California State Polytechnic University, Pomona invites applications for a tenure track faculty position in the Department of Early Childhood Studies.   Cal Poly Pomona is one of two polytechnic universities in the 23-campus California State Universitysystem and among 11 such institutions nationwide. Since its founding in 1938, Cal Poly Pomona students participate in an integrative experiential learning education that is inclusive, relevant, and values diverse perspectives and experiences. With a variety of degree programs in the arts, humanities, sciences, engineering, and professional disciplines, the university is well known for its learn-by-doing approach and Teacher Scholar Model. 

The university is noted for its scenic and historic 1,400-acre campus, which was once the winter ranch of cereal magnate W.K. Kellogg. We acknowledge that Cal Poly Pomona resides on the territorial and homelands of the Tongva and Tataavium people who are the traditional land caretakers of Tovaangar. The university's nearly 30,000 students are taught and mentored by the campus's more than 1,400 faculty as part of 54 baccalaureate and 29 master's degree programs, 11 credential and certificate programs, and a doctorate in educational leadership. 

Highly regarded among its peer institutions, Cal Poly Pomona is No. 2 in the U.S. News and World Report rankings of top public regional universities in the west and was named the No. 15 best value college in the nation by Money Magazine. Cal Poly Pomona, a Hispanic-Serving Institution and an Asian American and Native American Pacific Islander-Serving Institution, stands as a national leader in promoting social mobility, and was placed among the 25 top institutions in the country in awarding bachelor's degrees to minoritized students by Diverse Issues in Higher Education.  

Inclusive Excellence Criteria.  We aspire to be the model inclusive polytechnic university in the nation. Key aspects to the inclusive excellence commitment include access, equity, belonging, climate, shared responsibility and accountability, and a welcoming, respectful, and diverse campus community. We have a strong commitment to inclusive excellence and to educational experiences that leverage the diverse perspectives and experiences needed to succeed and thrive in a diverse society. 

Tenure track faculty hires will demonstrate a commitment and record of contributions through their teaching, scholarship, or service to these inclusive excellence criteria (a minimum of two must be addressed in the Student Success Statement):

• Integrates the values of equity and inclusivity into their teaching, scholarship and/or service contributions with diverse student populations;
   
• Incorporates the contributions and struggles of historic ethnic minority groups and communities into their teaching, scholarly work, and/or service contributions;
   
• Adopts teaching strategies that supports the learning and success of students from diverse student populations; 
   
• Mentors and engages diverse student populations in discovery, scholarship, and creative activities; 
   
• Engages students in problem-based projects and learning that address the needs of diverse communities; 
   
• Possesses knowledge of challenges and barriers for underrepresented students and faculty within the discipline;
   
• Mentors and assists diverse student populations interested in pursuing graduate education; 
   
• Engages in community-responsive action research or service with diverse student populations and communities;
   
• Has experience in or demonstrates a commitment to adopting experiential learning activities and pedagogy with diverse student populations and communities; and 
   
• Has expertise in or demonstrated commitment to teaching, scholarship and/or service that contributes to access, diversity, and equal opportunity in higher education

College  

The mission of The College of Education and Integrative Studies is to prepare students to become dynamic, innovative, skilled, and socially responsible leaders in a changing local and global society. As a learning community of students, scholars, and professionals, we are dedicated to the advancement and development of knowledges, interdisciplinary and student-centered education, equity, and community engagement.

We are a learning community focused on meeting the present and future needs of students in our communities. We educate students to become highly qualified and significant leaders in our society. We are committed to the principles of diversity, ethics and social justice, and life-long learning.  Central to our mission are innovative and integrative thinking, reflective practice, collaborative action, and learn by discovery. 

Department 

The Early Childhood Studies (ECS) is one of six departments in the College of Education and Integrative Studies that offers specialized, graduate and undergraduate programs in Education, Educational Leadership, Ethnic and Women's Studies, Interdisciplinary General Education, and Liberal Studies.  The ECS department benefits from a diverse community reflective of the greater Los Angeles area. Our student body is over sixty percent students of color and reflects our geographical context as one of the most linguistically, culturally, and racially diverse regions in the U.S. The ECS department recognizes historical, systemic, and present conditions that marginalize children, families, and communities, through intersecting oppressive formations across race, language, culture, class, religion, and disability. We are committed to transforming the consequences of the legal and social formation of racism and intersecting forms of oppression through antiracist and decolonial pedagogy, linguistically and culturally responsive approaches, and through advancing social justice and equity in early childhood education. In 2020/2021 the ECS department participated in an anti-racist training led by an expert in early childhood anti-racist research. 

The Early Childhood Studies (ECS) Department's undergraduate degree program advocates for equity and intersectional understanding of systems of oppression that are currently in play in early learning and care (ELC). The ECS program embeds concepts of multilingualism and anti-racism throughout all their required core courses.  While at Cal Poly Pomona, Early Childhood Studies' students learn processes important for early childhood development and identify implications of theory in the examination and application of principles and practices within diverse family, program, and community contexts. Program graduates are prepared to work in infant-toddler programs, preschools, elementary schools, careers in home visiting, family support programs, post-baccalaureate degree programs, and other professional contexts that focus on working with young children and families. For students to obtain the knowledge, skills, and dispositions to work with children and families during the most critical developmental time in a child's life we provide hands-on experiences through service learning, internships, practicum, and fieldwork. ECS students have the opportunity to interact with children and families in our campus childcare center as well as our family-friendly space at the CPP library that supports parenting students and their children. To support our diverse student population, courses are offered in diverse modalities including face-to-face, hybrid, and online. In Spring 2021, the ECS Department was awarded NAEYC Accreditation, becoming the first university in the State of California to earn this distinction.  

Minimum requirements:

• Expertise in early childhood special education, infant and toddler early learning and care, or early learning and care curriculum;

• Earned doctorate in Early Childhood Studies, Child Development, Early Childhood Education, or a closely related field from an accredited university. Terminal degree must be earned by the start of the appointment;
• Completed Student Success Statement to demonstrate inclusive excellence criteria (see above);
• Evidence of teaching experience, expertise, and/or high levels of potential (i.e., teaching assistant in higher education, higher education student mentor, coaching). The successful candidate will teach three courses per semester (a 3/3 load) for the first two years and will teach four courses per semester (a 4/4 load) thereafter;
• Evidence of professional and scholarly work that aligns with the College's commitment to social justice and equity and the department's commitment to linguistically, and culturally responsive early childhood pedagogy; 
• Evidence of practical experience or direct or indirect work in the early childhood field (prenatal-age twelve) such as professional development for the workforce, working in an early childhood classroom, administrators, home visitations, child therapy or intervention programs, clinical psychologist, policy and advocacy work or other related experience.

Preferred/Desired Qualifications:

• Active participation in Early Childhood/Child Development professional associations or networks related to area of expertise;  
• Three years of experience teaching in an early childhood classroom (prenatal to age twelve) or three years of direct work in the early childhood field;
• Demonstrated commitment to active, student-centered learning; 
• Experience working with NAEYC Higher Education Accreditation standards; 
• Evidence of teaching excellence in higher education; and 
• Evidence of commitment to social justice and active involvement with the early childhood professional community.

Conditions of Employment:

The person offered this position is required to pass a background check.

Application Process:

Completed application packages uploaded by November 1, 2021, will receive first consideration. The position will remain open until it is filled. Application materials must be submitted online via Interfolio at http://www.cpp.edu//~faculty-affairs/open-positions/. 

1. A completed Application for Academic Employment form (https://www.cpp.edu/~faculty-affairs/documents/acadapplication_feb2017.pdf);
2. Letter of interest describing the candidate's teaching and scholarly experience and interests, and addressing the duties and qualifications articulated in the position description; 
3. A statement of teaching philosophy; 
4. A Student Success Statement that demonstrates your commitment and record of contributions through applicant's teaching, scholarship, or service, by addressing at least two of the inclusive excellence criteria listed above. (approximately one page, single-spaced). See http://www.cpp.edu/~faculty-affairs/documents/student_success_statement.pdf; 
5. Current curriculum vitae that includes the names, titles, addresses, and telephone numbers of at least five references who can speak to the candidate's potential for success in this position; 
6. Undergraduate and graduate unofficial transcripts (an official transcript will be required of finalists) showing the highest degree earned; and
7. Finalists for the position will be required to provide three recent written letters of reference.  

Please direct inquiries or nominations (electronic only) to:

Ms. Cynthia Aron  
Administrative Coordinator, Early Childhood Studies via email (ciaron@cpp.edu) or phone (909-869-3153).

California State Polytechnic University, Pomona is an Equal Opportunity, Affirmative Action Employer.  The University seeks to recruit and retain a diverse workforce as a reflection of our commitment to serve the people of California, to maintain the excellence of the University, and to offer our students richly varied disciplines, perspectives and ways of knowing and learning.  Cal Poly Pomona subscribes to all state and federal regulations and prohibits discrimination based on race, color, religion, national origin, sex, gender identity/gender expression, sexual orientation, marital status, pregnancy, age, disability, genetic information, medical condition, and covered veteran status.  The University hires only individuals lawfully authorized to work in the United States.  As required by the Clery Disclosure Act, the university's annual security report is available at http://www.cpp.edu/~police/annual-security-report.shtml. The person holding this position is considered a 'mandated reporter' under the California Child Abuse and Neglect Reporting Act and is required to comply with the requirements set forth in CSU Executive Order 1083 as a condition of employment.  A background check (including a criminal records check) must be completed satisfactorily before any candidate can be offered a position with the CSU. Failure to satisfactorily complete the background check may affect the application status of applicants or continued employment of current CSU employees who apply for the position.