In the practice of educational leadership, our Masters Program centers equity and inclusion, social-emotional learning, and mind, brain, and education science. The program educates graduate students to develop agile, inclusive, creative, and evidence-based approaches to leadership in schools and other educational organizations. They focus on the following ways of thinking: equitable systems thinking, design thinking, evidence-based decision making, scenario training, and action research. Students develop leadership expertise through engaging theory and practice frameworks concerning organizational effectiveness, culture and change, equity and inclusion, team dynamics and team building, and more, emphasizing the rigorous study of the practical problems facing people in organizations today and in service of a more just society. A diverse range of teaching and learning methodologies inform the MA student experience including didactic input from experts in the field, applied research combined with experiential learning, cohort peer learning and feedback, scenario and case study learning, and hands-on practical experience working with schools.
The base teaching assignment for Lecturers is five courses during the academic year. Courses are typically taught during the morning or early afternoon with some courses meeting in the late afternoons or evenings and in some cases on weekends. The successful candidate will serve as a coordinator of internship coaches in Summer Principals Academy with responsibilities for training and supervising external clinical faculty. In consideration of additional program administration and coordination responsibilities, a one course reduction in teaching load may be provided.
While there is some flexibility in courses taught, ideal candidates would teach courses related to the core curriculum of our program including courses such as: Systematic Inquiry and Applied Research in Independent Schools; Practicum Field Research in Independent and International Schools; Change Leadership in Education; Coaching for School Capacity Building; Team Culture and Collaboration; and, Professional Development for program Coaches.
To apply, please submit a cover letter (including a statement of your teaching philosophy), CV, two (2) sample syllabi, and the contact information for three (3) professional references. The review of applications will begin immediately and continue until the position is filled. This appointment will begin in July 2021.
Minimum Qualifications: The candidate should have a Ph.D. (or equivalent degree) in Social-Organizational Psychology, Organizational Behavior, Education Leadership, or a related field with an interest in schools as human-centered organizations.
Preferred Qualifications: Successful candidates will have proven teaching ability, experience with innovative pedagogies and skills in learning design. Additionally, ideal candidates will have relevant work experience, and engage in evidence-based practice with a record of some applied research and scholarly writing.
Internal Number: 508278
About Teachers College, Columbia University
Teachers College, Columbia University, is the oldest and largest graduate school of education in the United States, and also perennially ranked among the nation's best. Its name notwithstanding, the College is committed to a vision of education writ large, encompassing our four core areas of expertise: health, education, leadership and psychology.