Sessional Lecturer - LHA1042H - School Leadership in Diverse Contexts

University of Toronto; Toronto; Presencial; CAD 12.000 - 18.000; A tiempo parcial

Descripción de la vacante

University of Toronto in Toronto, Ontario, invites applications for a Sessional Lecturer in School Leadership in Diverse Contexts. The role focuses on administration, leadership, and anti-racist practices in diverse educational settings. Candidates should have a doctorate and a record of teaching, including online delivery.

Responsibilities include preparing and delivering a graduate half-course, mentoring students, and assessing work with constructive feedback. Closing date: 2026-11-13.

Formación

• Doctoral degree in Education Leadership and Policy is required.
• Demonstrated scholarship in Educational Leadership and Policy and the course subject area.
• Professional advocacy or knowledge mobilization experience in PK-12 Educational Leadership and Policy.
• Successful post-secondary teaching experience and a track record of online/asynchronous teaching, preferably on Canvas/Quercus.

Responsabilidades

• Prepare, organize, and lead the graduate half course.
• Be available to students seeking assistance between classes.
• Evaluate student work and provide feedback.

Conocimientos

Teaching experience

Online teaching

Curriculum delivery

Educación

Doctorate in Education Leadership and Policy

Herramientas

Canvas/Quercus

Descripción del empleo

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Sessional Lecturer - LHA1042H - School Leadership in Diverse Contexts

Date Posted: 10/22/2026
Faculty/Division: OISE
Department: Dept of Leadership, Higher & Adult Educ.
Campus:St. George (Downtown Toronto)

Description:

Course number and title: LHA1042H - School Leadership in Diverse Contexts

This course is designed to acquaint students with the practices and issues associated with administration, organization, and leadership in educational organizations with culturally diverse student populations. Students will have the opportunity to critically analyse and appraise the practices and issues involved in the administration and leadership of such schools. They will also have the chance to probe and clarify their own conceptions of, and attitudes toward, multiethnic and anti-racist education generally and leadership in such school organizations specifically, in ways that will assist them with their own administrative practices.

Sessional dates of appointment:

January 1, 2027 to April 30, 2027

Candidates must hold a doctorate in Education Leadership and Policy; have a demonstrated record of scholarship in the field of Educational Leadership and Policy and the subject area of the course; have professional, advocacy, and/or knowledge mobilization experience in the area of PK-12 Educational Leadership and Policy; and have successful post-secondary teaching experience and a successful track record of teaching online and asynchronously, preferably using Canvas/Quercus.

Preferred Qualifications:

Experience teaching graduate-level courses. Experience teaching in the subject area of the course.

Description of duties:

Prepare, organize, and lead this graduate half course; be available to students seeking assistance between classes; and evaluate student work and provide students with feedback.

Pay for half course, vacation pay included:

Please note that should rates stipulated in the collective agreement vary from rates stated in this posting, the rates stated in the collective agreement shall prevail.

Closing Date:11/13/2026, 11:59PM EDT
**

This job is posted in accordance with the CUPE 3902 Unit 3 Collective Agreement.

It is understood that some announcements of vacancies are tentative, pending final course determinations and enrolment. Should rates stipulated in the collective agreement vary from rates stated in this posting, the rates stated in the collective agreement shall prevail.

Preference in hiring is given to qualified individuals advanced to the rank of Sessional Lecturer II or Sessional Lecturer III in accordance with Article 14:12 of the CUPE 3902 Unit 3 collective agreement.

Please note: Undergraduate or graduate students and postdoctoral fellows of the University of Toronto are covered by the CUPE 3902 Unit 1 collective agreement rather than the Unit 3 collective agreement, and should not apply for positions posted under the Unit 3 collective agreement.

Diversity Statement

The University of Toronto embraces Diversity and is building aculture of belonging that increases our capacity to effectivelyaddress and serve the interests of our global community. Westrongly encourage applications from Indigenous Peoples,Black and racialized persons, women, persons withdisabilities, and people of diverse sexual and gender identities.We value applicants who have demonstrated a commitment toequity, diversity and inclusion and recognize that diverseperspectives, experiences, and expertise are essential tostrengthening our academic mission.
As part of your application, you will be asked to complete a brief Diversity Survey. This survey is voluntary. Any information directly related to you is confidential and cannot be accessed by search committees or human resources staff. Results will be aggregated for institutional planning purposes. For more information, please see http://uoft.me/UP .

Accessibility Statement

The University strives to be an equitable and inclusive community, and proactively seeks to increase diversity among its community members. Our values regarding equity and diversity are linked with our unwavering commitment to excellence in the pursuit of our academic mission.
The University is committed to the principles of the Accessibility for Ontarians with Disabilities Act (AODA). As such, we strive to make our recruitment, assessment and selection processes as accessible as possible and provide accommodations as required for applicants with disabilities.
If you require any accommodations at any point during the application and hiring process, please contact [e-mail] .

The University of Toronto has implemented a process to substantiate Indigenous Membership/Citizenship/Enrolment for candidates who identify as Indigenous. For more information about this process, please refer to the Indigenous Substantiation Website .