of external research funding, as well as strong potential for outstanding teaching contributions at both the undergraduate and graduate levels, and an ongoing commitment to academic and pedagogical excellence in support of the Faculty’s programs. Candidates must provide evidence of an ability to work collaboratively in an interdisciplinary and student-centred environment, and demonstrate knowledge of teacher education and familiarity with the context of schooling and schooling systems in Canada. The successful candidate will be required to make substantive contributions through service to the Faculty, the University, and/or the broader community. Salary will be commensurate with qualifications and experience.  These positions are subject to final budgetary approval by the University.

1) Exceptional Learners
The successful candidate must have an academic profile centred on practice and research in learning exceptionalities, including 1) knowledge and experience with school-based special education services and classroom-based adaptations that support a range of inclusionary approaches; 2) knowledge of the cognitive and/or neuropsychological underpinnings for a wide range of exceptional populations; 3) understanding of identification and diagnostic criteria, connecting assessment practices to individual and group adaptations, and selecting/implementing evidence-based supports for students with exceptionalities.

2) At-risk Learners/Student Success
The successful candidate must have an academic profile centred on practice and research in at-risk learners as viewed through a variety of factors, including but not limited to, socio-economic status, culture, race, gender, age, developmental characteristics (e.g., prenatal experiences through to early adulthood), environmental factors (e.g., substance use/abuse), psychological factors (e.g., mental health), and sociological/political perspectives that embrace principles of equity and equality. The candidate must have a theoretical and empirical understanding of risk factors, protective factors, and resiliency.

The University invites applications from all qualified individuals. Queen’s is committed to employment equity and diversity in the workplace and welcomes applications from women, visible minorities, Aboriginal peoples, persons with disabilities, and LGBTQ persons.  All qualified candidates are encouraged to apply; however, in accordance with Canadian immigration requirements, Canadian citizens and permanent residents of Canada will be given priority.

To comply with federal laws, the University is obliged to gather statistical information as to how many applicants for each job vacancy are Canadian citizens / permanent residents of Canada.  Applicants need not identify their country of origin or citizenship; however, all applications must include one of the following statements: “I am a Canadian citizen / permanent resident of Canada”; OR, “I am not a Canadian citizen / permanent resident of Canada”. Applications that do not include this information will be deemed incomplete.

A complete application consists of:

  • a cover letter (including one of the two statements regarding Canadian citizenship / permanent resident status specified in the previous paragraph)
  • a current Curriculum Vitae (including a list of publications);
  • a statement of research interests;
  • a statement of teaching interests and experience (including teaching outlines and evaluations if available);
  • one sample of recent scholarly work; and,
  • the names of three references.

These materials must be received by the Office of the Dean on or before September 1, 2016.  Applications should be sent via email in one PDF file and addressed to:

Dr. Rebecca Luce-Kapler
Queen’s University, Faculty of Education

The University will provide support in its recruitment processes to applicants with disabilities, including accommodation that takes into account an applicant’s accessibility needs.  If you require accommodation during the interview process, please contact Erin Wicklam in the Faculty of Education, Queen’s University, at or 613-533-3029.

Academic staff at Queen’s University are governed by a Collective Agreement between the University and the Queen’s University Faculty Association (QUFA), which is posted at and at

Faculty of Education Vancouver Summer Program – Employment and Volunteer Opportunities. Due: June 17, 2016

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The Faculty of Education will be running three packages (LLED, ECPS, and Early Childhood Education) as part of the Vancouver Summer Program. PDCE is supporting the administration of this program and we are looking to hire 2 Cultural Exchange Student Ambassadors and 10-15 Cultural Exchange Volunteers.

Further information:

Cultural Exchange Student Ambassadors will support the Vancouver Summer Program. They will assist in the planning and facilitation of orientation and social activities for visiting students on behalf of the Faculty of Education, help students orient and adapt to studies at UBC, and provide a supportive atmosphere for students while they are in Vancouver. The incumbent will work closely with the Cultural Coordinator and the Professional Development & Community Engagement (PDCE) unit within the UBC Faculty of Education. The position reports directly to the Manager of Professional Programs in PDCE.

Duties & Responsibilities: Assisting with the planning and facilitation of orientation and social activities. Assist with airport pick-up and residence check-in when students arrive (July 14-17). Attend and facilitate Orientation (July 18 all day), and evening and weekend social activities. In conjunction with the Cultural Coordinator, liaise with other faculties and external units including catering services, entertainment venues, transportation companies, and building facility managers. Assist with the development of a template for future program implementation.

Wage: $22/hour

Deadline: June 17, 2016

Apply: Submit cover letter and résumé to Andrea Webb or in person to PDCE office

Cultural Exchange Volunteers will be working closely with the Faculty of Education’s Cultural Exchange Students Ambassadors and the Cultural Coordinator to provide visiting students with a fun, safe, supportive, and meaningful exchange experience.  Cultural Exchange Volunteers will engage with VSP students by encouraging participation in a range of social and cultural activities, and supporting them throughout their orientation and transition to UBC and Vancouver.

Duties & Responsibilities: Attend a mandatory orientation and training session, attend and assist with welcoming activities including but not limited to residence check in, campus tours, city tours, and orientations events, attend and engage VSP students at various social and cultural events on evenings, weekends, and some weekdays, assist the VSP staff in facilitating events.

Hours per week: 5 – 15

Apply: email cover letter, résumé, and unofficial transcript addressed to Renae Roles;


Part Time Project Lead, Post-Doc Fellow Opportunity, Health professions/Education Program Development

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Part Time Post-Doc Fellow Opportunity

A postdoctoral position as Project Lead is available for recent graduates with interest in health professions educational program development. The position is funded through a TLEF grant for the development of the formative assessment program for the new Undergraduate Doctor of Pharmacy curriculum. The position will be a 0.6 FTE and will last until the end of March 2017, with a potential for a second-year reappointment.

The Project Lead will: provide project coordination; liaise with the course development teams to finalize the blueprint for the formative assessment program; provide direction and supervision to project assistants and summer students on formative assessment tools development, and plan, implement and monitor the evaluation activities. The educational scholarship and dissemination opportunities associated with this work is also an important aspect of the Project Lead role.

Apply to: George Pachev at