Tenure-Track Assistant Professor - Inclusive SPED

University of Wisconsin–Oshkosh; Oshkosh (WI); On-site; USD 70,000 - 90,000; Full time

Job summary

University of Wisconsin–Oshkosh invites applications for a tenure-track Assistant Professor of Special Education beginning Fall 2027. The position focuses on inclusive, evidence-based practices for K–12 learners with disabilities and cross-categorical methods, with a 9-month academic year appointment and a reduced teaching load during the early research years.

The successful candidate will contribute to teacher preparation, engage in scholarship, and participate in service to the university and

Qualifications

• Earned doctorate or ABD in Special Education, Curriculum and Instruction with a special education emphasis, Learning Disabilities, or a closely related field.
• Demonstrated expertise in accessible special education methods for K–12 learners with disabilities, including literacy, mathematics, curriculum access, assessment-informed instruction, and specially designed instruction.
• Minimum of three years of successful professional experience in K–12 cross-categorical special education.
• Eligibility for, or equivalent preparation aligned with, cross-categorical special education licensure, including the ability to teach and supervise teacher candidates in coursework, clinical experiences, and student teaching.
• Evidence of an active program of scholarship or the potential to develop a sustained research agenda related to special education.
• Demonstrated commitment to accessible practices, culturally responsive teaching, collaboration, equitable access to the general curriculum, and the preparation of future educators to support students with disabilities.

Responsibilities

• Develop and maintain collaborative partnerships with K–12 schools that support high-quality clinical experiences, program development, and community engagement.
• Prepare teacher candidates to use inclusive, evidence-based instructional practices, including explicit instruction, differentiated instruction, assessment-informed decision making, progress monitoring, accommodations, modifications, and IEP-aligned planning.
• Prepare future educators to understand and address issues of equity, disability, culture, language, and access to high-quality educational opportunities.
• Maintain an active program of scholarship that advances the field of special education and contributes to the mission of the School of Education and Human Services.
• Teach undergraduate courses in cross-categorical special education with primary emphasis on K–12 methods, literacy, mathematics, curriculum access for learners with mild to moderate disabilities, assessment-informed intervention, specially designed instruction, instructional planning, family engagement and advocacy
• Contribute to curriculum development, program assessment, accreditation, licensure documentation, and continuous program improvement aligned with Wisconsin DPI requirements and CEC standards.
• Supervise cross-categorical special education clinical and student teaching experiences, providing coaching and feedback while collaborating with K–12 educators, related service providers, families, and community partners.
• Participate in department, college, university service, including recruitment, retention, committee work, and collaborative initiatives.
• Develop and teach coursework that prepares teacher candidates to design, implement, and assess evidence-based instruction for learners with disabilities across elementary, middle, and secondary settings.
• Advise and mentor teacher candidates throughout their educator preparation program.

Education

Earned doctorate (Ph.D. or Ed.D.) in Special Education, Curriculum and Instruction, or a closely related field

Job description

University of Wisconsin–Oshkosh invites applications for a tenure-track Assistant Professor of Special Education beginning Fall 2027. The position focuses on inclusive, evidence-based practices for K–12 learners with disabilities and cross-categorical methods, with a 9-month academic year appointment and a reduced teaching load during the early research years.

The successful candidate will contribute to teacher preparation, engage in scholarship, and participate in service to the university and