About this role
Job title: Tenure-track Assistant/Associate Professor, Curriculum and Instruction (Mathematics Education / Science Education)
Job Summary
The Division of Education and Counseling at Xavier University of Louisiana invites applications for a tenure-track faculty position in Curriculum and Instruction at the rank of Assistant or Associate Professor, with a specialization in mathematics education, science education, or as a generalist who can teach in both areas. The successful candidate will strengthen STEM teacher preparation through teaching, clinical supervision, scholarship, and collaboration with K-12 schools and University partners.
We seek a collaborative faculty member committed to preparing teachers for diverse learners and high-need urban schools, advancing educational equity, and supporting the recruitment, retention, and success of teacher candidates. The successful candidate will contribute to state and national program accreditation and continuous improvement efforts by gathering and analyzing assessment data, contributing to self-studies and reports, and aligning curriculum and clinical experiences with applicable state and national expectations. The faculty member will also work with local school districts and state partners to support candidate credentialing and program improvement.
The department is particularly interested in candidates with experience supporting the success of students from diverse educational, cultural, and socioeconomic backgrounds, including those served by HBCUs. Successful candidates will demonstrate a commitment to fostering inclusive learning environments, reducing barriers to student achievement, and advancing student engagement, persistence, and academic success for all learners.
Job Duties
Teach and continuously improve undergraduate and graduate courses in Curriculum and Instruction, including mathematics education, science education, STEM education, and related teacher-preparation areas, consistent with the faculty member’s teaching capabilities and program needs. Develop and deliver instruction in face-to-face and hybrid formats and align instruction with Louisiana student standards, teacher-certification requirements, and relevant professional standards. Demonstrate and apply knowledge of the Next Generation Science Standards (NGSS), National Council of Teachers of Mathematics (NCTM) standards, and standards and guidance of the National Science Teaching Association (NSTA) in curriculum, instruction, assessment, and teacher preparation. Integrate evidence-based, inquiry-driven, and culturally responsive pedagogy that connects mathematics and science learning to students’ cultural backgrounds, community knowledge, and real-world experiences. Develop candidates’ ability to analyze assessment data and differentiate instruction. Advise and mentor teacher candidates and provide discipline-specific supervision and feedback during field experiences, student teaching, and residency experiences. Develop and maintain an active research agenda in mathematics education, science education, STEM equity, teacher preparation, or related areas, resulting in scholarly publications and professional presentations and involving students when appropriate. Pursue external funding as Principal Investigator or Co-Principal Investigator and develop collaborative research and grant proposals with faculty in STEM and related disciplines. Strengthen K-12 school and community partnerships through clinical supervision, teacher professional development, coaching, and collaborative research. Collaborate with pre-college and K-12 STEM pipeline programs and faculty in mathematics, physics, computer science, chemistry, biology, and related disciplines. Contribute to curriculum and program development and STEM-focused recruitment and retention initiatives, including pathways into teaching in high-need certification areas. Assist with state and national accreditation, assessment, candidate credentialing, data review, and continuous program improvement activities. Provide service and leadership to Curriculum and Instruction, the Division of Education and Counseling, the University, the profession, and local K-12 educational partnerships.
The teaching load is 12 credit hours per semester and may be reduced when teaching hours are funded by a grant.
About the Department
Education is one of Xavier’s oldest areas of professional preparation, tracing its roots to a teacher-training Normal School established in 1917, before the University’s college was established in 1925. Today, Curriculum and Instruction continues this tradition as one of three programs within the Division of Education and Counseling, alongside Educational Leadership and Counseling.
Curriculum and Instruction offers undergraduate teacher-preparation programs, the Master of Arts in Curriculum and Instruction, and the Master of Arts in Teaching, with pathways supporting elementary, middle, secondary, and all-level teaching and special education. Guided by the Division’s mission to prepare reflective professionals who serve as collaborative change agents toward a more just and humane society, the program prepares educators to meet the needs of diverse learners. The faculty member will advance this mission by strengthening mathematics and science teacher preparation, clinical practice, and partnerships with K–12 schools.
Minimum Qualifications
An earned Ph.D. in Curriculum and Instruction or a related field, with an emphasis in teaching and learning and preparation in mathematics education, science education, and/or as a generalist able to teach across mathematics and science education. Demonstrated ability to teach undergraduate and graduate courses in Curriculum and Instruction, including mathematics education, science education, STEM education, and related teacher-preparation areas. Demonstrated knowledge of the Next Generation Science Standards (NGSS), National Council of Teachers of Mathematics (NCTM) standards, and standards and guidance of the National Science Teaching Association (NSTA), with the ability to apply relevant standards to curriculum, instruction, assessment, and teacher preparation. Demonstrated potential for excellence in advising, mentoring, and supervising teacher candidates in field experiences, student teaching, residency experiences, or other clinical settings. Ability to collaborate effectively with K–12 schools, school districts, community partners, faculty, and other stakeholders to strengthen teacher preparation and clinical experiences. Ability to contribute to curriculum and program development, assessment, accreditation, candidate credentialing, data review, and continuous program improvement. Commitment to recruiting, preparing, supporting, and retaining teacher candidates for mathematics, science, STEM, and other high-need certification areas. Commitment to culturally responsive teaching, educational equity, and the preparation of educators to serve diverse learners and communities. Strong communication, organizational, research, and analytical skills, with the ability to work effectively both independently and collaboratively. Demonstrated potential for excellence in teaching, advising, mentoring, and supervising teacher candidates, including students at HBCUs and students from diverse backgrounds. Ability to develop and maintain an independent research agenda that produces scholarly publications and supports the pursuit of external funding. Commitment to culturally responsive teaching, educational equity, and preparing teachers for diverse learners and high-need schools. Ability to contribute to program development and work collaboratively with faculty, school partners, and community stakeholders. Strong research and analytical skills, effective communication and presentation skills, and the ability to work independently and collaboratively. Write and Speak English proficiently.
Preferred Qualifications
Successful experience teaching undergraduate and/or graduate courses in mathematics or science methods, STEM pedagogy, curriculum and instruction, or related areas; Experience supervising field experiences, student teaching, or residency and providing discipline-specific feedback to teacher candidates; Experience with inquiry-driven STEM instruction, culturally responsive and urban education, educational technology, and the use of assessment data to support diverse learners; A record of scholarship that complements faculty expertise and advances mathematics/science education, STEM equity, teacher preparation, or community-engaged research; Experience developing grant proposals, securing external funding, or participating in interdisciplinary research collaborations; Experience building K–12 partnerships, providing professional development or coaching for practicing teachers, or collaborating with pre-college STEM programs; Experience recruiting and retaining undergraduate and graduate students from diverse backgrounds, particularly candidates interested in STEM and other