Prospective Adjunct Faculty
Lesley University seeks per diem instructors with several years of K-12 and adult teaching experience to teach off-campus courses in various satellite locations, regionally and nationally. Candidates must have at least a masters degree, and in most states, the requirement is a doctoral degree. These courses are taught in the intensive weekend format including: Friday evening 5pm to 10pm, Saturday 8am to 5pm and Sunday 8am to 5pm, 2 weekends for each course with a 3 to 4 week space in between. For current postings, please refer below to our Featured Opportunities. To search by program, please click on your program of interest:
HOW TO APPLY
If you are interested in applying for an Adjunct Faculty position, please send a letter of interest and a resume to: hirefac@lesley.edu.
If you are interested in teaching courses that are not listed or, if you have questions, please feel free to call 1-800-999-1959, x8207 and speak to Ellen Jackson, Adjunct Faculty Hiring Manager.
Thanks in advance for your interest in teaching for Lesley University.
Lesley University proudly values diversity; therefore, candidates of all backgrounds are invited and encouraged to apply. Lesley University is an AA/EO Employer. You may also wish to visit our Faculty Information Portal to find out more about faculty life at Lesley.
Are you an administrator?
Learn more about Lesley's 12 and 18 credit programs designed to help districts and states meet NCLB's highly qualified standards. Call Nancy Mehlem at 1-800-999-1959 x8324 or nmehlem@lesley.edu.
FEATURED OPPORTUNITIES
Listed below is a sample of some of the courses we are attempting to fill at this time. We are also featuring a limited amount of on-line course opportunities.
LESLEY COLLEGE
ASOSC 5011: Human Development II: Adolescence - Growing up in a Changing World
This course takes an interdisciplinary look at adolescence through a variety of lenses: psychology, sociology, literature, and film. Special attention will be given to gender and socioeconomic status. Emphasis will be placed on the various populations of color in the United States, including new immigrants, as well as cross-cultural comparisons. Psychological theories will also be applied to biographies and novels in order to expand understandings of the socio-political context in which adolescence occurs.
If you are interested in this position, please send a current CV and cover letter to Bard Hamlen, Adult Learning Division, Lesley College, Associate Professor, at bhamlen@lesley.edu call 617-349-8479.
CMATH 2142: Introduction to Statistics (Spring 2008: TTH 8:00am-9:15am)
This course provides a general introduction to the basic concepts of probability and descriptive statistics. Computer-based methods for data collection, calculation, display, and analysis are integrated into the course. Students examine the advantages and limitation of the use of statistics in the investigation of contemporary issues and problems in science, health, education, management, and the social sciences.
Masters level or higher in either Mathematics or Mathematics Education with college teaching experience is strongly preferred.
If you are interested in this position, please send a current CV, statement of teaching philosophy, and three references to David Morimoto, Program Director, Natural Sciences and Mathematics at 617-349-8226 or morimoto@mail.lesley.edu.
CMATH 1009: Quantitative Reasoning (Spring 2008: MW 12:30pm-2:15pm)
This course will focus on the importance of mathematics in the modern world. Topics will include logic and problem solving, dealing with data, modeling, and other real world applications. Students will enhance their ability to use concepts, procedures, and intellectual processes specific to quantitative reasoning. As well, students will engage in versatility in approaching and solving problems.
Masters level or higher in either Mathematics or Mathematics Education with college teaching experience is strongly preferred.
If you are interested in this position, please send a current CV, statement of teaching philosophy, and three references to David Morimoto, Program Director, Natural Sciences and Mathematics at 617-349-8226 or morimoto@mail.lesley.edu.
CMATH 2140: Discrete Mathematics (Spring 2008: TF 2:30pm-3:45pm)
This course is intended to introduce students to discrete mathematics and its importance in today's world. Topics include voting methods and theory, fair division, models for population growth, linear programming, graphs and their applications, combinatorics, probability, and game theory.
Masters level or higher in either Mathematics or Mathematics Education with college teaching experience is strongly preferred.
If you are interested in this position, please send a current CV, statement of teaching philosophy, and three references to David Morimoto, Program Director, Natural Sciences and Mathematics at 617-349-8226 or morimoto@mail.lesley.edu.
CBIOL 2202: Genetics and Ethics (Spring 2008: T 6:45pm-9:15pm)
This course deals with the fundamentals of classical genetics, molecular genetics, and the genetics of the evolutionary process. Wherever possible, students will include the experimental rationale and results that have led to our present understanding of genetics. Experiments are designed to help students understand and appreciate research in genetics, and to develop the ability to examine and interpret experimental data. Problem sets are designed to help students with their problem-solving skills.
Masters level or higher in either Biology with college teaching experience is strongly preferred.
If you are interested in this position, please send a current CV, statement of teaching philosophy, and three references to David Morimoto, Program Director, Natural Sciences and Mathematics at 617-349-8226 or morimoto@mail.lesley.edu.
SCIENCE EDUCATION - Southern MA location
Science Faculty (CNSCI/GNSCI Courses) Qualifications: Science Research Experience: Ph.D. in a science/engineering domain preferred, (or Master's degree in a science domain) science,; Research experience at the graduate level or higher (as a active research scientist). Approach to Science Teaching: Values scientific qualities or "habits of mind," e.g., questioning mind, respect for evidence, attention to details, model building; Supports students' science learning through scientific inquiry activities (not in lecturing); Encourages students to consider a set of possible hypotheses to explain a given phenomenon rather than immediately focusing on a single "right answer."; Works with students to develop their competence and confidence in using the scientific method of inquiry based on evidence; Generally uses a science inquiry approach (includes problem based or case based learning) with students; Focus is on ' deep understanding' of science content (vs. memorizing science facts); Able to support participants in collaborative sense making; Strong communication and interpersonal skills; Experience working with diverse student populations; Respect for teachers as intelligent co-inquirers.
Teaching Faculty (EEDUC Courses) Qualifications: Ph.D. preferred (or Master's degree) in education, science, or psychology; Generally uses a science inquiry approach (includes problem based or case based learning) with students; Extensive and effective inquiry-based science teaching experience; K –12 Classroom teaching experience (preferably at the elementary or middle school level); Experience working with diverse student populations; Leadership experience in science education; An ongoing learner of practice and science; Focus is on 'deep understanding' of science content (vs. memorizing science facts); Able to support participants in collaborative sense making; Strong communication and interpersonal skills; Respect for teachers as intelligent learners
CNSCI (GNSCI) 5100 Try Science (Science Faculty only)
PHYSICS MODULE*
CNSCI (GNSCI) 6102: Investigating Physics: Motion and Forces (Science Faculty only)
EEDUC 6033: Investigating Physics: Listening to Children's Ideas (Teaching Faculty)
BIOLOGY MODULE
CNSCI (GNSCI) 6100: Biology Explorations in Variation, Diversity, and Adaptation (Science Faculty only)
EEDUC 6131: Biology Explorations: Classroom Facilitation (Teaching Faculty)
EARTH SCIENCE MODULE
CNSCI (GNSCI) 6101: Earth Science From A New Perspective (Science Faculty only)
EEDUC 6134: Earth Science: Curriculum Designed for Understanding (Teaching Faculty)
ECOLOGY MODULE
CNSCI (GNSCI) 7100: Ecology: Organisms, Nutrients, and Environment (Science Faculty only)
EEDUC 7115 Ecology: Assessment for Learning (Teaching Faculty)
ENGINEERING MODULE
CNSCI (GNSCI) 7101: Engineering: From Science to Design (Science Faculty only)
EEDUC 7117 Engineering: Investigating Equitable Classrooms (Teaching Faculty)
*For each 6-credit module students enrolled in a science content and science pedagogy course concurrently.
TECHNOLOGY IN EDUCATION - PhD and EdD Instructors Only
ECOMP 5003: Technology in the Mathematics Curriculum
This course explores how technology supported activities can make mathematics both engaging and understandable to students (and teachers). Using simulations, video, web based applets, spreadsheets, visual databases, and software programs, participants carry out mathematical investigations and connect them to standards based content goals through problem solving, reasoning, communications, and connections to the real world. We also consider how experiences supported by technology can help K-12 students make better sense of mathematics.
ECOMP 5107: Evaluating Educational Technology for the Classroom
This course focuses on the assessment and selection of appropriate educational technology applications for use in instruction in a variety of school settings. The course includes an overview of evaluation techniques for software and other instructional technology resources. National and local standards for subject matter content, thinking processes, and technology as well as pedagogical approach will inform the evaluation process. Students will develop their own evaluation tools for their own contexts and uses.
ECOMP 7008: Research in Technology in Education
Using autobiographical teaching experiences, students will examine and write about their understandings, questions, and "private and public theories" that concern technology-supported practice in a self-selected content area. Students will analyze instructional situations, construct questions, design strategies to examine such questions with their K-12 students, reflect on inquires, and interpret and discuss results. This course demystifies a narrative form of research, enabling each participant to create an educative case study on technology-supported practice in his/her classroom.
ECOMP 7100: Fundamentals of Computer Structure
This course investigates technical aspects of the computer balancing between hardware and operating system. Methods of maintenance, troubleshooting and repair are demonstrated and experienced. The goal is to demystify the computer, not create technicians. Students learn basic technical language and concepts to communicate about, prevent, and solve basic technical problems, enabling them to function more effectively in educational settings with computers. This includes being able to make technically informed decisions regarding the purchasing and upgrading of computers.
EAGSR 7103: Qualitative Research Methods I
The purpose of this class is to learn to conduct qualitative social science research. Participants will read a variety of perspectives on the philosophical bases as well as tools of the practice of qualitative data gathering and analysis. Each participant will engage in a small qualitative study that is consistent with her or his graduate study goals. They will choose a topic and research setting, negotiate research relationships, collect and analyze data, and present findings. Readings, analytic memos, interview transcriptions, and field notes will provide material for the class to work with as co-consultants.
SPECIAL EDUCATION
ESPED 6105: Math, Science and Technology: Content and Strategies
This course focuses on developing specially designed curricula and teaching strategies in math, science, and technology for diverse learners at the middle and high school levels. Focus will be on cultivation of mathematical thinking and scientific problem solving. Students will work with Massachusetts Curriculum Frameworks, as well as a variety of materials and instructional technologies to support learning in math and science for students with moderate disabilities.
ESPED 6128: Math, Science and Technology: Content and Strategies (PreK-8)
Based on an understanding of the many ways of knowing and learning, the course will focus on the learning strengths and needs of students with disabilities in grade Pre-K-8. National, state, and local frameworks and standards will be used in unit and lesson planning. Class participants will learn to analyze math and science tasks, to design and modify classroom experiences using technology and other tools, and to support learning and address individual needs as specified in the Individual Educational Plan (IEP).
ESPED 6121: Learning Environments and Classroom Management
This course addresses the social/emotional and behavioral aspects of teaching and learning. Strategies for developing and maintaining appropriate standards of behavior, organizing and managing the classroom, and enhancing the emotional development of children are examined. A range of environmental, social/emotional, behavioral, psychoeducational, and cognitive theories and interventions are reviewed and critiqued.
ESPED 6122: English Language Arts, History and Social Science: Content and Strategies, Pre-K-8
This course emphasizes Literacy, English Language Arts, History and Social Science for learners in grades PreK-8. Students will work with Massachusetts Curriculum Frameworks to identify and develop a variety of teaching strategies and curricular adaptations to meet the needs of diverse learners with a range of disabilities as specified in the I.E.P.
ESPED 7101: Collaboration and Consultation
Overview of consulting models, staff development, and program evaluation strategies. Development of effective interpersonal communication skills in working with teachers, outside agencies, and families of students from a diversity of backgrounds will be emphasized. The resource teacher's roles and responsibilities as a professional and as a collaborative consultant will be explored. Use of additional services and community resources will be addressed.
ESPED 6124: Nondiscriminatory Assessment and Educational Programming
This course will familiarize students with principles of nondiscriminatory assessment for monolingual and bilingual students with mild to moderate special needs. Standardized forms of educational assessment are the primary focus of study. Basic measurement statistics provided as well as practice with the administration, scoring and interpretation of commonly used standardized instruments and procedures. Current issues in the field of testing and evaluation of school age students will be explored. Course participants will create an assessment portfolio on a case study student and become familiar with the legal process and requirements of Individual Educational Plan (IEP)
SEVERE SPECIAL EDUCATION - Immediate need for Instructors
ESPED 5116: Curriculum Frameworks and Inclusive Strategies
This course is designed for students in the Teacher of Students with Severe Disabilities Program. It will introduce and review the Massachusetts Curriculum Frameworks in the content areas so students are familiar with the Frameworks. Students will work with the frameworks in developing adaptations and modifications for children with significant disabilities. Technology -- both high-tech and low-tech -- adaptations will be introduced. A focus on collaboration with classroom teachers to support included students in the general curriculum is included, as well as adapting the Frameworks for students in highly specialized schools for students with severe disabilities.
ESPED 6107: Assessment and Educational Planning: Severe Special Needs
A graduate level seminar that examines a variety of assessment tools and strategies for use with individuals with intensive special needs. This course will explore formal and informal assessment procedures used with children and adults who manifest various low incidence disabilities. Emphasis will be placed on informal and environmental assessment procedures that translate into functional curriculum. The course will also explore Whole Life Planning and how it relates to the planning and transitioning of students from school to the adult system of service delivery.
ESPED 5113: Functional Curriculum and Educational Planning: Severe Special Needs
Reviews curriculum content areas for students with intensive special needs, techniques to develop skills in functional domains and also covers intervention in the motor, emotional, applied academics and transition areas. Introduces IEPs and Individualized Transition Plans. Covers theories of active learning and supporting learners of all ages (3-22) in integrated settings.
ESPED 6119:Technology in Communication and Curriculum
Course reviews field of communication (verbal and augmentative), language development and literacy for students with moderate and severely handicapping conditions. Connections between reading, writing and communications are explored. Computer-assisted communication and instruction, adaptive devices, software and dedicated communication devices are introduced. Instructional methods, designs, planning and adaptations for students with a wide range of abilities and needs are implemented. This is a literacy/communication skills/social skills-based instructional methods and materials course for children with intensive special needs.
ESPED 6127: Literacy and Numeracy for Children with Significant Special Needs
This course is designed to help teachers develop, adapt, and implement literacy and numeracy curriculum and assessment for students with intensive special needs. Students will learn methods and procedures of effectively teaching the core concepts of comprehensive literacy and numeracy instruction.
MATHEMATICS - (Regional - Taught in the State of MA only)
Mathematics as a Second Language
This course is foundational for all the other courses. The theme of this course is understanding algebra and arithmetic through constructs of English language grammar. The objective of the course is to provide a solid conceptual understanding of the operations of arithmetic, as well as the interrelationships among arithmetic, algebra, and geometry. Topics include arithmetic vs. algebra; solving equations; place value and the history of counting; processes and inverse processes; the geometry of multiplication; the properties of exponents; the binomial theorem and Pascal's triangle; the many faces of division; the arithmetic of fractions; the geometry of division; rational vs. irrational numbers; the one-dimensional geometry of real numbers; and manipulatives vs. abstract thinking.
Introduction to Number Theory
This course introduces teachers to the branch of mathematics known as number theory, in which one studies properties of positive integers with respect to the operations of multiplication and division. Emphasis in this course is placed on the mathematical content of number theory and on how number theory is taught in elementary and middle school. Particular attention is given to student learning of number theory in these grades. Topics include the division algorithm, properties of prime and composite numbers, the sieve of Eratosthenes as a way of understanding distributions of primes and composites, the infinitude of primes, the fundamental theorem of arithmetic, properties of the greatest common factor and methods of computing the greatest common factor including the Euclidean algorithm, properties of least common multiples, use of base ten and expanded notation, writing numbers and computing in different bases, and arithmetic progressions.
Functions and Algebra
This course builds upon the prior course Mathematics as a Second Language and Number Theory. Participants will obtain a deep understanding of the concept of a function, utilize functions in problem solving, appreciate the pervasiveness of the function idea throughout the K-12 mathematics curriculum as well as everyday life, and engage in a variety of problem solving activities that relate directly to the K-8 mathematics classroom. Topics include functions, graphs, composite functions and inverse functions, linear functions, the algebra and geometry of straight lines, solving systems of linear equations, and an introduction to nonlinear functions including absolute value, the squaring function, and the exponential function with base 2.
Geometry and Measurement
This course develops the subject of polygonal geometry through explorations using the geoboard, dynamic geometry software with applications to problem solving. Since it is difficult to separate geometry from measurement, the theory of measurement (length, area, volume), with application to problem solving will be woven throughout the course. The use of the apothem as a means of finding the area of a polygon will be included in the exploration of area. Application of the Pythagorean Theorem will be integral to some of the problem solving since participants first saw it in Mathematics as a Second Language. Participants will be engaged in completing geometric proofs which will include use of logic statements, Euclidean Proofs, and mathematical arguments. The course will investigate properties of circles including inscribed angles, tangents, chords, area. Right triangle trigonometry will be introduced in this course and further developed in Trigonometry and Algebra II.
Trigonometry and Algebra II
This course builds upon the prior courses Geometry and Measurement and Functions and Algebra to further develop the subject of trigonometry from the perspective of the middle level mathematics classroom. Topics include the trigonometric functions and their graphs, the equation of the circle, unit circle, the number Pi, radian measure, and applications to measurement, wave motion, and problem solving. The second part of the course continues the study of algebra, and includes the study of quadratic functions, parabolas, higher order polynomial functions, exponential functions, and related problem solving.
Probability and Introduction to Statistics
This course introduces teachers to experimental and theoretical probability; dependent and independent events; conditional probability; binomial probability distribution; and introduces some concepts of game theory. Attention is given to collecting and organizing experimental probability data with emphasis on probability trees, Venn diagrams, and contingency tables. In the second part of the course participants will examine types of data and develop appropriate data collection instruments, data organization systems as well as visual and numerical data representation. Throughout the course the participants will engage in a variety of problem solving activities and examine how to relate the material to the K-8 mathematics classroom.
Statistics and Data Analysis
This course builds upon prior course Probability and Introduction to Statistics to further develop the ideas of measures of central tendency and variability; the binomial and normal distribution; the central limit theorem; summary statistics for qualitative and quantitative data; measures of relationship between qualitative and quantitative variables; statistical inference from sample data to larger populations, including estimation of population parameters and hypothesis testing; and critical analysis of research articles related to teaching and learning mathematics.
Conceptual Calculus
This course builds upon prior courses in arithmetic, algebra, and geometry. It is designed to introduce teachers to the branch of mathematics known as calculus in a way that relates calculus to the mathematics taught in middle school. Topics include the idea of a limit, the role limits play in K-8 mathematics, and the concept of instantaneous change and the derivative. Course goals include reinforcing and extending arithmetic, algebra, and geometry knowledge and skills through problem solving involving calculus, and empowering teachers with a deep understanding of how capability in K-6 arithmetic and algebra is foundational for success in higher-level mathematics.
Calculus for Middle School Teachers, II
This course continues the study of calculus and its relationship to the K-8 classroom. Topics include infinite series, calculation of area, the definite integral, and the Fundamental Theorem of Calculus - all viewed from the perspective of the middle school classroom teacher. Course goals include reinforcing and extending arithmetic, algebra, and geometry knowledge and skills through problem solving involving calculus, and empowering teachers with a deep understanding of how capability in K-8 arithmetic and algebra is foundational for success in higher level mathematics.
EARLY CHILDHOOD EDUCATION - (Regional - Taught in the State of MA only)
EEDUC 5120 Young Children with Special Needs (Regional)
This course examines concepts relating to young children ages 3-7, at risk for or exhibiting developmental delays or mild to moderate disabilities. It focuses on the identification, assessment, diagnosis and referral of young children with special needs. Class participants will analyze and reflect upon inclusive strategies for classroom structure and curricular/instructional accommodations and modifications. Strategies for collaborating with families with young children with special needs will also be addressed.
EEDUC 5130 Integrated Curriculum in Early Childhood: Science, and Health (Regional)
Young children learn about their world in an integrated, exploratory way. Their understanding of the world continuously changes with the interaction between their development and the quality of these experiences. This course focuses on helping the pre-service teacher develop skills and intuitions in creating a rich learning environment for young students in the areas of mathematics, science, and technology.
EEDUC 5131: Developmental Learning
This course is designed to help teachers understand the principles of developmental learning, physical knowledge, symbolic thinking, language development, social and moral development and their implications for teaching practice. An understanding of principles of developmental learning will be presented both through readings and through direct observation of children's play, language, and social interactions.
EEDUC 5139 Learning Mathematics in Early Childhood (Regional)
This course is designed to develop knowledge of content and pedagogy that are essential for teaching mathematics in schools. Assessment strategies, adaptations for special needs, and classroom management are all addressed. The "big ideas" and how they develop and become represented is a strong emphasis.
EEDUC 6138 Current Issues and Controversies in the Early Childhood Profession (Regional)
This course explores current and sometimes controversial topics related to the process of young children's development and learning. Consistent foci of course, however, are assessment leadership in early care and education, and advocacy efforts to develop and support quality programs within the early childhood profession.
EEDUC 6139 Dimensions of Learning Through Play (Regional)
How does one define play? What are the debates about the relationship of play to children's learning, to the development of meaning and creativity, Pre-K-2? Are there variations in play across cultures, between typically developing children and those with disabilities, and between genders? This course will examine theory and research, which will help us explore these and other questions.
EEDUC 6143 Early Childhood Curriculum: Topics in Science and Health (Regional)
Students build upon theory and practice of teaching math, science, and health through planning and implementation of integrated curriculum. Adaptation for all learners, assessment as a tool for improved teaching, and empowering children to be successful problem solvers and investigators will be emphasized. Student-designed curriculum will reflect developmentally appropriate practices. Additionally, students will identify their own strengths and define personal goals for designing science and health experiences and facilitating young children's learning.
LANGUAGE AND LITERACY
EEDUC 5104 Literature for Children and Young Adults
This survey of children's books from preschool through the adolescent years identifies the characteristic of the various literary genres, develops criteria for evaluating children's books, fosters an awareness and nurtures a consideration of how the developmental and diverse cultural needs of children affect their responses to literature, and shares strategies for integrating literature across the curriculum for enjoyment, learning, and classroom reading instruction.
EEDUC 5121 (National): Literacy: Integration of the Language Arts
This course presents fundamental principles of elementary reading and language arts. Focus is on students understanding the interrelationship of reading, writing, listening, and speaking. Students become knowledgeable about current materials, instructional strategies, and classroom-based assessment for emergent reading, beginning reading, and fluent reading.
EEDUC 6001 (National): Teaching of Writing (K-12)
Explores a variety of strategies and approaches to teaching writing in elementary and secondary school. Topics include: writing process, writing across the curriculum, reading/writing connections, writing to learn, integrating technology, assessing growth in writing, and classroom management techniques.
EEDUC 6032 Exploring Nonfiction for the Elementary and Middle School Classroom
Utilizing children's literature as its required reading, this specialized course closely examines the often overlooked genre of nonfiction and its rich potential for integration across K-8 curricula. This in-depth study emphasizes developing critical skills for evaluation, analyzing various types of nonfiction books, highlighting notable creators in the field, and sharing strategies that increase nonfiction reading and comprehension, as well as techniques for the researching and writing of nonfiction within the classroom setting.
EEDUC 6039 Meeting the Standards: Phonics Teaching in the Reading and Writing Classroom
The course is designed to develop an in-depth understanding of the current role of phonics in learning to read and write. This course will include an update of current issues and research findings regarding exemplary word study and phonics instruction for reading and writing. Topics will include planning for effective mini-lessons, assessing student competencies, designing word study centers, using word sorting to develop reading and spelling strategies, teaching for word analysis in guided reading, and using a comprehensive spelling systems.
EEDUC 6101 (National): Content Area Reading, Writing, and Study Skills (4-12)
Reading curriculum is studied with emphasis on comprehension, content area reading, study skills, and readers with diverse needs in the upper elementary, middle school, and high school.
EEDUC 6102 Language and Literacy: Development and Diversity
Examines issues in language development and language use applied to literacy development, discourse in classrooms and cultures, and language and learning disabilities.
EEDUC 6120 First and Second Language Acquisition
This course concerns the nature of language acquisition with special attention to the nature of second language acquisition in a multilingual, multicultural context. It addresses socio-psycholinguistic processes, language variations and linguistic diversity in relation to oral and written languages and the process of emergent literacy. The educational implications for all students in U.S. society, including those who are English Language Learners, are considered throughout. Current theories, research and pedagogy related to language and literacy are examined, including the connections between culture and language, the relationship between home and school language and the nature of bilingualism, bi-literacy, and bi-cultural experience.
INTERDISCIPLINARY STUDIES
EAGSR 8102 Interdisciplinary Seminar I
This seminar includes lectures and discussions by faculty, visiting faculty, and participants concerning advanced professional roles. The focus of the seminar is the teaching/therapy interface and how it affects each advanced professional in the human service field.
EAGSR 8104 Interdisciplinary Seminar II
Participants in this seminar examine the political, economic, and sociocultural forces that impact upon and shape the roles of professionals within institutions of social change. The seminar is structured around the consideration of a select number of critical issues and controversies surrounding professional work within institutions of social change. Presentations by invited professional practitioners supplement seminar readings and discussions.
CONTINUING EDUCATION OPPORTUNITIES
The Lesley's Continuing Education Programs called The Lesley Seminars (www.lesley.edu/ce/) provide unique learning opportunities that enable participants to gain new knowledge and skills, and to fulfill personal and professional goals. They focus on writing, the arts, professional development, and special thematic learning experiences, and are offered in the spring, summer, and fall semesters. Course and workshops are distinguished by:
- Gifted and supportive faculty that are experts in their fields
- Critique classes that provide opportunities to learn about and practice craft and the creative process
- Varied educational formats, including credit courses in which non-credit students are welcome, non-credit courses, and workshops
- Students who consistently rate the learning experience as excellent or outstanding
If you are interested in offering a course or workshop as part of the Seminars, contact Joyce Wadlington, Director of Continuing Education at 617-349-8298 or jwadling@lesley.edu.
TEACHING, LEARNING AND LEADERSHIP DIVISION OPPORTUNITIES
The Teaching, Learning, and Leadership (TLL) Division is one of five administrative divisions in the School of Education. Currently, the Division includes five programs that lead to teacher licensure in Massachusetts and the faculty whose academic expertise supports those programs. Each program has a faculty member who serves as Program Director. The majority of programs in the Division lead to the M.Ed. degree with or without Massachusetts initial or professional licensure. Several also lead to Certificates of Advanced Graduate Study (CAGS). The Division is also involved in early efforts to gain approvals to license or certify teachers in states other than Massachusetts. Programs are offered on-campus in a traditional format, in intensive weekend cohorts at the regional and national level, and online.
In 2005-2006 the Division enrolled about 1500 matriculated students, as well as approximately 200 students whose majors were undeclared. The Division employs sixteen full-time faculty, 4 part-time faculty and approximately one hundred adjuncts. In addition, three full-time Program Assistants and one and a half full-time Student Academic Advisors are assigned to the Division.
Please scroll down to read about our current opportunities in our TLL Division.
Student Enrollments by Program (Spring 2006):
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Early Childhood - 160
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Elementary - 639
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Middle - 160
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Leadership - 30
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Special Education - 300
HOW TO APPLY
APPLICATION PROCESS: Please email a letter of application and resume, together with the names, addresses, telephone numbers and email addresses of three current references to the applicable person and email as indicated below each position description.
ALL POSITIONS STARTING DATE: July 2007 (unless otherwise noted)
SALARY: Commensurate with experience and qualifications.
APPLICATION DEADLINE: Applications emailed by December 31, 2006 will receive full consideration. Applications will continue to be accepted until the position is filled.
Program Director: Elementary School Programs (IMMEDIATE)
This is a 12-month, full-time faculty appointment (9 workload units) with administrative responsibilities. Applicant must qualify for Assistant or Associate Professor. RESPONSIBILITIES: The successful Program Director will: (a) teach or supervise student teachers for 4 to 9 of workload units, based on current size of program; (b)coordinate the development of course and program offerings; (c) maintain the academic integrity and quality of the programs;(d) support the work of core faculty in the programs; (e) coordinate recruitment, orientation, training, and evaluation of adjunct faculty; (f) identify, supervise and coordinate work of course mentors; (g) project and plan for program enrollment; (h) monitor changes in licensure requirements; and (i) establish professional liaisons with other colleges, professional organizations, and the public. REQUIREMENTS: Earned doctorate or other terminal degree from an accredited institution, specializing in an area related to elementary school education; a record of effective teaching, including 3+ years experience in teaching K-6; requisite scholarly record to warrant appointment at the assistant or associate professor rank. Must travel and teach at regional and national program sites. Applicants should provide evidence of professional commitment to programs that emphasize preparing teachers to teach culturally, linguistically, and academically diverse students with and without disabilities, and on the integration of technology into curriculum and teaching.
Please send letter of application, resume and three current references to William Stokes at wstokes@lesley.edu
Assistant or Associate Professor of Mathematics: Elementary Education Program
This is a 10-month, full-time appointment (7 workload units). RESPONSIBILITIES: Teach and develop both traditional semester-long and intensive weekend graduate-level courses in Mathematics content, and methods at the Elementary and Middle School levels; advise graduate students; collaborate with colleagues on program and school-wide projects. REQUIREMENTS: Earned doctorate or other terminal degree from an accredited institution in mathematics or mathematics education; a record of effective teaching, including 3+ years experience in mathematics teaching K-8 or 5-12; requisite scholarly record to warrant appointment at the assistant or associate professor rank. Must travel and teach at regional and national program sites. Applicants should provide evidence of professional commitment to programs that emphasize preparing teachers to teach culturally, linguistically, and academically diverse students with and without disabilities, and on the integration of technology into curriculum and teaching.
Please send letter of application, resume and three current references to Anne Collins at acollin8@lesley.edu or Carol Ziegler at cziegler@lesley.edu
TESOL/BILINGUAL EDUCATION
Culturally Responsive Instruction: The Cultures of New Mexico
This course sets the foundation for creating meaningful and relevant teaching and learning for culturally and linguistically diverse students. Legal issues and a historical perspective are used to examine the student's civil rights and the ways that prejudice, culture, language diversity and socioeconomic factors influence the student's academic success or lack of it within the current system and under the current policies. The cultures of NM are studied and used in planning, and cultivating, culturally responsive instruction, positive cultural identity in the family and community relations. intercultural communication at the local, national and international level is addressed. Participants write their own cultural and linguistic autobiography, identify and utilize cultural resources in the community and plan to actively involve linguistically diverse families in the school environment.
Essential Linguistics: What Every Teacher Needs to Know About Language
This course takes a practical approach to the study of linguistics and of English as a new language with implications for teaching ESL, reading, writing, spelling, phonics and grammar in monolingual contexts. The basic nature of language, first language acquisition, language variation, language change, and the relations of language to society and culture are explored. The course focuses on the development of linguistic foundational knowledge such as elements such as phonology, morphology, syntax and pragmatics that informs planning for teaching first or second language. Structural and semantic difference between the student's first and English as a new language are examined and used in planning for leaving. Teachers are introduced to the development of their own Professional Development Dossier (Phase I) which is a state requirement.
First and Second Language Acquisition and Literacy Development - (Massachusetts ONLY)
This course focuses on first and second language acquisition theories, research and practice with special attention to the nature of second language learning in a multilingual, multicultural context. It addresses socio-psycholinguistic processes, language variations and linguistic diversity in relation to oral and written languages and the implications for all students in the process of emergent literacy in US schools. A primary focus of this course is on the development of effective culturally responsive language learning strategies, methods for listening, speaking, reading and writing mathematics, social studies, science, art, music and physical education in two or more languages. TESOL standards (2006) are used in lesson planning and valuation of second language. Instructional materials including realia and a variety of media are also used.
Cooperative Learning and Universal Design in the TESOL/Bilingual Classroom
The merger of Cooperative learning principles and structures of Universal Design is the focus of this course. These principles are used to enhance the learning opportunities of all CLD students with and without exceptionalities. Emphasis is placed on classroom management skills that are designed to establish a caring, inclusive, safe and linguistically and culturally rich community of learners where students take intellectual risks and continue to develop critical thinking skills. Emotional intelligence in the Bilingual and TESOL classroom are explored. A collaborative multimedia project is required.
Teaching English to Speakers of Other Languages: Literacy and Literature
This is a hands-on course dedicated to using outcome-based TESOL standards in multilingual/multicultural contexts for teaching reading, writing and spelling in English to CLD students who are at different levels of English proficiency level and cultural diversity of students in a classroom that fosters critical thinking skills and respect for all. Participants are expected to read, evaluate and use a variety of K-8 children's literature and to learn to continuously assess and adjust their own language usage in the classroom in order to maximize student comprehension and verbal participation.
Classroom Inquiry and Response to Intervention in the Age of Standards
This course is designed to equip teachers with the essential knowledge and skills to access, analyze, evaluate and apply current research to the education of students both with and without disabilities who are from linguistically and culturally diverse backgrounds. Central issues in this course are using content and performance standards, learning how to learn and how to ask essential questions. Response to intervention is introduced and used in connection with action research methodology to improve learning possibilities. Exceptionalities in learning and ways to access resources and facilitate inclusive learning for all students are introduced. Preparation of the Professional Development Dossier Phase II is also introduced.
Teaching English to Speakers of Other Languages: Content Areas
This course explores various approaches to using classroom inquiry, small and large group projects, and community involvement in order to integrate the subject area content of the state frameworks with TESOL standards. Issues of group development such as inclusion, influence, cultural identity, community, structure, and mediation that support achievement are addressed. Through simulation and analysis, students deepen their understanding of the underlying structure and process of each of the content disciplines in English as a new language and their relationship to the native language.
Assessment for Equity and Inclusion of ELLs: Linguistic/Cultural Differences & Disabilities
Appropriate assessment is essential to understanding and documenting standards-based learning and the process of distinguishing learning disabilities from the language differences. Second language proficiency assessment is the primary focus of this course. Participants gain the skills to administer language assessments, monitor progress, interpret results, and incorporate them into instruction. Potential linguistic and cultural biases in assessment instruments including biases standardized tests are analyzed. Students are required to practice with alternative assessment measures including portfolio and authentic assessments.
Technology and Innovation in the Multilingual Classroom
This is a hands-on course that examines ways to explore, evaluate and use different technologies to enhance learning of a new language including applications, tools, educational software, and assorted documentation for culturally and linguistically diverse students. It focuses on ways to acquire and use culturally relevant information and materials from the community for developing curriculum content and instructional materials with a variety of media. Change and innovation in the language learning classroom are cornerstones of this course along with the use of different media in connecting the classroom with the wider community. Students are required to develop a multimedia project around essential questions in culturally responsive second language learning.
Action Research and Seminar: TESOL
This is the cap stone course that concerns the education of English language learners/language-minority children in New Mexico and in the United States. Participants complete the professional development dossier that they began in the second course of the program. The course will end with a mini-conference featuring the work of each TESOL endorsement candidate.
Critical Issues in Teaching & Learning
The course examines the history, theories, models, research, curriculum standards and prototypes of bilingual and English as a second language programs and their effects on learning. It also reviews the current trends and legal issues concerning the education of language-minority children in New Mexico and in the United States. Emphasis is placed on collaboration and engagement with culturally diverse families, the community and other education professional. Participants lead a seminar in one of the topics and develop a plan for change in their classroom, community, education in general or in the world. Pro-active strategies for reducing the achievement gap are discussed and participants are required to write a ten-page proposal to seek funding for a project of their choice related to effective learning in bilingual education. Teachers are introduced to the development of their own Professional Development Dossier (Phase I) which is a state requirement.
Teaching Biliteracy and Multilingual/Multicultural Literature
This is a practical course in teaching 'Learning to read' and 'reading to learn' in a dual language context with a focus on reading, writing and spelling through the native language and the transfer to English. Highly engaging and culturally responsive learning strategies will be used such as oral traditions and collaboration. The positive role of language and dialectal language varieties are incorporated and the student's funds of language and cultural knowledge are seen as the essence of literacy instruction. Identification of biases and deficiencies in existing children's literature and development of strategies to modify the curriculum to better address students' linguistic, cultural and developmental needs in the language other than English are addressed. Students create a digital book in a native language.
Teaching the Content Areas in the Bilingual Classroom
this course explores various approaches to using classroom inquiry, small and large group projects, and community involvement to address the subject are content of the state frameworks applied to the native language. Issues of group development such as inclusion, influence, cultural identity, community, structure, and mediation that support achievement are addressed. Through simulation and analysis, students deepen their understanding of the underlying structure and process of each of the content disciplines as the foundation to accessing academic achievement in English as a new language.
Action Research and Seminar: Bilingual
This is a cap stone course concerning learning bilingually and the education of language-minority children in New Mexico and in the United States. Participants complete a bilingual professional development dossier that they began in the second course of the program. The course will end with a mini-conference featuring the work of each Bilingual endorsement candidate.
FULL TIME FACULTY POSITIONS
If you are interested in applying for an Adjunct Faculty position, please send a letter of interest and a resume to: hirefac@lesley.edu.
Director for Education Leadership Programs (July 1, 2008)
This is a 12-month, full-time faculty appointment (9 workload units) with administrative responsibilities. Applicant must qualify for Assistant or Associate Professor. The successful Program Director will a) teach or supervise administrator candidates for 4 or 9 workload units; b) coordinate the development of course and programs offerings for the principal, supervisor/director and special education administrator licensure programs, and collaborate on the leadership doctoral program; c) maintain the academic integrity and quality of programs; d) support the work of core faculty in the programs; e) coordinate recruitment, orientation, training, and evaluation of adjunct faculty; f) identify, supervise and coordinate work of course mentors; g) project and plan for program enrollment; h) monitor changes in licensure requirements; and i) establish professional liaisons with other colleges, professional organizations, and the public.
Candidate must have an earned doctorate or other terminal degree from an accredited institution, specializing in an area related to educational administration; a record of effective experience in a role such as principal, assistant principal, curriculum director, or special education director; 3+ years teaching in public education; requisite scholarly record to warrant appointment at the assistant or associate professor rank. Must be willing to travel and teach at regional and national program sites. Preference will be given to candidates who have successfully led schools with culturally, linguistically, and academically diverse students with and without disabilities, have developed school curricula that fully integrate technology; and/or have substantial experience leading mathematics or science initiatives.
Program Director for Elementary School Programs
This is a 12-month, full-time faculty appointment (9 workload units) with administrative responsibilities. Applicant must qualify for Assistant or Associate Professor. The successful Program Director will a) teach or supervise administrator candidates for 4 or 9 workload units; b) coordinate the development of course and programs offerings; c) maintain the academic integrity and quality of programs; d) support the work of core faculty in the programs; e) coordinate recruitment, orientation, training, and evaluation of adjunct faculty; f) identify, supervise and coordinate work of course mentors; g) project and plan for program enrollment; h) monitor changes in licensure requirements; and i) establish professional liaisons with other colleges, professional organizations, and the public.
Candidate must have an earned doctorate or other terminal degree from an accredited institution, specializing in an area related to elementary education, a record of effective teaching, including 3+ years teaching in K-6; requisite scholarly record to warrant appointment at the assistant or associate professor rank. Must travel and teach at regional and national program sites. Successful graduate education teaching experience and work in a leadership role in an elementary school such as principal, assistant principal, curriculum director is a plus. Preference will be given to candidates who have developed programs that prepare teachers to teach culturally, linguistically, and academically diverse students with and without disabilities, and/or have developed school programs that integrate technology into curriculum and teaching at the elementary level, and/or have substantial experience leading mathematics or science.
Assistant or Associate Professor, Language and Literacy Division
This is a 9-month, full-time faculty appointment (7 workload units). Applicant must qualify for Assistant or Associate Professor. The successful candidate will a) teach or supervise student teachers for 7 of 7 workload units; b) advise students in the literacy programs; c) contribute to the division at scheduled division meetings; d) represent the Division at School and University committees; e) maintain a record of scholarship.
Candidate must have an earned doctorate or other terminal degree from an accredited institution, a record of effective teaching at the college level, and successful experience in teaching P-12 (preferably in grades 3-8); expertise in literacy assessment, experience teaching content area reading and writing courses, and field-based or clinical experiences; requisite scholarly record to warrant appointment at the assistant or associate professor rank. Must travel and teach at regional and national program sites. Applicants should provide evidence of professional commitment to programs that emphasize preparing teachers to teach culturally, linguistically, and academically diverse students with and without disabilities, and on the integration of technology into curriculum and teaching.
Assistant or Associate Professor in Special Education (July 1, 2008)
This is a 12-month, full-time faculty appointment. The successful candidate will a) teach or supervise student teachers for 9 of 9 workload units; b) advise students in the special education programs; c) contribute to the division at scheduled division meetings; d) represent the program at School and University committees; e) maintain a record of scholarship.
Candidate must have an earned doctorate from a regionally accredited institution in Special Education or closely related field; at least 3 years successful teaching at P-12 level; expertise in mild/moderate disabilities; knowledge of/experience with teacher induction; requisite scholarly record to warrant appointment at the assistant or associate professor rank. Preference will be given to candidates who show knowledge and skills in evidence-based practices in one or more of the following areas: behavior management; math and/or science; technology for individuals with moderate disabilities; formative and summative assessment; or special education leadership. Candidates should show a readiness to participate in school/university partnerships for purposes of research and teacher preparation. Applicants should provide evidence of attention to culturally and linguistically diverse students and of integrating technology into teaching. A current teaching license in Special Education would be highly desirable. Must travel and teach at regional and national program sites.
Director - Program Evaluation and Research Group
The Program Evaluation and Research Group (PERG), a nationally recognized Center affiliated with Lesley University School of Education, seeks an accomplished and dynamic researcher/evaluator as its new Director. Founded in 1976, PERG has carried out over 600 program evaluations and research studies in both formal and informal educational settings. Principal clients include states, colleges, school districts, museums, foundations, and arts organizations implementing projects funded by agencies such as the National Science Foundation, the National Endowment for the Humanities, the US Department of Education, the commonwealth of Massachusetts, the Massachusetts Cultural Council, and the American Association for State and Local History.
The successful Director will provide overall leadership for PERG. S/he will promote the growth of the organization by working with the staff to generate contracts for evaluation and grants for research. S/he is responsible for increasing PERG's visibility nationally, cultivating client relationships, and for the administrative and financial oversight of a multi-million dollar budget and a current staff of 15. S/he works with the Provost and Deans of the University to create linkages with the various schools, extending opportunities for graduate study, which can benefit from the working knowledge of the PERG staff.
Candidates must have an earned terminal degree in Educational Research or a related field; Demonstrated success with both qualitative and quantitative methodologies; Demonstrated record as a Principal Investigator on an array of evaluation projects including projects related to school reform; Scholarly publication commensurate with appointment at the associate or professor rank; Demonstrated success at receiving competitive grants or evaluation projects; Advanced knowledge and skill in grants management; demonstrated ability to lead, support, collaborate with, and mentor staff within small to medium- sized organizations.
SUMMER COMPASS PROGRAM
Mentor Teacher Position - Summer Compass Program
Set-up week: June 30 – July 3, 2008
Program dates: July 7 – August 15, 2008
From approximately 7:45am to 3:45pm, Monday-Friday
The Summer Compass program is an academic summer program with a recreational component for Cambridge Public School students. The students selected for the program range from pre-kindergarten to grade six and represent a wide range of abilities and talents as well as cultural and linguistic diversity.
A team consisting of a mentor teacher and 1-3 student teachers staffs each inclusive classroom of approximately 25 students. The mentor teacher models effective classroom practices while providing training and supervision to student teachers. Teaching teams create their own unique environments using activity-based thematic instruction.
The Compass program is committed to the principles of inclusion and the mentoring model. The challenge and professional growth opportunities of Compass may be the perfect way to spend your summer!
We invite you and your colleagues to apply for a paid position as a Mentor Teacher! Please send your current resume to:
Kim Childs
Lesley University, School of Education
29 Everett St., Cambridge, MA 02138
(or via email to kchilds@lesley.edu)
You may also view and apply for the job at: www.lesley.edu/hr/postings.html.
Qualifications Needed:
* 5 years of teaching experience
* Master's Degree
* Certification in Early Childhood, Elementary, and/or Special Needs
(PreK -8 or 5-12)
Prior experience supervising student teachers, classroom assistants, and/or mentoring first year teachers is desirable. In addition to a salary, mentors receive a full tuition voucher good for a 3 credit Lesley course. Please feel free to call us if you have any questions at 617-349-8399.
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