The Department of Teaching and Learning of Peabody College invites applications for an open-rank, non-tenure track professor of the practice position in Emergent Multilingual Learner Education (roughly 60% teaching, 30% service, 10% research). Practice-line faculty have multi-year, renewable appointments, receive mentoring, and are reviewed regularly for potential promotion. The role of Practice Faculty at Peabody is centered in the thoughtful and valued work of pushing the field forward through applied scholarship. As such, we seek a faculty member who is an accomplished teacher, thinker, contributor, and collaborator.
Applicants should have an earned doctorate in multilingual learner education or a related field (i.e., bilingualism, TESOL, literacy, etc.).
This colleague's scholarship of practice should focus on Emergent Multilingual learners within P-12 settings (i.e., related to sociolinguistics, TESOL, multilingualism, etc.) and their teaching should be accomplished at the undergraduate and master's levels in the topic of Emergent Multilingual Learner Education. We also value significant prior experience teaching in P-12 and other educational settings serving multilingual learners. We expect the candidate to be a strong mentor and advisor to students (international and domestic), to contribute to ongoing program development, and importantly, to demonstrate commitments to schools and communities via supporting partnerships in ways that honor the complexities of working with multilingual learners within increasingly diverse communities like that of Vanderbilt University and the city of Nashville. The successful applicant will be expected to engage in a program of scholarship appropriate to their rank, responsibilities and interests, which might include traditional presentations and publications as well as artifacts of the scholarship of practice (e.g., literacy documents created for state or district partners, curriculum development, blogs, Twitter, consulting, national workshops, community partnerships, webinars, podcasts, etc.).
Applicants should submit:
Letter of interest including 1-2 paragraphs describing how the work advances teaching and/or furthers equitable aspects of learning and teaching among emerging multilinguals
In compliance with federal law, including the provisions of Title VI and Title VII of the Civil Rights Act of 1964, Title IX of the Education Amendments of 1972, Sections 503 and 504 of the Rehabilitation Act of 1973, the Americans with Disabilities Act (ADA) of 1990, the ADA Amendments Act of 2008, Executive Order 11246, the Vietnam Era Veterans Readjustment Assistance Act of 1974 as amended by the Jobs for Veterans Act, and the Uniformed Services Employment and Reemployment Rights Act, as amended, and the Genetic Information Nondiscrimination Act of 2008, Vanderbilt University does not discriminate against individuals on the basis of their race, sex, sexual orientation, gender identity, religion, color, national or ethnic origin, age, disability, military service, covered veterans status, or genetic information in its administration of educational policies, programs, or activities; admissions policies; scholarship and loan programs; athletic or other university-administered programs; or employment. In addition, the university does not discriminate against individuals on the basis of their gender expression. Requests for information, inquiries or complaints should be directed to these offices:
Vanderbilt University is a center for scholarly research, informed and creative teaching, and service to the community and society at large. Vanderbilt will uphold the highest standards and be a leader in the quest for new knowledge through scholarship, the dissemination of knowledge through teaching and outreach, and the creative experimentation of ideas and concepts. In pursuit of these goals, Vanderbilt values most highly intellectual freedom that supports open inquiry, equality, compassion, and excellence in all endeavors.