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Association canadienne des professeures et professeurs d'université

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Assistant Professor in Educational Leadership and Policy Studies

McGill University

Assistant Professor in Educational Leadership and Policy Studies in Post-16 and Higher Education

The Department of Integrated Studies in Education (DISE) is in the midst of an exciting period of growth and renewal. DISE faculty members, students, and staff contribute to the continual process of improving the quality of schools and other educational organizations as they seek to better understand, shape, and sustain the ecologies of learning relationships within and beyond them. Our community understands education to be fundamentally anchored in relation - relation to others, to ideas, to society, to the environment, to local and global needs and issues, to places and their histories, and to oneself. The ability to understand policy, legal frameworks and organizational systems is a foundational element of educational leadership anchored in relation. Leaders work within policy and legal contexts as well as work to change them.

DISE is seeking a scholar who understands the intersection of policy and human relationships—focusing specifically on higher education policies and practices and the ways in which those systems affect groups and individuals. The individual should be a dynamic scholar/practitioner, experienced educator, and collaborative colleague for a full-time tenure track position in Educational Leadership and Policy Studies in Post-16 and Higher Education.

Academic duties include (i) teaching graduate and undergraduate courses, supervising individual students, and assessment of student work); (ii) research and other original scholarly activities, as well as professional activities that contribute to a larger discourse; and (iii) other contributions to the University and scholarly communities.

Qualifications, Knowledge, & Skills: Applicants should hold a Ph.D. degree at the time of taking up the appointment. Applicants within one year of completing their doctoral degree may be considered. Fluency in English is required; fluency in French is an asset. A successful candidate will be able to:

• draw on a broad range of theoretical perspectives and leadership models (e.g., CRT and other critical theories, critical policy studies, transformational and servant leadership models, appreciative inquiry, change theory, etc.) to develop potential lines of scholarship
• understand the roles of educational leaders in promoting systems that center students' and families' funds of knowledge in ways that promote culturally sustaining pedagogies, as well as socially just educational paradigms,
• demonstrate research expertise on how policies and/or practices that disrupt the production of educational inequalities with respect to race, economic disadvantage, language status, disability, or other factors in producing educational inequalities
• teach educational leadership and policy courses including, but not limited to, areas such as higher education administration, higher education policy, qualitative/mixed-methods research, district leadership, P-16 education pipelines, policy analysis, theories of administration, and online/distance education.
• engage in constructive problem-solving, collegial decision making and a positive work culture
• communicate effectively with faculty and staff within the college, university, and diverse campus and community/education constituencies
• promote diversity of thought and inclusion among students, within the faculty and staff, and in the curriculum


Applicants for this position should submit:

1. a letter of application outlining their experience with and knowledge of the above-described needs
2. a detailed academic curriculum vitae including the names and contact information for three referees
3. a teaching philosophy statement that clearly articulates the applicant’s commitment to equity, diversity, inclusion, and decolonization
4. a research philosophy statement including the applicant’s methodological and theoretical expertise most relevant to this position
5. Two recent peer-reviewed journal articles, preferable as lead or sole author, published in a scholarly academic journal
6. A complete set of course evaluations (including numeric and anecdotal comments) from a course at the graduate level preferably in educational leadership and policy studies

Materials should be submitted electronically via McGill’s Workday portal. Applications submitted via email will not be accepted. This position will be open until August 11, 2022. The start date for the position is January 02, 2023. The review of applications will commence on August 15, 2022. Inquiries concerning this position can be made to the Chair of the department, Dr. Lisa Starr (chair.dise@mcgill.ca), or Administrative Officer, Sharlene Baksh (Sharlene.baksh@mcgill.ca).

Applications should be submitted via Workday at: https://mcgill.wd3.myworkdayjobs.com/McGill_Careers/job/Education-Building/Assistant-Professor_JR0000023843

All qualified applicants are encouraged to apply; however, in accordance with Canadian Immigration requirements, Canadians and permanent residents will be given priority. For more information regarding the position or to learn more about McGill, the Faculty, and the department please visit http://www.mcgill.ca/education and http://www.mcgill.ca/dise/

Commitment to Equity and Diversity

McGill University is committed to equity and diversity within its community and values academic rigour and excellence. We welcome and encourage applications from racialized persons/visible minorities, women, Indigenous persons, persons with disabilities, ethnic minorities, and persons of minority sexual orientations and gender identities, as well as from all qualified candidates with the skills and knowledge to engage productively with diverse communities.

At McGill, research that reflects diverse intellectual traditions, methodologies, and modes of dissemination and translation is valued and encouraged. Candidates are invited to demonstrate their research impact both within and across academic disciplines and in other sectors, such as government, communities, or industry.

McGill further recognizes and fairly considers the impact of leaves (e.g., family care or health-related) that may contribute to career interruptions or slowdowns. Candidates are encouraged to signal any leave that affected productivity, or that may have had an effect on their career path. This information will be considered to ensure the equitable assessment of the candidate’s record.

McGill implements an employment equity program and encourages members of designated equity groups to self-identify. It further seeks to ensure the equitable treatment and full inclusion of persons with disabilities by striving for the implementation of universal design principles transversally, across all facets of the University community, and through accommodation policies and procedures. Persons with disabilities who anticipate needing accommodations for any part of the application process may contact, in confidence, the Chair of the search committee.

All qualified applicants are encouraged to apply; however, in accordance with Canadian immigration requirements, Canadians and permanent residents will be given priority.

Université McGill University | Éducation | DISE
3700, McTavish | Montréal (Québec) Canada H3A 1Y2 Tel : 514.398.4527