FA27-010: Assistant/Associate Professor of Education in Curriculum and Instruction in Edwardsville, Illinois at Southern Illinois University Edwardsville

The successful candidate will teach undergraduate courses in Secondary Education Licensure, graduate courses in Curriculum and Instruction, support alternative licensure pathways and/or teach in other vacancy needs of the department that match the expertise of the candidate. Duties related to teaching include but are not limited to: (1) supervising clinical practicum, (2) teaching undergraduate and graduate courses, and (3) site-based support for in-service students. Teaching assignments may include evening and online courses. Summer assignments may vary depending upon enrollment, funding, and department needs.

Alternative IL-PEL Pathway Responsbilities

Responsively, The Department of Teaching & Learning is addressing the teacher shortage across our region by developing alternative expedited pathways for Illinois Professional Educator License (PEL). The successful candidate will be charged with (1) serving as the primary contact person for alternative licensure pathways; (2) leading our Masters in Art of Teaching (one of our alternative licensure pathways program) scheduling and other program director duties (e.g. scheduling, assessments); (3) Serving as a conduit between SIUE, and school districts in staying abreast of policies and scholarship opportunities relevant to alternative licensure pathways; and (4) coordinating program events including orientation and graduation celebrations.

SIUE is committed to diversity and inclusivity and is especially interested in qualified candidates who can contribute, through their interest, research, teaching, or service, to the diversity and excellence of the academic community.

About the Program

The Secondary Education Program in the School of Education Health and Human Behavior (SEHHB) is committed to the development of Socially-Just Teachers (SJTs). We invite ambitious and socially-conscious faculty candidates to join our growing faculty of scholar-activists who are committed to the development of SJTs. Our newly created program, which is rooted in Critical Race Pedagogy, can be best understood as a guided-journey for our preservice teachers, where they learn how to engage in a praxis of socially-just teaching. This journey is created through a strategically designed program of courses where candidates forge a lifelong commitment to the praxis of justice in education, which is reflected in our three conceptual framework domains: Critical Race Pedagogy, Critical Race Praxis, and Conscientious-Community Building.

Our conceptual framework is infused into all of our courses in hopes of constructing a liberatory education as something commonplace for US education. In order to move towards our goal, we require our preservice secondary education teachers to engage in a host of antiracism practices with special attention given to critical inquiry, self-reflection, and the praxis of being counter-hegemonic.

We are looking for a colleague who can help with the implementation of this vision and play an important role in the development of secondary socially-just teachers. Specifically, we are looking for an education generalist who has an established personal and professional commitment to advancing access for historically marginalized peoples, commitment to educational equity for all humans, and commitment to dismantling systems of re/oppression in education.

Candidates must have an established personal and professional commitment to advancing access for historically marginalized peoples, commitment to educational equity for all humans, and commitment to dismantling systems of re/oppression in education.

Terms of Appointment
Continuing tenure-track position for nine months. Summer appointment is contingent upon availability of funds and enrollment. Beginning date of appointment is in August 2026.

Source of Funds
State

Earned doctorate in Foundations of Education, Curriculum and Instruction, Urban Education, Equity Studies or closely related field. (ABD may be considered, but the completed doctoral degree is required by August 2026 for continued employment). We are actively seeking scholars with experiences in any of the following content area(s); social sciences, social justice education, urban education, historical studies, political science, geography, mathematics, biology, chemistry, foreign or world languages, english language arts. Applicants must have experience in teaching preservice teachers, and possess strengths in foundations of education, liberatory pedagogies, canon and non-majoritarian assessments, learning environment, and/or differentiated instruction.

We seek a scholar who can:

1. Teach a range of courses on social foundations, social context, classroom ecology, pedagogical strategies, and equity studies for licensure across programs within the department;

2. Embed expertise and experiences in curriculum development for teacher preparation;

3. Coordinate with community shareholders to increase the teacher education applicant pool and foster a reciprocal community network;

4. Collaborate with colleagues within the Department of Teaching and Learning, College of Arts and Science, the Dean’s office, SEHHB advising office, and university personnel for program growth and student success;

5. Advance and sustain equitable practices and processes, ensure access for historically marginalized peoples, and dismantle systems of oppression in education.

6. Offer the Department of Teaching and Learning with a wide range of skills and expertise that can be adapted across programs.

Preferred Qualifications

Preference will be given to candidates who show evidence of:

3 or more years of demonstrated interest in teaching in a PK20 learning spaces in the area(s) of any content area(s) mentioned above, experience working with secondary or middle school teacher candidates to successfully pass state required assessments (i.e. EdTPA), evidence of potential for a body of peer-reviewed research, ability to teach lessons in their content area, and demonstrated readiness to cooperate on shared responsibilities in a department with a commitment to collaboration.

Application Process

Applicants must document their success or potential in teaching, scholarship, and service by providing teaching evaluations (if appropriate) and statements of teaching, scholarship, and service. Applications must also include a letter of application, curriculum vitae, contact information for three references, and unofficial graduate transcripts. Official transcripts will be required prior to the start date.

Application Deadline

For optimal consideration in a first pool of applicants, all application materials must be received by July 17, 2026.

Applicants will be subject to a background check prior to an offer of employment.

SIUE is a state university - benefits under state sponsored plans may not be available to holders of F1 or J1 visas. Applicants will be subject to a background check prior to an offer of employment.

In compliance with the ADA Amendments Acts (ADAAA), if you have a disability and would like to request an accommodation in order to apply for a position with Southern Illinois University Edwardsville, please call 618-650-2190 or email CareerInfo@siue.edu.

The SIUE Annual Security and Fire Safety Report is available online at https://www.siue.edu/police/cleary-act-forms/ . This report is published in compliance the “Jeanne Clery Disclosure of Campus Security Policy and Campus Crime Statistics Act” and the Higher Education Opportunity Act also known as the “Campus Fire Safety Right to Know.”