Education Instructor EDBE 8Y95 Summer D3

Brock University•Burlington, PE

20h•Remote

About The Position

Brock University is seeking an Education Instructor for the course EDBE 8Y95, Programming for the Inclusive Classroom: Technological Education, within the Department of Educational Studies, Teacher Education program. This is a temporary appointment for the summer session, running from August 2, 2026, to August 22, 2026. The role involves delivering course content, developing materials, and engaging with teacher candidates on topics of educational inclusion and equity. The instructor will model the Standards of Practice and Ethical Standards of the Ontario College of Teachers and adapt instructional strategies for diverse learning needs. Brock University is committed to fostering a culture of inclusivity, accessibility, reconciliation, and decolonization, and the Department of Educational Studies is deeply committed to social justice, critical inquiry, and equitable participation. Applicants are expected to be committed to equity and social justice approaches, making central the human rights issues of race, ethnicity, gender, sexual orientation, ability, and socio-economic contexts.

Requirements

Minimum of 5 years of recent (last 5 years) teaching/school experience, including experience with Special Education policies and practices at the local and provincial levels (Individual Education Plans, Transition Plans, Behaviour Plans, etc.), specific to technological education contexts.
Master’s degree or research related experiences in Educational Psychology, Cognition, Special Education and/or Inclusion.
Demonstrated leadership in curriculum and/or education.
Familiarity with the Ontario curriculum, supporting documents, and approved resources relevant to subject/foundations area.
Exhibits contemporary knowledge of educational theory and pedagogy including assessment relevant to subject area.
Excellent verbal and written communication skills especially in providing growth-oriented feedback for beginning teacher candidate development.
Demonstrated knowledge of social justice and equity, particularly to sexual and gender diversity, anti-racism, and Indigenous and decolonizing practices.
Experience with teacher candidates or other adult learners.
Competency in using educational technology and platforms for content creation, course management and delivery.
Experience with instructional design for blended modes of course delivery.
A combination of education and experience matching and/or exceeding the above.

Nice To Haves

Specialization in one or more of the following areas: Teaching Students Who are Blind/Low Vision, Teaching Students Who are Deaf/Blind, Teaching Students with Behavioural Needs, Teaching Students with Communication Needs: ASD, Teaching Students with Communication Needs: Speech and Language, Teaching Students with Multiple Needs, Teaching Students with Physical Needs, Use and Knowledge of Assistive Technology, Antiaudism, Special Education, Special Education for Administrators, Special Education French as a Second Language Focus, Teaching Students with Intellectual Needs: Developmental Disability, Teaching Students with Intellectual Needs: Giftedness, Teaching Students with Intellectual Needs: Mild Intellectual Disability, Teaching Students with Communication Needs: Learning Disabilities, Special Education, Special Education for Administrators.

Responsibilities

Become familiar with Brock University policies and adhere to them.
Complete required Brock instructor’s online tutorial prior to first class.
Use a provided Brock email address for all Brock-related communications with teacher candidates and program personnel.
Develop course materials.
Effectively deliver all aspects of the course in designated mode(s) (lecture, blended, etc.).
Manage instructional contact time and non-contact time.
Contact time includes all classes as scheduled both in-person and online.
Non-contact time includes preparation of lecture materials, managing the learning management system(s), student consultation, marking or grading, holding office hours, and other course administration as may be required such as attending required meetings with program personnel (e.g. Beginning of Program).
Adapt instructional and assessment strategies to accommodate diverse learning needs.
Advise, mentor, and provide feedback to teacher candidates in relation to course concepts/content and the Professional Standards of Practice and Ethical Standards of the OCT.
Work collegially and collaborate/instruct with course team lead(s) and/or other instructors.
Attend course team meetings and debriefings.
Manage course records including attendance and submitting final grades by university and/or Program deadlines.