The School of Education seeks to establish a pool of qualified applicants for future, part-time appointments as adjunct professors of Reading/Literacy education. The School of Education has several openings for temporary, part-time, non-tenure track lecturer position. Lecturers are limited to two courses per term. This will be a semester-by-semester appointment, with the possibility of renewal. This temporary Lecturer pool is anticipated to remain continuously active through May 31, 2018.
Teaching assignments may fluctuate and are contingent upon the schedule of courses offered each term, the required number of student enrollments in your tentatively scheduled course(s), and budget availability. Courses are not guaranteed; however, the Department does its best to give ample notice about available courses and potential course cancellations.
Responsibilities include equipping students with the required skill set, facilitating classroom discussions, assessing student performance and preparing students to be successful leaders in their chosen profession. Additionally, holding office hours and assisting students as needed is required.
The Education Program seeks applicants with expertise and experience in the following areas:
Courses for which we are currently seeking lecturers:
EDC 400 (Fall 2017): Literacy Development I
This course focuses on language and literacy development for diverse learners from preschool to elementary school, including English language learners. The processes involved in reading and writing development, using children's literature in support of literacy development and approaches to teaching reading and writing will be explored. This course emphasizes writing literacy case studies, as well as writing regular reflections to connect field observations to course concepts.
EDU 300 (Fall 2017) Reading, Writing and Children’s Literature in the Elementary School
This course emphasizes strategies for teaching reading, writing, and literature to all children in a multicultural setting. Students will learn contemporary, evidence-based strategies for teaching literacy, including encoding and decoding skills, comprehension, vocabulary, writing and independent reading. Writer’s workshop, discussion, fostering motivation to read, and the role of literacy assessment in differentiating instruction will be emphasized. Through writing and revision, students will learn to express themselves effectively as future professionals.
EEC 207 (Fall 2017) Supporting Dual Language Learners and Their Families in Early Childhood
By taking this course, early educators will learn how to support dual language learners in early childhood settings. Through in-depth written projects, field-based observations and classroom activities and discussions, students will develop the capacity to effectively communicate with linguistically and culturally diverse families, support dual language development, assess the learning needs of young children who are still learning English, and design developmentally appropriate instruction that promotes dual language and literacy development. Strategies for communicating and collaborating with limited or non-English speaking families and for supporting children’s home languages will also be addressed.
Special Instructions to Applicants:
Salem State University is an equal opportunity / affirmative action employer. Persons of color, women and persons with disabilities are strongly urged to apply.