Adjunct Faculty Instructors in the Master of Arts in Teaching (M.A.T) and Master of Arts in Teacher Leadership (M.A.T.L) Programs (#753)
- Date Posted:
- Faculty in Professional and Graduate Education
- Search Status:
- Search Is Open - Accepting Applications
- Applications Due:
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The Professional and Graduate Education programs at Mount Holyoke College are seeking adjunct faculty instructors to teach education courses in the Master of Arts in Teaching (M.A.T.) and Master of Arts in Teacher Leadership (M.A.T.L.) programs. The M.A.T.L. is a 32 credit hybrid/online program of studies for experienced educators who are interested in developing their leadership skills in the field.
Adjunct faculty instructors are responsible for course planning and instruction and should have experience conducting classes in various delivery modes, such as, face-to-face, on-line, hybrid and/or blended formats using Zoom, Moodle, and other forms of digital technology. In addition, adjunct faculty are responsible for student evaluation, timely feedback, and accurate submission of required paperwork related to instruction.
Adjunct positions are open for January and Spring term courses in a range of areas that require expertise related to: classroom management; functional behavior assessment; inclusive teaching practices; the intersection of mental health and behavior; educational research theory and practice; action research; education policy and the impact of policies on teachers, schools, and teaching and learning; graduate student research; teacher leadership.
January Term 2019 (January 2-January 18, 2019)
Class Title: Research Design for Educators-Online
This course provides an introduction to research methodology and design in applied educational contexts. Topics covered in this course include: ethical considerations in educational research, how to conduct comprehensive literature searches, measurement and interpretation of qualitative and quantitative data, and research report writing, Through this course, students will explore the research process from hypothesis development and literature review to publication. At the conclusion of this course, students will be prepared to develop and incorporate the elements of effective research designs into their own research projects.
Spring Term 2019 (January 22-April 30)
Class Title: X. EDUC 411, Policy Fluency: Current Current Issues in Education-Online
In this learning experience, teachers will work on building up their "education policy fluency" based on their own school context. Students will read education news from across the country, including Education Week and blogs from a range of teacher and education bloggers with varied perspectives. Then they will dig into deeper understanding through weekly dialogue with each other and article authors and current teacher leader experts in the field. This course aims to help teachers gain an even stronger understanding of the policy world that influences what we do in the classrooms, in both public and private school settings.
Class Title: X.Educ 489: Catapult! Capstone Project-Online
This course is designed to catapult students' professional and personal leadership journey to the next level. It serves as an idea incubator, helping give teacher leaders the support and direction they need to propel themselves forward in their work and launch teacher-created ideas to improve education for all students. In this class, graduate students will demonstrate and document the impact of their knowledge gained throughout their journey at Mount Holyoke College. Students will choose a domain of the Teacher Leader Model Standards to focus their capstone work, then they will choose one of four pathways for the semester: a research study, a teacher-created project, a teacher leader internship, or National Board candidacy. They will apply their skill and knowledge under a teacher leader coach, who will support them and engage in weekly reflective practice of their teacher leadership work. At the end of the semester, teachers will complete and share a portfolio that demonstrates how their experiential learning experience has enhanced their practice as a leader and a teacher leader.
- Earned Master’s Degree in teaching, education or closely related field;
- Teaching experience in education policy, pedagogy, and/or methods;
- Experience facilitating online class sessions and workshops;
- Ability to work with students, staff and faculty in a collegial environment;
- Success teaching and working with persons from culturally diverse backgrounds;
- Experience in higher education and/or facilitating professional development for teachers;
- Professional expertise in the field of teacher leadership;
- Commitment to social justice, culturally responsive teaching, and anti-bias education
- 5+ years experience teaching in a PreK-12 public school setting;
- Doctorate in education, special education or a related field;
- Expertise in special education, teaching English language learners, trauma-informed teaching practices, and/or in EL (formerly Expeditionary Learning), research in teaching
- Published research on a related topic
Applications must be made online at https://jobs.mtholyoke.edu/. Please submit letter of application, CV including contact information for three references, a teaching philosophy statement, and a minimum of one sample syllabus from previous courses taught. Applications must be received by October 15, 2018.
Mount Holyoke is an undergraduate liberal arts college for women with 2,200 students and 220 faculty. Over half the faculty are women; one-fourth are persons of color. Mount Holyoke College is located about 90 miles west of Boston in the Connecticut River valley, and is a member of the Five College Consortium consisting of Amherst, Hampshire, Mount Holyoke, and Smith Colleges and the University of Massachusetts.
Mount Holyoke College is committed to enriching the educational experience it offers through the diversity of its faculty, administration, and staff members. Mount Holyoke seeks to recruit and support a broadly diverse faculty who will contribute to the college's academic excellence, diversity of viewpoints and experiences, and relevance in a global society. In furtherance of academic excellence, the College encourages applications from individuals from underrepresented groups in the professoriate, including faculty of color, faculty with diverse gender identities, first generation college students, individuals who have followed non-traditional pathways to college due to exceptional talent and motivation in the face of adversity, such as societal, economic or academic disadvantages, and individuals with a demonstrated commitment to applying and including diverse backgrounds and perspectives to learning, scholarship, service, and leadership in the academy.