Tuesday, October 17, 2017

Call for Native Artist Applications at SAR

Call for Native Artists
Application Deadline: January, 15, 2018
The Indian Arts Research Center (IARC) at the School for Advanced Research (SAR) offers three artist in residence fellowships annually to advance the work of mature and emerging Native artists. Each fellowship includes a monthly stipend, housing, studio space, a supplies allowance, and travel reimbursement to and from SAR. These fellowships provide time for artists to explore new avenues of creativity, grapple with new ideas to further advance their work, and strengthen existing talents.
The fellowships support diverse creative disciplines and can include sculpture, performance, basketry, painting, printmaking, digital art, mixed media, photography, pottery, writing, and film and video. However each fellowship has specific applicant criteria as indicated below.
Ronald and Susan Dubin Native Artist Fellowship
(June 15 - August 15, 2018
The Dubin Fellowship is dedicated to supporting traditional Native artistry.
Rollin and Mary Ella King Native Artist Fellowship
(September 1 - December 1, 2018
The King Fellowship is dedicated to preserving the Southwest.
Eric and Barbara Dobkin Native Artist Fellowship for Women
(March 1 - May 31, 2019
The Dobkin Fellowship encourages the creativity and growth of indigenous women artists working in any media.

Application and Fellowship FAQ available at 
Photos top to bottom: Melissa Melero-Moose, Northern Paiute, contemporary mixed-media painter; Luanne Redeye, Seneca, painter and beadworker; Loren Aragon, Acoma, fashion designer
The School for Advanced Research supports innovative research and public education through seminars, lectures, and residential fellowships focused on the comparative, historically informed study of human societies; promotes indigenous creativity through artist residencies; and stewards one of the world’s finest research collections of Southwest Native American art.
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Friday, October 6, 2017

2018 CRSEA Theme and Call for Papers @ The University of New Mexico

Click on the Link below to download as a PDF


Host of CRSEA 2018 Conference: The University of New Mexico
Location: Albuquerque, NM 
https://gallery.mailchimp.com/20dd538b4354f80077f0106bd/files/16388aa0-853f-43c2-8571-d279eb95dc14/2018CRSEATheme_and_Call_for_Papers_FINAL.01.pdf


 
https://gallery.mailchimp.com/20dd538b4354f80077f0106bd/files/16388aa0-853f-43c2-8571-d279eb95dc14/2018CRSEATheme_and_Call_for_Papers_FINAL.01.pdf
Keep In Touch
Facebook: https://www.facebook.com/groups/crsea2016/
Twitter: @CRSEALeadership

 
 
 Ann M. Aviles, PhD 
President
University of Delaware
Cleveland Hayes, PhD
Vice President
University of Indiana, Indianapolis
Benjamin Blaisdell, PhD 
Treasurer
East Carolina University
Timberly L. Baker, PhD 
Documentarian
University of Southern Indiana
Øscar Medina, MEd 
Graduate Student Representative
University of Missouri, Columbia 
Bianca N. Haro, BA 
Graduate Student Representative
University of California, Los Angeles
Keep In Touch
Facebook: https://www.facebook.com/groups/crsea2016/
Twitter: @CRSEALeadership

 

Tuesday, October 3, 2017

Faculty positions in bilingual and multicultural education at San José State University

FYI: Please see info on two tenure-track positions in the Teacher Education Department at San José State University. One position is focused on bilingual education and the other on multicultural education; applicants are welcome to apply to both.

Bilingual Ed

Multicultural Ed

Best,
Allison Briceño
Assistant Professor, Department of Teacher Education
San José Sate University

Monday, October 2, 2017

Faculty position: Assistant Professor:Queens College, CUNY



The Elementary and Early Childhood Education Department at Queens College, one of the senior colleges of the City University of New York (CUNY) system, invites applications for an Assistant Professor vacancy in Bilingual Education. The Bilingual Education Program in the Elementary and Early Childhood Education Department (http://www.qc.cuny.edu/academics/degrees/education/elementary/Pages/default.aspx) seeks to hire a tenure track assistant professor to teach master-level courses in the area of bilingual education and bilingualism starting August 2018. We have a particular interest in scholars who specialize in or have a research agenda specific to bilingual education, translanguaging and/or biliteracy development and who want to work with bilingual teachers and/or public school principals.

Responsibilities include, but are not limited to:
1.     Conducting and continuing research that is currently ongoing in bilingual education and bilingualism
2.     Leading and supporting program development
3.     Contributing and supporting school-university partnerships
4.     Collaborating with or mentoring other faculty in the Bilingual Education Program
5.     Advising students in the Bilingual Education Program  
6.     Teaching online graduate courses in areas including foundations of bilingual education and bilingualism, educational linguistics and psycholinguistics, language and literacy development in the home language and instruction and assessment across the content areas in bilingual learners.

Queens College is committed to an inclusive and diverse environment, and we strongly encourage individuals from historically underrepresented communities to apply. Queens College has often been referred to as ‘the jewel of the CUNY system” due to its course offerings, campus infrastructure, activities and career preparation.

Since its establishment in 1937, Queens College has opened minds and doors to thousands of minorities and immigrants by offering affordable education in an intellectually and culturally rich environment.  Even now, more than a third of our student body represent the first members in their families to attend college. Their success is largely due to the commitment and dedication of its faculty, which is captured in Queens College motto “Discimus ut Serviamus: We learn so that we may serve.”

Qualifications
Required: (1) Ph.D. or Ed.D. in an area related to bilingual/multilingual language development, biliteracy and/or assessment and/or knowledge about bilingual/multilingual teacher preparation and (2) eligibility for New York State certification as a bilingual teacher. 

Preferred: (1) Three or more years of professional experience in elementary or early childhood bilingual/multilingual school settings and (2) experience working with school principals and teachers in bilingual/multilingual settings and (3) research and/or publications in the areas of bilingual/multilingual language and biliteracy development and/or assessment.




Dr. Patricia Velasco
Associate Professor of Education
Coordinator of Bilingual Education Programs
Department of Elementary and Early Childhood Education
Queens College and the Graduate Center, City University of New York
Powdermaker Hall 054E



Immigrant Lives Matter!

Note: Individuals seeking NYS teacher certification-related advice should note that EECE faculty is not authorized to give such advice. Prospective students and those without Queens College affiliation should contact NYS Department of Education (http://www.highered.nysed.gov/tcert/) for definite information.Current and former Queens College students should contact the State (http://www.highered.nysed.gov/tcert/) or the Teacher Certification Office on campus (http://www.qc.cuny.edu/academics/degrees/education/certification).

Thursday, September 21, 2017

Call for Manuscripts: Middle Grades Review

Call for Manuscripts: Middle Grades Review
Issue 3(3): General Issue
Submission Date: October 15, 2017
Publication Date: December, 2017

Middle Grades Review  provides a provocative forum for debate within the fields of middle grades education and early adolescence. Inviting a critical perspective, the Review is a peer-reviewed,open-source, indexed venue for scholars and practitioners who wish to broaden the discourse of middle grades education by challenging conventional wisdom. In this general issue, the Review seeks pieces that explore the three key themes of democratic education, innovation, and social justice, in relation to early adolescence and/or middle grades education.
Types of Submission
1. Essays
pose opinion, positing or discussing theory, and/or offering critique (under 3000 words, excluding references).
2. Research and Inquiry
are reports of original research that represent any paradigm or methodology. The Review prioritizes inquiry that involves middle grades students in at least one of the following ways: as participants, consultants or co-researchers (under 7500 words, excluding references).
3. Practitioner Perspectives are accounts of teacher and/or student practice (under 3000 words, excluding references).
4. Responses are brief responses to previous articles in any of the above three categories. Responses should stimulate debate in the middle grades community by extending the original manuscript’s content, or by presenting an opposing interpretation or perspective (under 2000 words, excluding references).
Manuscripts can be submitted online Here or at http://scholarworks.uvm.edu/mgreview/

Job Announcement - DEPARTMENT OF EDUCATIONAL ADMINISTRATION AND FOUNDATIONS ASSISTANT/ASSOCIATE PROFESSOR TENURE-TRACK POSITIONS IN PK–12 LEADERSHIP AND ADMINISTRATION, Illinois State University

. Job Announcement - DEPARTMENT OF EDUCATIONAL ADMINISTRATION AND FOUNDATIONS ASSISTANT/ASSOCIATE PROFESSOR TENURE-TRACK POSITIONS IN PK–12 LEADERSHIP AND ADMINISTRATION
We seek two (2) colleagues to join us in our commitment to educate PK–12 leaders for realizing the democratic ideal through public education.
The Call: Building on our long history of excellence in leadership education, the Department of Educational Administration and Foundations in the College of Education at Illinois State University seeks two experienced, highly motivated, culturally proficient, and effective PK–12 leaders to join us as we embark on the implementation of two newly re-designed graduate programs in PK–12 leadership—the Principalship and the Superintendency.
Responsibilities: The primary responsibility of these practitioner-scholars will be to teach courses in PK–12 leadership and administration to master’s and doctoral students. Faculty members teach on- and off-campus classes. Teaching responsibilities include teaching adult learners, advising doctoral students, serving on dissertation committees, clinical supervision, and collaborative curriculum implementation and development. Commitment as a practitioner-scholar to have an area of interest from which to develop a research agenda is expected, resulting in presentations and publications. Willingness to engage in service and to assume leadership roles in the Department, College, University, state, and the PK–12 profession are expected.
Required Qualifications: The practitioner-scholars we seek will have experience and knowledge as building-level, district-wide, or regional leaders in PK–12 public schools, with specialization in one or more of the following: school transformation, instructional leadership, human resource administration, school–community partnerships, or social-justice-focused leadership, and will have demonstrated potential for excellence in teaching, research, and service. Candidates will have building- or district-level experience working effectively with racially, ethnically, linguistically, and economically diverse students and families. Candidates must have an earned doctorate from an accredited institution in Educational Leadership or a related discipline prior to August 16, 2018. State law mandates demonstrable oral proficiency in the English language as a requirement for this position.
Preferred Qualifications: We seek candidates whose professional backgrounds include some of the following:
  • Demonstrated commitment to social justice, anti-racist pedagogy, and democratic public education
  • Demonstrated successful leadership experience working with students, families, and communities; faculty; staff; and board to
    improve teaching and student learning and outcomes
  • Demonstrated interest and success in partnering with public schools and districts, diverse community stakeholders, and
    government agencies
    Salary: Salary for this nine-month tenure-track position is commensurate with rank, experience, and qualifications.
    The Department: Educational Administration and Foundations is an interdisciplinary department comprised of four main areas: PK– 12 administration, higher education administration, research methods and evaluation, and educational foundations. Graduate programs serve students on campus and at several off-campus sites. The Department houses the Center for the Study of Education Policy https://education.illinoisstate.edu/csep/. Further information about the EAF Department is available by visitinghttp://education.illinoisstate.edu/about/departments/eaf/.
    The University Community: A Carnegie Doctoral University–Higher Research Activity with over 20,000 students, Illinois State University is Illinois’ first public university, founded in 1857 to educate the state’s teachers. ISU is one of the largest large-model teacher education institutions in the U.S. The University is located in Normal/Bloomington, Illinois, a community of around 130,000 people conveniently located within two to three hours of Chicago, St. Louis, and Indianapolis.
    Starting date: August 16, 2018
    Application deadline: To ensure full consideration, candidates must complete an online application for posting number 0709807 at https://www.jobs.ilstu.edu and electronically submit the following by October 23, 2017A letter of application describing interest in and qualifications for the position; curriculum vitae; official graduate transcripts; a list of five academic and professional references with contact information (three of the five referees should be able to speak to the candidate’s academic qualifications); and a sample of scholarly work such as a chapter from the candidate’s dissertation or other academic writing. Review of applications will begin on that date and continue until the positions are filled. Illinois State University is an Equal Opportunity/Affirmative Action employer and is committed to increasing the diversity of its faculty. It welcomes nominations of and applications from women, members of minority groups, protected veterans, and individuals with disabilities, as well as others who would bring additional dimensions to the University’s teaching and research missions.
    Direct all inquiries to:
    ISU PK–12 Search Committee
    c/o Carol Pfoff, Assistant to the EAF Chairperson 

    capfoff@ilstu.edu (309) 438-4630; fax (309) 438-8683

Job Announcement - Assistant Professor, Teaching Stream – Indigenous Education, University of Toronto

1. Job Announcement - Assistant Professor, Teaching Stream – Indigenous Education
The Department of Curriculum, Teaching and Learning (CTL) at the Ontario Institute for Studies in Education (OISE), University of Toronto invites applications for a teaching stream position at the rank of Assistant Professor, Teaching Stream with a specialization in Indigenous Education. The appointment will commence on July 1, 2018.
Applicants must hold a Ph.D. in Indigenous Education or a related discipline by the time of appointment or shortly thereafter. The successful candidate will have experience with Indigenous knowledges and worldviews, and will possess a demonstrated commitment to equity and social justice along with strong ethical engagement with Indigenous peoples and their communities across Turtle Island. Candidates should demonstrate expertise in one or more of the following areas: decolonizing and anti-oppressive pedagogical frameworks; reconciliation and/or resurgence; self-governance, self-determination and sovereignty; knowledge of Indigenous-settler relations in a Canadian context and their implications for teacher education; knowledge of the political dimensions of Indigeneity and Indigenous issues in Canada; and Indigenous approaches to curriculum, teaching and learning.
Candidates must provide evidence of excellence in research and publications in the area of Indigenous Education. The successful candidate will have University teaching experience in the context of Indigenous Education as well as experience within K-12 classrooms. Evidence of excellence in teaching is required, as demonstrated through teaching accomplishments, teaching evaluations, strong letters of reference, and the teaching dossier submitted as part of the application. 
Responsibilities of the position include teaching courses in the Master of Teaching program, providing leadership and innovative programming for our Master of Teaching students, and working collaboratively with the Dean’s Advisory Council on Indigenous Education, the Indigenous Education Network and the Aboriginal Advisory Council. We are particularly interested in candidates who can contribute to the diversity and excellence of our scholarly community through teaching, research, and service. Salary will be commensurate with qualifications and experience. 
Applications must include a cover letter, an up-to-date curriculum vitae, a teaching dossier (including a statement of teaching philosophy and teaching evaluations), a statement outlining current and future pedagogical research interests, three representative publications, and three confidential letters of reference. Letters of reference must be sent directly by the referee (on letterhead, signed and scanned) to Professor Clare Brett, Chair, Department of Curriculum, Teaching and Learning at: ctlfacultysearches@utoronto.ca. All other application materials must be submitted through the University of Toronto’s online application system by the closing date at: https://utoronto.taleo.net/careersection/10050/jobdetail.ftl?job=1701680. Please combine attachments into one or two files in PDF or MS Word format. Submission guidelines can be found at: http://uoft.me/how-to-apply.
The closing date for applications is November 1, 2017. If you have any questions about this position, please contact the department at: ctlfacultysearches@utoronto.ca.
The Department of Curriculum, Teaching and Learning offers graduate programs in Curriculum Studies and Teacher Development, Language and Literacies Education, and the Master of Teaching, a two-year initial teacher education program. For more information, please visit the CTL web page at http://www.oise.utoronto.ca/ctl 
The Ontario Institute for Studies in Education has, for more than a century, made major contributions to advancing education, human development and professional practice around the world. In the most recent QS rankings by subject, Education at OISE was ranked within the top 10 in the world, and first among Canadian universities. With approximately 100,000 alumni, over 3,000 students and 19 research centres, ours is an intellectually rich and supportive community, guided by the highest standards of scholarship and a commitment to equity and social justice. OISE has an active Indigenous student body as well as Indigenous-focused networks composed of students, faculty, and other community members. We welcome candidates who are ready to assume a leadership role in this area. For more information, please visit OISE’s homepage at http://www.oise.utoronto.ca and our Indigenous Initiatives page athttp://www.oise.utoronto.ca/oise/About_OISE/Indigenous_Initiatives.
Established in 1827, the University of Toronto is Canada's largest and most research-intensive university and the only Canadian university to be named in the top 25 in the Times Higher Education World University Rankings. Located in and around Toronto, one of the world's most diverse cities, the University of Toronto's vibrant academic life is enhanced by the cultural diversity in its community.
The University of Toronto is strongly committed to diversity within its community and especially welcomes applications from racialized persons / persons of colour, women, Indigenous / Aboriginal People of North America, persons with disabilities, LGBTQ persons, and others who may contribute to the further diversification of ideas. All qualified candidates are encouraged to apply; however, Canadians and permanent residents will be given priority.