Description
SUNY Cortland Literacy Department invites applications for multiple tenure-track, Assistant Professor of Literacy Education positions in the Literacy Department beginning Fall 2026. This position seeks to recruit three (3) exceptional scholars with a record of commitment to the academic success of historically underserved groups of students and engagement in scholarly activity and service at the intersection of education, anti-racism, diversity, equity, inclusion, and social justice.
Tenure-track faculty contribute to the University’s values of inclusive excellence through outstanding teaching, research and/or scholarship, service to the department and college, and by providing academic advisement and mentoring to/for all students. Faculty are expected to maintain a routine presence on campus to support our Campus Values of Focusing on the Students, Integrity, and Intellectual Life and serve our Campus Priorities of Academic Excellence, Transformational Education, Well-being, and the Maximization of Resources.
Major Responsibilities: Prepare and teach undergraduate and graduate literacy courses in both face-to-face and online environments within the following areas of specialization: early literacy; writing instruction and assessment; evidence-based and theoretically-supported literacy instruction (e.g., culturally responsive-sustaining education, science of reading); literacy intervention and working with populations who need more intensive support with literacy-learning, like multilingual learners and students with disabilities; methods of literacy assessment; assessment and instruction of writing; literacy leadership and policy; digital literacy; and theoretical models and processes of literacy instruction, develop, engage in, and maintain an active and productive research agenda, and provide service to the department, school, university, community, and profession.
Requirements
Required Qualifications: An earned doctorate in Literacy Education or a related field. Doctoral candidates who are “all but dissertation” (ABD) may be considered with a definite finish date within the first year of appointment confirmed by letter from the dissertation chair, experience related to addressing the literacy needs of all children, including those from culturally and linguistically diverse backgrounds, and evidence of scholarly activity, including research-based publications and/or presentations.
Preferred Qualifications: Expertise in early literacy and/or writing instruction and assessment, at least three years teaching experience in P-12 schools, including teaching reading and/or writing, evidence in engaging in professional leadership, with particular attention to diversity, equity and inclusion initiatives, experience supporting students with increased literacy needs and/or experience as a literacy professional (e.g., interventionist, specialist, coach), experience with online teaching and learning, evidence of effective communication and interpersonal skills, and experience working with colleagues and P-12 teachers to promote literacy education.
Knowledge, Skills & Abilities: Knowledge of evidence-based literacy instruction (e.g., culturally responsive-sustaining education, science of reading) at the elementary and/or secondary level(s), knowledge of literacy intervention and working with populations who need more intensive support with literacy-learning, like multilingual learners and students with disabilities, cultural competence and commitment to promoting diversity, equity, and Inclusion as part of anticipated career trajectory, ability to develop and maintain an active and productive research agenda (e.g., peer-reviewed publications, conference presentations, book chapters, etc.), and the ability to engage in a variety of college and professional service activities (e.g., committee work, faculty governance, school-university partnerships, etc.).
