Posting Summary

Nationally ranked among US News & World Report’s Best Education Graduate Schools, Rutgers Graduate School of Education is part of New Jersey’s flagship public research university.Committed to advancing excellence and equity in education, the Graduate School of Education (GSE) at Rutgers University–New Brunswick seeks outstanding scholars to join the school and to help advance our three thematic strategic plan priority areas of diversity, equity, and social justice, STEM in education, and effective teaching and learning. Accordingly, we seek an outstanding scholar at the rank of Assistant/Associate Professor in Reading/Literacy Education to join the program in Literacy and Reading Education within the Department of Learning and Teaching and the GSE’s award-winning Urban Social Justice Teacher Education program.The scholar filling this position will conduct a research, publication and grant agenda that advances Rutgers Graduate School of Education’s pursuit of Advancing Excellence and Equity in Education. The ideal candidate will demonstrate scholarly productivity by publishing in peer-reviewed journals, securing external research support, presenting at national and international scholarly conferences, and engaging actively in professional organizations for literacy education; contribute to the growth of teacher preparation, advanced licensure programs, and doctoral programs; participate in program development and innovation; and develop and teach courses in topics related to literacy education.Specifically, we seek a dynamic tenured or tenure-track scholar with a research agenda focused on reading in Pre K-12 classrooms, with a preference for a candidate with expertise on assessment. The successful candidate will be able to teach courses on reading instruction to a diverse range of students, including multilingual students and special needs students, and covering topics involving equity, assessment, and diagnosis in their instruction. Candidates with experience and expertise in reading assessment, individualized instruction, and/or evidence-based reading/writing instruction that reflects innovative and current practices addressing educational equity and access are encouraged to apply. The ideal candidate will have a demonstrated history of working in and with schools and/or community-based organizations that serve a broad range of communities and a strong commitment to equity-centered teaching, scholarship, and service.The successful candidate’s teaching and programmatic responsibilities will be primarily in CAEP accredited advanced licensure programs designed for experienced teachers becoming reading specialists, supervisors, coaches, and interventionists at the MA, Ed.D. and Ph.D. levels, with some responsibility within the GSE’s Award-Winning Urban, Social Justice Teacher Education program. This work requires participation in national CAEP program accreditation, state regulatory processes, and outreach to schools and other partner organizations. The successful candidate will also be expected to contribute to the innovation and growth of these programs. Position Status Full Time Posting Number 25FA0888 Posting Open Date 09/25/2025 Posting Close Date Qualifications Minimum Education and Experience Applicants are required to have earned a doctoral degree from an accredited major research university with a specialization in reading or literacy. Successful candidates must also possess an emerging (Assistant Professor) or demonstrated (Associate Professor) record of scholarship and publishing in reading/literacy education including presenting at professional conferences and pursuing external research support. The ideal candidate will have experience and expertise in teacher education and the preparation of educators who can create cultures of literacy through understanding and honoring diverse literacy repertoires in and out of the classroom. Additionally, the successful candidate must demonstrate the capacity and interest in pursuing a research and publication agenda that supports the GSE’s mission to expand educational opportunity, strengthen community engagement, and improve outcomes for underserved populations, particularly in urban education contexts. We maintain a deep commitment to culturally sustaining literacy and reading pedagogies, ensuring literacy instruction is responsive to academic, linguistic, cultural, and socio-emotional diversity.

The candidate should also have practical experience in supporting the developmental process of reading in Pre K-12 classrooms and clinical settings with children from a wide range of backgrounds, including those who have been systematically underserved by schools and those with learning disabilities.

Our School and University strongly encourage applications from individuals who are members of groups that have been and still are underrepresented in university faculty positions.

Salary will be commensurate with qualifications and experience.

Additional Minimum Qualifications for Associate Professor Level

Candidates seeking appointment at the rank of Associate Professor must have a demonstrated record of scholarly excellence and accomplishments along with teaching, supervision and advising experience that merit appointment at this rank with tenure. Certifications/Licenses Required Knowledge, Skills, and Abilities A doctoral degree from an accredited major research university with a specialization in reading or literacy. Preferred Qualifications Equipment Utilized Computer, fax, copier Physical Demands and Work Environment Sitting for extended periods of time. Overview Rutgers, The State University of New Jersey, is a leading national research university and the state of New Jersey’s preeminent, comprehensive public institution of higher education. We are the region’s most high-profile public research institution and a leading national research center with global impact.

Chartered in 1766 as Queen’s College in New Brunswick, New Jersey, Rutgers University is the eighth oldest higher education institution in the United States, a land-grant university, and a member of the Association of American Universities, the Big Ten® Conference, and the Big Ten Academic Alliance. More than 69,000 students and 22,500 faculty and staff learn, work and serve the public at Rutgers locations across New Jersey and around the world. Rutgers includes Rutgers University-New Brunswick, Rutgers Biomedical and Health Sciences, Rutgers University-Newark, and Rutgers University-Camden. Rutgers comprises 33 schools and colleges and is home to more than 300 research centers and institutes. The University is dedicated to teaching that meets the highest standards of excellence; to conducting research that breaks new ground; and to providing services, solutions, and clinical care that help individuals and the local, national, and global communities where they live. Statement Rutgers University–New Brunswick took root more than 250 years ago. We are the state’s most comprehensive intellectual resource—the flagship of Rutgers, The State University of New Jersey, as designated by the Association of American Universities. We are the region’s most high-profile public research institution and a leading national research university with a global impact. Rutgers–New Brunswick also engages in community initiatives, new and small business development, and serves as a policy resource across New Jersey.

Today, Rutgers–New Brunswick is among the top 25 public national universities in the United States as ranked by US News & World Report. With over 50,000 students and approximately 10,000 faculty and staff, Rutgers–New Brunswick is a vibrant academic community committed to the highest standards of teaching, research, and service.

We educate New Jersey’s future leaders. With 17 schools and colleges, Rutgers–New Brunswick offers over 100 undergraduate majors and more than 200 graduate and professional degree programs. The university’s more than 500,000 living alumni are making a difference in all 50 states and on six continents.

Rutgers, The State University of New Jersey is an Affirmative Action/Equal Opportunity Employer and a NSF ADVANCE Institution.