Postdoctoral Position in Developing Adult Capacity to Help Children Attain Early Literacy
Two Postdoctoral Positions in Developing Adult Capacity to Help Children Attain Early Literacy
Harvard Graduate School of Education
The Harvard University Graduate School of Education seeks to fill two postdoctoral fellowships on developing adult capacity to help children attain early literacy. The focus of these postdoctoral fellowships is to aid with developing, implementing, and studying learning experiences that lead to behavioral changes in adults who will assist children in reading by the end of third grade. An aspect of this initiative will involve community outreach to parents in low socioeconomic situations, designing community-based adult learning models that are scalable, affordable, and sustainable. One fellowship will center on building capacity in K-3 teachers and elementary school administrators; the other will center on building capacity in parents and caregivers. The learning these adults experience is a means to the end-goal of behavioral change.
The postdoctoral fellows appointed will receive mentorship and training in a number of areas. Their orientation will include an overview of all related research being conducted by the team of researchers leading the project. Career counseling will be provided, as will guidance on the preparation of manuscripts, conference presentations, and grant proposals. The principal investigators will help each postdoctoral fellow to develop a professional network valuable for attaining a position once the fellowship has concluded.
Candidates must have an earned doctoral degree in an appropriate discipline prior to starting the appointment. Successful applicants will have a demonstrated ability to engage in creative design-based research in adult capacity building related to learning and behavioral change, as well as a detailed knowledge of the United States educational system. The responsibilities of the position include working as part of a collaborative team with faculty and advanced graduate students at the Harvard Graduate School of Education and at MIT on the development of and research on engaging adult learning experiences involving 1) knowledge about early literacy and 2) the sustained, effective use of tools and interventions to aid children in reading by the end of third grade.
Essential attributes for this position include: experience and scholarship in the creative design of technology-enhanced professional learning, training, or development, OR experience and scholarship in the creative design of technology-enhanced informal learning and capacity building in parents and caregivers.
Desirable attributes for this position include: background in andragogy, background in early literacy, background in technology-enhanced education, experience in fostering adult behavioral change, experience with elementary education, experience with parental informal learning and community-based learning, and experience with technological supports for developing and maintaining online and blended learning communities.
The appointment will begin as soon as possible (no later than June 2018) and would run for one year, with a second year possible contingent on performance.
Application review will begin on February 1, 2018 and will continue until the position is filled. Applicants should submit a CV and letter of application.
If you have any questions, please contact the Office of Faculty Affairs at 617-496-4080.
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We are an equal opportunity employer and all qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability status, protected veteran status, or any other characteristic protected by law.
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Applicant Documents Required Documents
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