Assistant Professor-1

University of Arkansas System•Pine Bluff, AR

58d•$55,000 - $60,000•Onsite

About The Position

The Assistant Professor is a tenure-track faculty position that integrates teaching, scholarship, service, and coordination of the EPP program. The faculty member provides high-quality undergraduate and graduate instruction while serving as the academic lead for the reading instruction. The position supports educator preparation by ensuring alignment with state licensure requirements, CAEP accreditation standards, and institutional priorities. The faculty member reports to the Department Chair of Curriculum and Instruction and collaborates with the Dean, advisors, certification staff, and PK–12 partners.

Requirements

Earned doctoral degree (PhD or EdD) in Curriculum and Instruction, Teacher Education, or a closely related field from an accredited institution. ABD candidates may be considered if degree completion is imminent.
Demonstrated effectiveness teaching undergraduate and/or graduate coursework in education-related fields.
Experience in program coordination, curriculum leadership, assessment, advising, or accreditation-related work is required or expected by the time of tenure consideration.
Earned doctorate (Ph.D. or Ed.D.) in Reading, Literacy Education, Curriculum & Instruction with a Literacy emphasis, or a closely related field from an accredited institution.
At least 18 graduate credit hours in Reading/Literacy.
Minimum of 3 years of P–12 teaching experience.
Valid teaching license/certification in Reading, Literacy, Elementary Education, or a related area.
Evidence of successful teaching at the P–12 and/or higher education level.
Knowledge of the Science of Reading and evidence-based literacy practices.
Ability to teach undergraduate and graduate reading/literacy courses.
Demonstrated potential for scholarship, research, and service.
Knowledge of curriculum design, instructional theory, and pedagogy across P–12 settings.
Knowledge of educator preparation standards, licensure requirements, and accreditation processes.
Knowledge of assessment, data use, and continuous improvement practices.
Strong teaching and course design skills for undergraduate and graduate instruction.
Effective written and oral communication skills.
Advising, mentoring, and organizational skills.
Ability to analyze program and student data for improvement.
Ability to manage a 12-credit-hour teaching load while coordinating a graduate program.
Ability to collaborate with faculty, staff, students, and school partners.
Ability to meet multiple deadlines and manage administrative and instructional responsibilities.
Ability to model professionalism, equity-centered practice, and instructional excellence.

Nice To Haves

Experience teaching in both undergraduate and graduate educator preparation programs.
Familiarity with CAEP accreditation, state licensure systems, and educator preparation accountability.
Knowledge of edTPA, Praxis, or clinical supervision models.
Evidence of or potential for grant writing and funded initiatives.
Reading Specialist endorsement and/or National Board Certification.
Experience preparing teacher candidates for state licensure examinations, including Foundations of Reading.
Experience with CAEP accreditation, assessment, and program evaluation.
Online teaching experience using learning management systems.
Record of scholarly publications, presentations, and/or grant activity.
Experience supervising teacher candidates during clinical practice or residency experiences.
Expertise in the Science of Reading and Foundations of Reading competencies.
Experience working with diverse and high-needs school districts.
Ability to support Praxis and Foundations of Reading preparation initiatives.
Commitment to the mission of an HBCU and the 1890 land-grant tradition.

Responsibilities

Teach a combined load of undergraduate and graduate courses totaling twelve (12) semester credit hours per term in areas such as curriculum, instruction, assessment, methods, and professional practice.
Deliver instruction aligned with CAEP standards, state licensure competencies, and institutional learning outcomes.
Incorporate evidence-based instructional strategies, technology, and inclusive pedagogical practices.
Advise undergraduate and graduate students on coursework, program milestones, licensure requirements, and degree completion.
Supervise field-based, clinical, internship, residency, and capstone experiences as assigned.
Model excellence in teaching and contribute to curriculum coherence across undergraduate and graduate programs.
Coordinate curriculum planning, course sequencing, scheduling, and cohort management.
Ensure program alignment with Arkansas licensure requirements, CAEP standards, and institutional policies.
Lead admissions review, student progression monitoring, and candidate support systems.
Collaborate with advisors, certification officers, clinical coordinators, and district partners.
Lead data collection, assessment reporting, and continuous improvement efforts for reading instruction.
Prepare required reports for accreditation, state approval, and internal review.
Maintain an active scholarly agenda in curriculum and instruction, teacher education, assessment, or related fields.
Publish in peer-reviewed journals and present at regional, state, or national conferences.
Engage in collaborative research and, where appropriate, involve undergraduate and graduate students.
Seek external funding and contribute to grant initiatives supporting educator preparation.
Serve on departmental, college, and university committees.
Contribute to accreditation, assessment, and quality assurance activities.
Support recruitment, orientation, and retention of undergraduate and graduate students.
Build and sustain partnerships with PK–12 schools and districts.
Participate in professional service related to educator preparation.
Teach undergraduate and graduate literacy/reading courses.
Supervise field experiences, internships, and residencies.
Advise and mentor students.
Engage in scholarship, research, and grant development.
Participate in departmental, college, university, and community service.
Support accreditation and continuous improvement efforts.