The Faculty of Education at the University of Prince Edward Island has openings for sessional instructors to teach the following courses in the Summer Sessions 2013.

First Summer Session

ED 375 MENTORING THE ADULT LEARNER 
This course examines effective methods of mentoring adult students in various contexts. The qualities, techniques, and necessary formal structures in facilitated mentoring relationships are studied using readings, case studies, discussion, presentations, and modeling. Students understand the depth of mentoring adults to the extent that individuals perform the role of mentor or assist others in a structured mentoring program.

ED 583 (Kindergarten) DIFFERENTIATION AND INDIVIDUALIZED INSTRUCTION (multiple sections, English and French)
This course introduces teachers to differentiation of curriculum and a variety of teaching methods for learners with exceptional needs, as well as the components and implementation of an individualized educations plan.

ED 632 LEADERSHIP IN LANGUAGES AND LITERACIES
In this course, students address the role of educational leaders in the implementation of policies and practices sustaining languages and literacies in particular contexts. A variety of theoretical frameworks and principles of language learning and plurilingualism are considered. Successes and challenges related to leadership in language retention and the development of multi-literacies in education are carefully examined.

Second Summer Session

ED 307 ETHICS FOR ADULT PRACTIONERS
This course examines professional ethics in the practice of adult education by: exploring the meaning of “professional” and “ethics” in the context of adult education; discussing the ideas and skills that assist adult educators in applying professional ethics to their practice; examining current codes of ethics for adult educators; and, creating individual statements of ethical practice.

ED 403 (Kindergarten) INTEGRATED ARTS (multiple sections, English and French)
This course familiarizes students with a variety of creative forms of expression and communication used in the elementary curriculum. This course integrates art, music, movement, and drama into the teaching of various subjects in the elementary school curriculum.

ED 463 (Kindergarten) PERSPECTIVES ON CULTURE AND SOCIETY IN EDUCATION (multiple sections, English and French)
This course introduces students to the role of culture and society to education. Students develop an understanding of culture and social perspectives and an awareness of global issues in education. These issues are explored in a multicultural, indigenous and international context.

ED 469 (Kindergarten) SPECIAL TOPICS: LEARNING IN THE COMMUNITY (multiple sections)
This course examines the essential roles of families and communities in early learning classrooms. Topics include: engaging families in literacy and learning; meaningful use of community resources in learning; environmental awareness; physical and mental wellness; creating a culture for learning; and developing learning activities for including families and communities in their children’s learning.

ED 509N FOUNDATIONS OF TRANSFORMATIONAL LEADERSHIP IN NUNAVUT EDUCATION (Nunavut – CELN)
This course reviews the history and world view of Inuit, with particular emphasis on culture, educational history, struggles with power and privilege, beliefs, values, and principles relevant to Nunavut. Traditional and contemporary views on leadership are studied as participants develop a deeper understanding of the cultural context in which they live and work as educational leaders. Participants examine the directions and philosophies established in Nunavut, including ties to the environment and practices that facilitate transformational educational leadership.

ED 511N PROACTIVE INSTRUCTIONAL LEADERSHIP IN NUNAVUT COMMUNITIES (Nunavut –CELN)
The responsibilities, roles, and tasks, of principals and other educational leaders are explored as they relate to the creation of a positive, inclusive, collaborative, and culturally responsive school community. The role of leadership in teaching and learning and building positive relationships, both in and outside school, is examined as a key factor in facilitating the academic achievement and well-being of learners. A variety of culturally appropriate facilitation strategies are introduced as participants analyze the legal, moral, ethical and policy rights of learners and educators in maintaining and strengthening culture and language and promoting success in schools, the local community, and the world beyond.

ED 512N EDUCATIONAL LEADERSHIP –ENGAGING NUNAVUT PARENTS, ELDERS AND COMMUNITY (Nunavut – CELN)
This course focuses on the development of collaborative relationships, positive communication and empowerment of parents, elders and community members who lead, support and guide education in Nunavut. Participants discuss approaches that respond to and involve the community and build accountability in ways that are transparent and reciprocal. The involvement of the extended community in the daily life and long-term vision of the school provides a central focus as participants reflect on and write about the process of creating collaborative learning communities with parents, caregivers and elders, based on cultural values, beliefs, and principles.

ED 513N – LEADERSHIP OF THE SCHOOL IMPROVEMENT PROCESS IN NUNAVUT COMMUNITIES (Nunavut-CELN)
Policy implementation, supervision of teaching and the leadership of learning, staff evaluation, and program accountability play a key role in transformational educational leadership and are a major focus in this course. Participants discuss and write extensively about policy implementation that is culturally and linguistically responsive and promotes learning. Participants are challenged to develop skill sets they require to involve the community and parents in developing and implementing a vision for education based on current policies.

ED 583 DIFFERENTIATION AND INDIVIDUALIZED INSTRUCTION
This course introduces teachers to differentiation of curriculum and a variety of teaching methods for learners with exceptional needs, as well as the components and implementation of an individualized educations plan.

ED 614 (Western Cohort) THEORIES OF RESEARCH AND LEARNING
In this course, students address the role of theory in educational research. The aim is to familiarize graduate students with various theoretical frameworks including theories and principles of learning. (This course will focus on literacy and inclusion.)

ED 614 (Community College) THEORIES OF RESEARCH AND LEARNING
In this course, students address the role of theory in educational research. The aim is to familiarize graduate students with various theoretical frameworks including theories and principles of learning. (This course will focus on community colleges)

ED 615 (Western Cohort) EDUCATIONAL LEADERSHIP
In this course, students examine the field of educational leadership. Educational leadership extends beyond the role of the school administrator and focuses upon the development of teachers as leaders who impact on creating effective education environments. Students research aspects of leadership that impact on schools and explore models of effective leadership through case studies and simulation. (This course will focus on literacy and inclusion)

ED 615 (Community College) EDUCATIONAL LEADERSHIP
In this course, students examine the field of educational leadership. Educational leadership extends beyond the role of the school administrator and focuses upon the development of teachers as leaders who impact on creating effective education environments. Students research aspects of leadership that impact on schools and explore models of effective leadership through case studies and simulation. (This course will focus on community colleges.)

ED 695 (Community College) GRADUATE SEMINAR
In this course, students attend and present seminars on topics in their discipline, are evaluated on their seminars, and provide constructive criticism to others giving seminars in the course. (This course will focus on community colleges.)

Qualifications:
Successful candidates will normally have school-based experience in a Canadian public K-12 system. For applicants without school-based experience, teaching in other contexts relevant and appropriate to the position will be considered. Where courses are offered on-line using multi-media technologies, applicants will normally be able to demonstrate successful on-line teaching experience. Candidates who do not have previous online teaching experience must be open to and willing to do extra training for this delivery model, and without additional compensation.

In addition, applicants for the sessional teaching positions in the Community College cohort of the MEd will normally possess successful leadership and/or teaching experience within a community college context.

Candidates applying to teach graduate courses in the Western MEd Cohort will normally have knowledge of current curriculum and pedagogy in K-12 literacy and inclusion.

Courses indicated as FRENCH are taught entirely in French and all assignments are completed in French. Native-like proficiency in French is therefore a requirement for these courses.

Applicants for positions in the BEd Kindergarten program will normally have teaching experience in Kindergarten. Instructors may be expected to travel to locations in PEI to teach these courses. Course delivery methods will require the use of a variety of technologies.

Applicants for positions in the Nunavut cohort of the CELN will normally possess a PhD (or equivalent) in Inuit educational leadership, a high level of expertise related to the literature and scholarship related to educational leadership in Nunavut, a comprehensive understanding of Inuit Qaujimajatuqangit as it is applied in light of new educational legislation and policy in Nunavut, experience in educational leadership within the school system in Nunavut, and the ability to communicate in a bilingual (Inuktitut/English) teaching environment with Inuit graduate students. Online courses delivered in Nunavut will employ Knowledge Forum; previous experience with this platform is ideal.

In all instances, qualified applicants on the UPEI Sessional Roster of the Faculty of Education will be given priority.

THE OFFERING OF THESE COURSES IS CONDITIONAL PENDING FINAL ENROLMENT NUMBERS. ALL SESSIONAL COURSES ARE SUBJECT TO THE FINAL BUDGETARY AND ADMINISTRATIVE APPROVAL. THE AVAILABIILTY OF THESE SESSIONAL POSITIONS IS CONDITIONAL ON THE FINALIZATION OF REGULAR FACULTY MEMBER WORKLOAD DISTRIBUTION.

For additional information regarding positions in the BEd programs, please contact Dr. Alexander McAuley at 1.902.894.2814 or amcauley@upei.ca

For additional information regarding positions in the graduate programs, please contact Dr. Martha Gabriel at 1.902.566.0503 or mgabriel@upei.ca