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.
Hold doctoral degree in early childhood special education, early childhood education, child development, or a related field
Is self-directed with a teamwork orientation
Able to problem-solve and find solutions to technical and training challenges
Able to work independently in a fast-paced environment and successfully meet project deadlines
Able to communicate effectively
Possess knowledge and skills in:
Early childhood pedagogy, including classroom organization and management and inclusive practices
Assessment strategies for making high quality, data-informed instructional decisions
Professional development approaches, theories of adult learning, and strategies for teachers, families, and caregivers of young children
Developing and delivering high quality PD experiences
Effective oral and written communication
Evidence of at least five years of experience that includes:
Early child care, preschool special education, and/or kindergarten, with supervisory experience preferred
Designing instructional materials and strategies for young children
Leadership and professional service in early childhood education, including early childhood special education
Instructional design and technology integration for teaching adults
Online learning and collaborative online learning communities preferred
Awareness and preferable experience in understanding and meeting the needs of all learners and their staff and caregivers; including children with special needs, children living in poverty, and children from diverse cultures and backgrounds
Excellent presentation and communication skills
Submit letter of interest and current CV, referencing Assistant Research Scientist/Program Coordinator, Early Childhood Education Content and Professional Development. Application materials can be uploaded via this link: apply.interfolio.com/38905.
Johns Hopkins University remains committed to its founding principle, that education for all students should be grounded in exploration and discovery. Hopkins students are challenged not just to learn but also to advance learning itself. Critical thinking, problem solving, creativity, and entrepreneurship are all encouraged and nourished in this unique educational environment. After more than 130... years, Johns Hopkins remains a world leader in both teaching and research. Faculty members and their research colleagues at the university's Applied Physics Laboratory have each year since 1979 won Johns Hopkins more federal research and development funding than any other university. The university has nine academic divisions and campuses throughout the Baltimore-Washington area. The Krieger School of Arts and Sciences, the Whiting School of Engineering, the School of Education and the Carey Business School are based at the Homewood campus in northern Baltimore. The schools of Medicine, Public Health, and Nursing share a campus in east Baltimore with The Johns Hopkins Hospital. The Peabody Institute, a leading professional school of music, is located on Mount Vernon Place in downtown Baltimore. The Paul H. Nitze School of Advanced International Studies is located in Washington's Dupont Circle area.