Career Center

Nationally ranked among US News & World Report's Best Education Graduate Schools, Rutgers Graduate School of Education is part of New Jersey's flagship public research university. Committed to advancing excellence and equity in education, the Graduate School of Education (GSE) at Rutgers University–New Brunswick seeks outstanding scholars to join the school and to help advance our three thematic strategic plan priority areas of diversity, equity, and social justice, STEM in education, and effective teaching and learning. Accordingly, we seek an outstanding scholar at the rank of Assistant/Associate Professor in Reading/Literacy Education to join the program in Literacy and Reading Education within the Department of Learning and Teaching and the GSE's award-winning Urban Social Justice Teacher Education program.

Major Responsibilities: The scholar filling this position will conduct a research, publication and grant agenda that advances Rutgers Graduate School of Education's pursuit of Advancing Excellence and Equity in Education. The ideal candidate willdemonstrate scholarly productivity by publishing in peer-reviewed journals, securing external research support, presenting at national and international scholarly conferences, and engaging actively in professional organizations for literacy education; contribute to the growth of teacher preparation, advanced licensure programs, and doctoral programs; participate in program development and innovation; and develop and teach courses in topics related to literacy education.

Specifically, we seek a dynamic tenured or tenure-track scholar with expertise in literacy learning in K-12 classrooms, with a research agenda focused on early, elementary, middle and/or H.S. literacy/reading and writing theory and research. Candidates with experience and expertise in literacy assessment, individualized instruction, language development, and/or evidence-based reading/writing instruction, which emphasizes innovative and current practices that advance issues of diversity, access, and social justice in education are encouraged to apply. The ideal candidate will have experience working in and with schools and/or community-based organizations serving linguistically, culturally, racially, ethnically, and economically diverse communities and a commitment to equity-focused teaching, scholarship, and service.

The successful candidate's teaching and programmatic responsibilities will be primarily in CAEP accredited advanced licensure programs designed for experienced teachers becoming reading specialists, supervisors, coaches, and interventionists at the MA, Ed.D. and Ph.D. levels, with some responsibility within the GSE's Award-Winning Urban, Social Justice Teacher Education program. This work requires participation in national CAEP program accreditation, state regulatory processes, and outreach to schools and other partner organizations. The successful candidate will also be expected to contribute to the innovation and growth of these programs.

Our School and University strongly encourage applications from individuals who are members of groups that have been and still are underrepresented in university faculty positions.

Salary will be commensurate with qualifications and experience.

Subject to the availability of funding, the position will begin September 1, 2024.

Inquiries about the position should be directed to the Search Committee Co-chairs: Dr. Esther Ohito at esther.ohito@gse.rutgers.edu, Dr. Dan Battey at dan.battey@gse.rutgers.edu and Dr. Keith Weber.

Applicants are required to have earned a doctoral degree from an accredited major research university with a specialization in reading or literacy. Successful candidates must also possess an emerging (Assistant Professor) or demonstrated (Associate Professor) record of scholarship and publishing in reading/literacy education including presenting at professional conferences and pursuing external research support. The ideal candidate will have experience and expertise in teacher education and the preparation of educators who can create cultures of literacy through understanding and honoring diverse literacy repertoires in and out of the classroom. Additionally, the successful candidate must have the capacity and interest in conducting a research and publication agenda that aligns with and advances the GSE's commitment to inclusivity, diversity, access, equity, social justice, and urban teacher education, and have practical experience in supporting the developmental process of reading in K-12 classroom and in clinical settings with children from diverse backgrounds including racially, culturally, and linguistically diverse students, students who have been poorly served by schools, and students with learning disabilities.

Additional Minimum Qualifications for Associate Professor Level

Candidates seeking appointment at the rank of Associate Professor must have a demonstrated record of scholarly excellence and accomplishments along with teaching, supervision and advising experience that merit appointment at this rank with tenure.