Education Instructor EDBE 8P15 Fall D2

Brock University is located on the traditional territory of the Haudenosaunee and Anishinaabe peoples, many of whom continue to live and work here today. This territory is covered by the Upper Canada Treaties and is within the land protected by the Dish with One Spoon Wampum Agreement.

We are one of Canada’s outstanding comprehensive universities, where excellence and innovation thrive! Brock has been recognized as a Top Employer in Hamilton-Niagara for seven consecutive years. We have been ranked #3 as Canada’s Best Employers and top 10 as one of Canada’s Best Employers for Diversity. For 2025, Brock has been proudly recognized as one of Canada’s Top Employers for Company Culture, ranked seventh by Forbes in partnership with Statista. At Brock, you will find a welcoming, inclusive community and an exciting range of meaningful career opportunities.

Ignite new possibilities for your career. Break through at Brock.

Post End Date:

June 14, 2026 at 11:59 PMThis job advertisement is to fill an existing vacancy in the CUPE4207-5 (Employee Group)

Job Title: Education Instructor

Course Code: EDBE8P15

Title of Course: Teaching and Learning: Schools and Communities (PJI)

Department & Program: Department of Educational Studies, Teacher Education, Concurrent Program

Duration of Appointment: September 9, 2026-December 21, 2026

Online or Physical Location (If Known): St. Catharines

Day(s) of the Week (If Known):

Compensation:

Effective September 1, 2025 -$ per nominal hour

Effective September 1, 2026 - $ per nominal hour

The above rates do not include vacation pay.Vacation pay shall be in accordance with Article

Nominal Hours of Appointment: 195

Number of Positions Available:5

Brock University hasidentifiedfostering a culture of inclusivity, accessibility, reconciliation, and decolonization as a strategic priority. The Department of Educational Studies is deeply committed to both the process and goal of social justice, including critical inquiry, inclusive practices, andequitableparticipation. We prioritize approaches, leadership and curricula that make central issues of race, class, gender, sexual orientation, and disability to challenge historical, and ongoing forms of oppression and marginalization in school and society. Our Teacher Education Program invites applicants who are deeply committed to equity and social justice approaches, including making central to their knowledge human rights issues of race, ethnicity, gender, sexual orientation, ability, and socio-economic contexts as they interact with students, colleagues, and peers.

Overview:

• An instructor in our program willpossessor demonstrate strong connected understandings of relevant knowledge for teaching ( Technological Pedagogical Content Knowledge);

• Professionally bring to life the content, knowledge, and competencies relevant to specific methods and foundations courses being taught while modeling the Standards of Practice and Ethical Standards of the Ontario College of Teachers (OCT);

• Enact curriculum and teaching approaches that engage students in conversations on educational inclusion and equity related to course content and concepts;

• Be aware of a variety of critical practices relevant to their field/subject area that can support all students, attend to our unconscious biases, and encourage inclusivity.

Duties:

• Become familiar with Brock University policies and adhere to them.

• Complete required Brock instructor’s online tutorial prior to first class.

• Use a provided Brock email address for all Brock-related communications with teacher candidates and program personnel.

• Develop course materials.

• Manage field placements for students via liaison with field placement coordinator.

• Effectively deliver all aspects of the course in designated mode(s) (lecture, blended, etc.)

• Manage instructional contact time and non-contact time. Contact time includes allclasses asscheduled both in-person and online. Non-contact time includes preparation of lecture materials, managing the learning management system(s), student consultation, marking or grading, holding office hours, and other course administration as may berequiredsuch as attending required meetings with program personnel ( of Program).

• Adapt instructional and assessment strategies to accommodate diverse learning needs.

• Advise, mentor, and provide feedback to teacher candidates in relation to course concepts/content and the Professional Standards of Practice and Ethical Standards of the OCT.

• Work collegially and collaborate/instruct with course team lead(s) and/or other instructors.

• Attend course team meetings and debriefings.

• Manage course records including attendance andsubmittingfinal grades by university and/or Program deadlines.

Qualifications:

• A minimum of 5 years of recent (last 5 years) teaching experience.

• Master’s degree or other recognized specialization in the field such as a 3-levelspecialization related to the subject being taught.

• Demonstrated leadership in curriculum and/or education.

• Exhibits contemporary knowledge of educational theory and pedagogy including assessment relevant to narrative inquiry theory, classroom observations, four commonplaces (Schwab curriculum theory)

• Experience in concurrent undergraduate studies,field-basedcoursesand narrative pedagogy, specifically in the use of narrative inquiry as a critical framework to explore teaching and learning practices

• Knowledge of education, schooling, teaching as it applies to communities of practice, specifically vulnerable and equity serving populations

• Experience in critical reflection as a theoretical framework in research,teachingand higher education experience

• Proven experience as it relates to creating safe, healthy pedagogy and long-term experience that prioritizespost-secondarystudent mental health and well being

• Ability to teach, model and assess theoretical methods (John Dewey theory; Schwab theory, narrative inquiry frameworks

• Ability tomonitorstudents’ field placements and liaise with experiential coordinator

• Excellent verbal and written communication skills especially in providing growth-oriented feedback for beginning teacher candidate development.

• Familiarity with the Ontario curriculum, supporting documents, and approved resources relevant to subject/foundations area.

• Exhibits contemporary knowledge of educational theory and pedagogy including assessment relevant to subject area.

• Excellent verbal and written communication skills especially in providing growth-oriented feedback for beginning teacher candidate development.

• Demonstrated knowledge of social justice and equity, particularly to sexual and gender diversity, anti-racism, and Indigenous and decolonizing practices.

• Experience with teacher candidates or other adult learners.

• Competency in using educational technology and platforms for content creation, coursemanagementand delivery.