Established in 1986, The Johns Hopkins University School of Education Center for Technology in Education is a nationally recognized authority on educational technology. CTE's mission is to improve the quality of life for all young children and students with disabilities by promoting effective uses of assistive, instructional, and leadership technologies. CTE is a dynamic, entrepreneurial organization that develops new, research-based products and methods for use in birth-K educational environments.
The Johns Hopkins University School of Education Center for Technology in Education (CTE) is recruiting two full-time Research Scientist Faculty/Program Coordinators for Preschool Special Education Professional Development, to provide leadership in developing, implementing, disseminating, and evaluating professional development programs for initiatives conducted by the JHU CTE in collaboration with state departments of education and local early childhood programs. The primary responsibilities of this position are a) to design instructional strategies, materials and tools for young children, including those withdisabilities three-five years of age that are aligned with an early childhood comprehensive assessment system, and b) to design, build, deliver, and evaluate online professional development for early childhood teachers, preschool special education teachers, and care providers. The successful candidate will develop and deliver high quality online and face-to face professional development (PD) for CTE's early childhood initiatives. Initially, this candidate will be an integral part of designing instructional and assessment models as well as developing and implementing professional development for CTE's early learning initiatives.
Specific responsibilities include: a) collaborating to develop evidence-based strategies, materials, and tools for young children, including children with disabilities, and teachers to assist in the state-wide deployment and effective use of an early childhood assessment system; b) applying contemporary research, theory, and effective practice in building instructional programs that promote inclusive practices; (c) designing and delivering online professional development for large-scale program implementation; (d) providing leadership and expertise to ensure that adult learning experiences meet the unique needs of varied early childhood audiences; (e) conducting research and evaluation of CTE's early childhood instructional/assessment models and professional development programs; and (f) communicating with a range of audiences including state, local, and private agency leaders, early childcare staff, families and community stakeholders, and the broader research field.