WINTER 2026 SESSIONAL INSTRUCTOR OPPORTUNITIES, WERKLUND SCHOOL OF EDUCATION

University of Calgary; Calgary; On-site; CAD 50,000 - 90,000; Full time

Job summary

An established institution is seeking passionate Sessional Instructors for the Winter 2026 term. This role offers the opportunity to engage with students in a dynamic educational environment, focusing on innovative teaching methods and collaborative practices. Instructors will contribute to courses that shape the future of education, emphasizing inquiry-based learning and student engagement. With a commitment to diversity and inclusion, this position welcomes applicants from various backgrounds, fostering a rich learning community. If you are dedicated to enhancing educational experiences and supporting student success, this opportunity is perfect for you.

Qualifications

• A completed doctorate in education, but a master's degree will also be considered.
• Five years of successful teaching experience at the elementary/secondary level preferred.

Responsibilities

• Teach undergraduate courses in education, focusing on inquiry-based learning.
• Collaborate with faculty and community members to enhance educational practices.

Skills

Teaching Experience

Interpersonal Skills

Professional Development

Collaboration

Creativity

Education

Doctorate in Education

Master's Degree in Education

Job description

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WINTER 2026 SESSIONAL INSTRUCTOR OPPORTUNITIES, WERKLUND SCHOOL OF EDUCATION

Job ID: 34769
Location: Main Campus
Updated May 09, 2025

We would like to take this opportunity to acknowledge the traditional territories of the people of the Treaty 7 region in Southern Alberta.
The City of Calgary is also home to Métis Nation of Alberta, Districts 5 and 6.

Description

The Werklund School of Education, Undergraduate Programs, at the University of Calgary invites applications for term certain Sessional Instructor positions for WINTER 2025.

PLEASE CLEARLY STATE IN YOUR COVER LETTER WHICH COURSE(S) YOU ARE APPLYING FOR. IF YOU ARE A CURRENT WERKLUND GRADUATE STUDENT, PLEASE INDICATE THAT AS WELL.

Position Requirements

• A completed doctorate in education, but professionals with a master's degree will also be considered
• Five years of successful teaching experience at the elementary/secondary level preferred
• Ability to work collaboratively with school and community members
• Demonstrated history of ongoing professional development
• Highly effective interpersonal skills
• Evidence of creativity and flexibility
• Recent experience as a partner teacher or school liaison preferred
• Knowledge and understanding of the undergraduate program in Education and commitment to inquiry-based teaching and learning will also be considered assets for these positions

Please submit your application online via the 'Apply Now' link. Please be aware that the application process allows for only four attachments, which may require you to merge documents.

New applicants must submit:

• Three written letters of reference addressed to Dr. Erin Spring, Associate Dean, Undergraduate Programs in Education

Returning applicants should submit the following:

• Updated CV
• Most recent term of employment and course(s) taught

WINTER 2026 Courses of Instruction

EDUC 211: Academic Writing in Education [Web-Based]

Focusing on students' writing skills, this course develops awareness of academic language genres, formal versus informal language use, as well as the skills required for researching and referencing academic work in written texts. The development of study skills and approaches that foster long-term academic success are integrated with academic language skills development.

EDUC 213: How Children Learn to Write [Web-Based]

The intent of EDUC 213: Teaching Children How to Write is to provide theoretical knowledge for teaching beginning writers in K-12 settings. Students will explore the fundamental components of literacy, and assignments will present multiple opportunities for students to increase their understanding of the development of writing. The focus of this part of the course will be forming the theoretical and practical knowledge about teaching writing through a wide range of developmental stages. Students will also engage in reflective practice related to their own writing and writing for academic purposes.

EDUC 215: Supporting Children's Writing [Web-Based]

The intent of the Supporting Children's Writing course is to practice your increased knowledge about the acquisition of writing skills in the co-requisite course, EDUC 213. Students will work closely with a child to discover and explore their authentic expression of ideas through text. This course will focus on the development of writing as it emerges in beginning writers. The intention of this course is not to improve the writing abilities of the Writing Buddy, but for the student to understand how writing is developed over time. This course is a co-requisite of EDUC 213: How Children Learn to Write.

EDUC 309: Early Childhood Development [In-Person]

An examination of the science of early childhood and early brain development that accounts for the physical, cognitive, emotional, and social development of young children from birth to age eight, and a consideration of the implications with respect to children's healthy development and effective educational practices in the early school years.

EDUC 311: Language and Literacy, Learning in Classrooms [In-Person]

This course examines how texts can play a vibrant role in the classroom literacy lives of children and adolescents. It explores the question, how can teachers make experiences with literacy rich, rewarding, and engaging for learners. While the primary focus will be on reading and how the brain learns to read, we will also look at some at other aspects of emergent literacy and language. A key focus is on the interplay between story, with a focus on indigenous story work and neuroscience with regards to critical literacy.

EDUC 445: Individual Learning - Theories and Applications [In-Person and Web-Based Sections]

This course entails a detailed consideration of contemporary understandings of the nature of individual learning and what this means for practices such as differentiated instruction and inclusive education. Teachers are expected to support a range of students in their classrooms. Hence, approaches to adapting and enhancing classroom contexts for students with diverse needs will be addressed. Accordingly, the course addresses three areas of focus. Focus A will introduce cognitive theories related to teaching and learning. Focus B considers student behaviors and how they may impact learning in the classroom. Focus C addresses students' and teachers' affect and how it affects their behaviors and cognition within a classroom. As students move through the course, the emphasis will move from individual learners towards working with collections and collectives of such learners in classroom teaching situations.

EDUC 450: Diversity in Learning [In-Person and Web-Based Sections]

Includes key topics in diversity education from a critical social justice perspective. This course aims to foster equitable, diverse, and inclusive learning environments that are accessible to all and free from discrimination. Students will consider the multiple and contested ways in which diversity in learning has been conceived, implemented, and evaluated in schools.

EDUC 456: Assessment [In-Person and Web-Based Sections]

Using a problem-based learning approach, this course aims to equip student teachers with assessment literacy that displays their understandings of the definitions, purposes, functions, and principles of different forms of assessment. Through the investigation of assessment problems, pre-service teachers work through key concepts of measurement, testing, balanced assessment, assessment of learning, assessment for learning, assessment as learning, and authentic assessment. Further, they will develop their assessment capacity in the following key aspects: quality assessment and rubric design, evaluation of the quality of performance assessments and rubrics, assessment for learning practices, and sound grading and reporting practices.

The course will consist of a combination of in-class large and small group discussions and an ongoing guided group inquiry experience. This course will be delivered face-to-face on campus with possible engagement in a D2L environment. It is expected that students read further in the area of topics identified and discussed in class. It is expected that students arrive to the first class having already read and engaged with the materials proposed for Week 1.

Note: EDUC 460 is a decimalized course, divided by teachable subject area. Winter 2026 courses include:

• EDUC 460.01: Specialization I - Elementary Early Childhood Education
• EDUC 460.06: Specialization I - Elementary Inclusive Education
• EDUC 460.08 combined with 460.16: Specialization I - Elementary and Secondary Physical Education
• EDUC 460.09: Specialization I - Elementary Science
• EDUC 460.10 combined with 460.18: Specialization I - Elementary and Secondary Second Languages
• EDUC 460.11 combined with 460.25: Specialization I - Elementary Social Studies & Revitalization of Indigenous Languages
• EDUC 460.13: Specialization I - Secondary Fine Arts
• EDUC 460.17: Specialization I - Secondary Science
• EDUC 460.19: Specialization I - Secondary Social Studies

EDUC 465: Field Experience II [Practicum - both Calgary and Area Placements & Out of Area practicum placements]

The four-week Individual Learning in Classrooms field experience will give the student teacher the opportunity to examine the complex dimensions of individual/group learning in classrooms with a particular emphasis on the collaborative nature of the teaching profession. Student teachers will ideally be in a classroom with a partner teacher, ideally in pairs, although this may not be possible in all cases. During this experience students will have practical opportunities to build upon and apply their learning from all your education courses.

Note: typically, instructors who teach EDUC 465 must also teach EDUC 440: Field Experience I in the Fall term. Please refer to our Fall 2025 sessional posting.

EDUC 551: Comprehensive School Health and Wellness [In-Person and Web-Based Sections]

A healthy school community supports the wellness of all its members and healthy students make better learners. Within the broader evidence-based Comprehensive School Health framework, this course provides the theoretical foundations, research base, community resources, and experiential learning to create the capacity for future teachers to be health champions.

EDUC 556: Professional Development and Life-Long Learning [In-Person and Web-Based Sections]

Professional Development and Lifelong Learning (PDLL) will act as a capstone course, enabling pre-service teachers to integrate their theoretical and field experiences, readying them to take on their role as teachers. They will be introduced to an iterative, knowledge building cycle that considers how student need informs teacher professional learning, builds teacher knowledge and skill and improves student outcomes. Participation in this cycle will strengthen pre-service teachers' understanding of the adaptive expertise needed to deepen their competence.

EDUC 560: Field Experience IV [Practicum - both Calgary and Area Placements & Out of Area practicum placements]

The eight-week, Extending Teaching and Curriculum Expertise, practicum will draw on learning experiences from the four semesters of on-campus learning and the previous three field experiences. The purpose of the EDUC 560 eight-week, cohort-based, field experience course is for students to engage practically in the theme of the semester. Student Teachers will continue to focus on curriculum, planning, and assessment to engage diverse learners. Student Teachers will also be mentored by a Partner Teacher and will gradually work towards assuming the full responsibilities of a classroom teacher by the final four weeks of the field experience.

Note: typically, instructors who teach EDUC 560 must also teach EDUC 540: Field Experience III in the Fall term. Please refer to our Fall 2025 sessional posting.

EDUC 561: Reading Instruction in the Elementary Classroom [Web-Based]

This course focuses on supporting elementary-aged children in their reading development. Students will explore the foundations of learning to read and promising practices for engaging students in ways that develop their competence and joy in the act of reading.

EDUC 563: Complex Classrooms [Web-Based]

This course will overview diversity education and its implications for teaching practice within todays' complex classrooms.

EDUC 566: Humanities Instruction in the Secondary Classroom [Web-Based]

Practical aspects of teaching and theoretical underpinnings will be addressed and deepen student understanding of Humanities in classrooms from grades 7-12.

EDUC 567: Mathematics/Science Instruction in the Secondary Classroom [Web-Based]

This course will address and deepen student understanding of both the practical aspects of teaching and theoretical underpinnings of STEM instruction in classrooms from grades 7-12.

EDUC 569: Assessment as Learning in K-12 [Web-Based]

This course aims to equip Year 2 student teachers with assessment literacy focusing on deepening their understandings of the definitions, purposes, functions, and principles of assessment for and as learning (aka formative assessment). Through the investigation of assessment problems, student teachers work through key concepts of assessment task design, rubric development, e-portfolios, and assessment for and as learning (AfL and AaL) strategies for K-12 classroom. Further, they will develop their AfL and AaL capacity in the following key aspects: explicit sharing of performance standards and success criteria through well-designed rubrics, effective questioning, feedback literacy, self-assessment, and peer assessment. Student teachers will be empowered by their peers and the instructor to become reflective practitioners in classroom formative and summative assessments.

EDUC 570: Field Experience for Certification [In-Person - Calgary and Area]

Field Experience for Certification (EDUC 570) consists of one full-time 9-week teaching and learning placement in a school, working closely with a Partner Teacher. Students in this course have diverse education and professional backgrounds, many are experienced internationally-trained teachers preparing to teach in Alberta Schools.

The Winter 2026 term runs from: January 05th to April 30th. Visit the academic Calendar for all term dates. Further course details can be found via the Calendar , by filtering Subject code by `EDUC'.

While we accept all applications for this vacancy, we may have candidates with the right of first refusal as per Article 23.12.1 of the University of Calgary Faculty Association Collective Agreement. The amount of remuneration is calculated according to the Collective Agreement, Schedule B. Please see the Faculty Association's website at http://www.ucalgary.ca/TUCFA for further information regarding conditions of employment and remuneration.

We would like to thank all applicants in advance for submitting application packages. Please note that only successful candidates will be contacted.

The University of Calgary has launched an institution-wide Indigenous Strategy committing to creating a rich, vibrant, and culturally competent campus that welcomes and supports Indigenous Peoples, encourages Indigenous community partnerships, is inclusive of Indigenous perspectives in all that we do.

As an equitable and inclusive employer, the University of Calgary recognizes that a diverse staff/faculty benefits and enriches the work, learning and research experiences of the entire campus and greater community. We are committed to removing barriers that have been historically encountered by some people in our society. We strive to recruit individuals who will further enhance our diversity and will support their academic and professional success while they are here. In particular, we encourage members of the designated groups (women, Indigenous peoples, persons with disabilities, members of visible/racialized minorities, and diverse sexual orientation and gender identities) to apply. To ensure a fair and equitable assessment, we offer accommodation at any stage during the recruitment process to applicants with disabilities. Questions regarding [diversity] EDI at UCalgary can be sent to the Office of Institutional Commitments ( [emailprotected] ) and requests for accommodations can be sent to Human Resources ( [emailprotected] ).

All qualified candidates are encouraged to apply; however Canadians and permanent residents will be given priority. In this connection, at the time of your application, please answer the following question: Are you a Canadian citizen or a permanent resident of Canada? (Yes/No)

About the University of Calgary

UCalgary is Canada's entrepreneurial university, located in Canada's most enterprising city. It is a top research university and one of the highest-ranked universities of its age. Founded in 1966, its 36,000 students experience an innovative learning environment, made rich by research, hands-on experiences and entrepreneurial thinking. It is Canada's leader in the creation of start-ups . Start something today at the University of Calgary. For more information, visit ucalgary.ca .

About Calgary, Alberta

Calgary is one of the world'scleanest cities and has been named one of the world's most livable cities for years.Calgary is a city of leaders - inbusiness, community, philanthropy and volunteerism. Calgarians benefit froma growing number of world-class dining and cultural eventsand enjoy more days of sunshine per year than any other major Canadian city. Calgary is less than an hour's drive from the majestic Rocky Mountains and boasts the most extensive urban pathway and bikeway network in North America.