Teaching Professor of Literacy (Open Rank, Teaching Track)

Position Type Full-time, in-person, non-tenure eligible, promotion eligible (Assistant Teaching Professor / Associate Teaching Professor / Teaching Professor). Rank at appointment will be commensurate with qualifications and experience. Overview The Isabelle Farrington College of Education & Human Development (FCEHD) at Sacred Heart University invites applications from qualified candidates for a full-time, 9‑month, teaching faculty position (open rank) in the graduate literacy programs (MED & 6th year). The successful candidate will join the faculty in the department of Teacher Education. This position has an anticipated start date of Fall 2026. The successful candidate will be responsible for teaching, advising, and engaging in service activities aligned with the university’s commitment to social justice. There is also an opportunity for literacy program director responsibilities. Primary Responsibilities Teaching & Advising : Teach undergraduate and graduate‑level courses primarily in the MED and 6th year literacy programs, which also can lead to CT certification as a Reading/Language Arts Specialist and Reading/Language Arts Consultant. Advise and mentor students through their academic journey, including clinical experiences. Service : Participate in department, college, and university service activities, including curriculum development, program assessment, and community engagement initiatives. Campus Engagement : While the graduate literacy programs are fully online, this position requires on‑campus engagement in Fairfield, Connecticut, for activities such as faculty meetings, program development, and in‑person student interactions. Required Qualifications Doctorate (Ph.D. or Ed.D.) in Literacy Education, Reading Education, Curriculum & Instruction (Literacy emphasis), or a closely related field. Demonstrated successful PK–12 teaching experience. Demonstrated expertise in the Science of Reading and structured literacy practices. Experience with literacy assessment, intervention design, and multi-tiered systems of support (MTSS). Experience teaching graduate‑level courses – fully online, synchronous and asynchronous. Demonstrated ability to develop and revise online courses aligned with state standards and national professions organizations. Experience supervising clinical/practicum experiences in educational settings. Preferred Qualifications Reading Specialist or Advanced Literacy certification. Demonstrated program leadership in literacy programs #J-18808-Ljbffr The Chronicle Of Higher Education, Inc.