Teachers College, Columbia University

Position Title/Short Description

Full Text of JOE Listing:

Position: The program in Education Policy at Teachers College, Columbia University is seeking a scholar with expertise in the quantitative analysis of education policies and programs. Rank and disciplinary focus are open. We are interested in promising young scholars as well as established faculty who wish to work in an engaging academic, professional, and social environment, with world-class students in a world-class city. We are particularly interested in scholars whose research examines policies related to: 1) teacher preparation, teacher labor markets, and school and teacher accountability systems; 2) non-instructional policies that are meant to influence educational processes, and/or; 3) non-school factors that may be associated with students' social and academic outcomes.

The Education Policy program is housed within the Department of Education Policy and Social Analysis (EPSA), which also includes the programs in Economics and Education, Politics and Education, and Sociology and Education. Faculty and students work closely and collaboratively across programs. The Department's 16 faculty draw upon multiple disciplinary perspectives, including law, sociology, economics, and political science, to explore education policies and practices across the pre-K to higher education spectrum. Outside of the institution, our faculty and students also benefit from the rich cultural, policy, and intellectual environment of New York City.

Responsibilities: Teach graduate courses in education policy and applied quantitative research methods. Maintain an active research and publications profile. Advise masters and doctoral students, and participate in program administration and development activities. Work collegially with students and faculty from other EPSA programs and find and build upon common research and intellectual interests.

Qualifications: Earned doctorate in education, economics, sociology or related field with a demonstrated focus on quantitative analysis; evidence of scholarly accomplishments and likelihood of future productivity; promise or history of external research support. Candidates who are able to teach introductory quantitative methods courses focused on policy analysis and/or more advanced courses in causal and multilevel modeling and other econometric techniques are particularly desirable.