Clinical Assistant Professor in Special Education Position Available In Knox, Tennessee

Clinical Assistant Professor in Special Education
Employer
The University of Tennessee, Knoxville Theory and Practice in Teacher Education
Location
Knoxville, Tennessee
Salary
Salary is competitive and commensurate with experience and qualifications.
Date posted
Apr 1, 2025
View more categories The College of Education, Health, and Human Sciences is a multidisciplinary unit comprised of seven departments. The Department of Theory and Practice in Teacher Education, the College’s largest department, offers undergraduate and graduate programs of study that lead to initial teacher licensure in many areas as well as undergraduate programs in educational interpreting and audiology/speech pathology and advanced programs in special education, school psychology, educational psychology, applied behavior analysis, and others. Graduate education programs prepare master’s students, educational specialists, and doctoral students for careers in research, teaching, and leadership in research universities, teaching colleges, school districts, and other educational settings. Special education faculty conduct rigorous research on academic, behavioral, communication, and functional skills and interventions; assessment; and teacher preparation and professional development. Faculty members are committed to preparing educators and allied professionals for effective and engaging practice in high need urban and rural communities.

Position:

The College of Education, Health and Human Sciences at The University of Tennessee is seeking a Clinical Assistant Professor for a position in special education in the Department of Theory and Practice in Teacher Education. We seek a new faculty member to join an active research and teaching community focused on the preparation of teachers and allied professionals in meeting the needs of students with disabilities or academic or behavioral difficulties. Salary is competitive and commensurate with experience and qualifications. The position begins August 2025. The successful candidate will join an active, collaborative, and interdisciplinary faculty committed to improving public education and educational supports for individuals with disabilities through exemplary research, teaching, and service.

Required qualifications include:

(1) an earned doctoral degree in Special Education or highly related field (ABD candidates will be considered); (2) substantial experience of successful teaching of students with disabilities (preferably in public school settings; K-12); (3) professional experiences and education/training related to current research and practice on teaching and intervention for students with disabilities or academic or behavioral difficulties; (4) successful experience or demonstrated potential in college teaching and advising and providing field supervision of preservice special education teachers; (5) effective communication and interpersonal skills; and (6) evidence of ability to work within a collaborative team.

Desired qualifications include:

(1) specific expertise in research- and evidence-based instruction and intervention for one or more populations of students with disabilities; (2) three or more years of experience teaching or providing interventions for children and youth with disabilities in grades K-12; (3) experience collaborating with other personnel in educational settings to support students/individuals with disabilities; (4) a Board Certified Behavior Analyst with willingness and potential to contribute to teaching, supervision, and/or coordination for a graduate-level program in applied behavior analysis; and (5) successful experience or demonstrated potential for professional research, scholarship, or creative activity.

Responsibilities include:

(1) teaching undergraduate and graduate courses focused on special education procedures and evidence- and research-based instruction and intervention for students with disabilities or academic or behavioral difficulties; (2) supervising the applied work of preservice and in-service teachers in diverse school settings and/or preservice behavior analysts in educational settings; (3) working with a team of faculty in developing, delivering, and evaluating undergraduate and graduate courses and special education and related programs; (4) developing collaborative relationships with local schools, teachers, community members, or clinicians; (5) providing service and leadership to the university, to local/state national/international professional organizations, and to the community; (6) fulfilling advising and administrative duties/service as required by the program, department, college, and the university; and (7) developing and administering teacher preparation or other grant-funded training programs.