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Position Details

Academic Personnel

Assistant Teaching Professor, Early Learning Programs

Position Overview

School / Campus / College: College of Education

Organization: College of Education

Title: Assistant Teaching Professor, Early Learning Programs

Position Details

Position Description

The College of Education at the University of Washington is seeking an innovative early learning educator to teach in our Early Learning Programs -- Early Childhood and Family Studies (on campus) and Early Care and Education (online). These programs prepare undergraduates for a variety of careers in areas that benefit children (Birth – 8), families, and communities including teaching in early learning environments, conducting research, and working in state agencies. The Early Learning Programs, Assistant Teaching Professor will team with faculty, staff, and community partners in ongoing program development and instruction using a deep knowledge of the subject area of early learning and families and will demonstrate a commitment to the values set forth in the NAEYC’s Advancing Equity in Early Childhood Education Position Statement. The successful candidate will join with faculty in the College who share a strong commitment to justice in education and society and building partnerships with Black, Indigenous, and other People of Color (BIPOC) in addressing issues of linguicism, anti-Black racism, anti-Indigeneity, queer justice and ableism. Positive factors for consideration include, but are not limited to, expertise in early elementary math and science instruction (P-3); experience working with multilingual communities and families; and experience coaching and supervising early educators.


This position will carry the non-tenure rank of Assistant Teaching Professor and is a three-year, 9-month position at 100% FTE with two paid months of summer available based on curricular need. Renewal of this appointment will be considered in the second year of the appointment.


Primary responsibilities include:


  1. Serve as a member of the ECFS and ECE program development teams striving to make meaningful connections between university and field experiences to promote the College of Education’s mission of bettering the lives of young children and their families.
  2. Develop and teach campus and online foundational, including methods courses in the area of early learning.
  3. Collaborate with the Experiential Learning Coordinator to cultivate partnerships with university or community organizations to link theory with practice and build shared capacity to do justice and equity work together.
  4. Participate in the ongoing evaluation of anti-racist and decolonizing practices of the ECFS and ECE programs and the link between classroom and applied opportunities to practice content.
  5. Work with the ECFS and ECE advisers and analytics specialists to provide candidate support structures and processes for monitoring student progress through the program that support the College’s efforts to diversify the early childhood educator workforce.
  6. Participate in undergraduate events to promote the mission of the college and the Undergraduate programs.


The UW College of Education, the nation’s No. 6-ranked public school of education, dedicates its resources to making excellent education a daily reality for all students and is committed to solving real-world educational challenges and closing opportunity gaps. Members of the College maintain a set of active partnerships with more than 300 educational institutions in the region, state, and nation—schools, school districts, community-based organizations, informal educational institutions, and professional organizations. Our College’s mission leads us to invest in recruiting colleagues who demonstrate experience with, knowledge of, and a commitment to working with culturally diverse and minoritized communities to address pressing educational challenges and foster a more just and caring society. University of Washington faculty engage in teaching, research and service. The University of Washington is committed to building a vibrant environment for American Indian and Indigenous Studies. Our growing infrastructure includes the Department of American Indian Studies; the Indigenous Wellness Research Institute; the Intellectual House, a longhouse-style facility opened in 2015; the Burke Museum’s Bill Holm Center for the Study of Northwest Indian Art; and the newly developing Center for American Indian and Indigenous Studies. 


All candidates must have an earned doctorate or foreign equivalent in education or related field, by the date of appointment, with a strong emphasis on early childhood education, family studies, child development or a related field preferred. Successful candidates will have a minimum of two years of early elementary or preschool teaching experience, preferably in settings serving racially, socioeconomically, and culturally diverse communities.




Applications should include

  1. A detailed letter describing qualifications for the position, including academic preparation and experience
  2. Curriculum vitae
  3. The names and contact information of 3 individuals who can serve as references (Please do not send letters of recommendation at this time; the College of Education will request letters for all semi-finalists)
  4. A one-page statement of teaching philosophy

Applicants are encouraged to describe in their cover letter and demonstrate throughout their materials how their scholarship, teaching, service, and/or mentoring contribute to antiracism, decolonization, or social justice.

Please submit applications electronically to Interfolio at The committee will begin reviewing applications on February 1, 2021. The position will remain open until filled. This position is expected to commence September 16, 2021 or as negotiated with the successful candidate. Please send queries about this position to Dr. Lynn Dietrich, Director of Undergraduate Programs, at

Search members include: Nancy Hertzog (search chair),; Teddi Beam-Conroy,; Mary Clevenger-Bright,; Lynn Dietrich,; Miriam Packard,; Soojin Oh Park,; Kaixin Li,

To learn more about the University of Washington ( and the College of Education (, our mission and goals, research and outreach activities, faculty, and academic programs, please visit us on the web.

Equal Employment Opportunity Statement

University of Washington is an affirmative action and equal opportunity employer. All
qualified applicants will receive consideration for employment without regard to race, color, creed,
religion, national origin, sex, sexual orientation, marital status, pregnancy, genetic information,
gender identity or expression, age, disability, or protected veteran status.

Apply now

The University of Washington is using Interfolio's Faculty Search to conduct this search. Applicants to this position receive a free Dossier account and can send all application materials, including confidential letters of recommendation, free of charge.

For help signing up, accessing your account, or submitting your application, please check out Interfolio's help and support section or get in touch via email at or phone at (877)997-8807.

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Please see the Title IX website to learn more about how to report or make a formal complaint of sex discrimination, sexual harassment, or other sexual misconduct. You will also find information about supportive measures and the grievance procedures that are utilized for complaints of sexual harassment and other sexual misconduct. Students and employees have access to support measures and resources, whether or not they choose to make a complaint.

Office of the Title IX Coordinator

Valery Richardson, Title IX Coordinator
Mags Aleks, Deputy Title IX Coordinator
4311 11th Ave NE Seattle, WA 98105

Commitment to Diversity

The University of Washington is committed to building diversity among its faculty, librarian,
staff, and student communities, and articulates that commitment in the UW Diversity Blueprint
( Additionally, the University’s Faculty Code
recognizes faculty efforts in research, teaching and/or service that address diversity and equal
opportunity as important contributions to a faculty member’s academic profile and
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