The University of Virginia seeks scholars to assume two faculty positions in education policy and applied research methods.
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LPI seeks a full-time Director of Federal Policy to join its team of policy, research, communication, and operations staff in advancing the organization’s evidence-based policy efforts at the federal level across multiple education policy areas. This position is based in our Washington D.C. office.
The Director of Federal Policy, in collaboration with the Policy, Research, and Communications teams, will (1) play a key role in identifying policy opportunities and developing and executing LPI’s federal evidence-based policy outreach and engagement strategy; (2) lead efforts to inform policy communities in the development and implementation of evidence-based education policies and practices; and (3) cultivate and maintain trusted relationships with relevant stakeholders in the federal policymaking arenas, including bipartisan policymakers, civil rights and advocacy organizations, and member organizations. The Director of Federal Policy will work closely with LPI’s Director of State Policy, other members of the LPI’s Policy Team, and LPI’s Leadership Team to provide strategic input, co-create goals, ensure aligned action, and ensure ongoing implementation of processes and systems.
LPI seeks a full-time Senior Policy Advisor to join its team of policy, research, and communication staff in advancing the organization’s evidence-based policy efforts at the federal and/or state levels across multiple education policy areas. This position is based in our Washington D.C. office.
The Senior Policy Advisor, in collaboration with the Policy, Research, and Communications teams, will (1) play a key role in the development and execution of LPI’s federal and state evidence-based policy outreach, identification of policy opportunities, and policy engagement strategy; (2) support and advance efforts to inform policy communities in the development and implementation of evidence-based education policies and practices; and (3) cultivate and maintain trusted relationships with relevant stakeholders in the federal and state policymaking arenas, as appropriate, including bipartisan policymakers, civil rights and advocacy organizations, and state-facing member organizations. The Senior Policy Advisor will work closely with LPI’s Director of State Policy and Deputy Director of Federal Policy and other members of the LPI’s Policy Team.
Ithaka S+R is a non-profit research and consulting service. Our growing team offers unique opportunities for your research and project management skills to play a vital role in helping the academic and cultural communities serve the public good and navigate economic, technological, and demographic change.
We are hiring for multiple Analyst roles within the Educational Transformation program, which studies and supports the adoption and scaling of policies, practices, and innovations that improve student postsecondary access and success. Depending on their skills, the Analyst will serve in a policy-, research-, or program management-focused role. The Educational Transformation team offers unique opportunities for your research and project management skills to play a vital role in shaping the national postsecondary educational landscape and improving the lives of students.
The Harvard Graduate School of Education (HGSE) invites scholars who conduct research on teaching to apply for an endowed faculty chair at the rank of Professor of Education (tenured) in the domain of teacher learning, practice and/or innovation in teacher preparation. The chair’s scholarly portfolio will be guided by the goals of cultivating stronger pathways and bridges among communities, schools, and teacher preparation and development, as well as strengthening teaching practice at broad scale, with the goal of creating more equitable experiences and outcomes in U.S.
The State Higher Education Executive Officers Association (SHEEO) seeks a policy analyst to support our efforts to perform policy evaluation and contribute to the knowledge base that our member agencies and offices rely upon. The ideal candidate for this position will be enthusiastic about state policy in higher education and how policy can be used to improve equity and outcomes for all students, have strong research skills, and understand how data can inform policy and practice.
The Maryland Higher Education Commission (MHEC) is the State of Maryland's higher education regulatory and coordinating board responsible for establishing statewide policies for Maryland public and private colleges and universities and for-profit career schools. MHEC also administers state financial aid programs that affect students on a statewide basis.
The Maryland Higher Education Commission is seeking an experienced and energetic individual to fill the position of Associate Director.
The Associate Dean will work with Dean Noguera to develop a robust culture of philanthropy and create an advancement program that will broaden the school’s base of support and enhance its long-term financial sustainability. This individual will oversee Rossier’s development, alumni relations, and event programs and should have demonstrated experience working with high-net-worth donors, foundations, corporate donors, and faculty partners.
Currently, two-thirds of Rossier’s philanthropic support is derived from foundations and corporate donors. Rossier has about 28,000 living alumni, most of whom earned master’s degrees from the school. Rossier seeks to expand individual giving beyond the alumni base, and the Associate Dean will strategically identify and engage supporters with a keen interest in supporting the work of the school, whether they be local or nationally based.
The Department of Leadership, Policy, and Organizations (LPO) in Peabody College at Vanderbilt seeks candidates interested in developing their knowledge of rigorous, applied quantitative education policy research in Career and Technical Education (CTE) for a two-year postdoctoral fellowship.
The fellow will be hired in conjunction with the Institute for Education Sciences funded CTE Research Network (https://ies.ed.gov/ncer/projects/program.asp?ProgID=101). The Network is tasked with expanding the pool of high-quality education research related to CTE, aggregating and synthesizing what is known, and training the next generation of policy analysts, policy makers, and academics to perform CTE research. The fellow will work with co-PI, Shaun Dougherty, as part of several ongoing projects related to the CTE Network and will also be able to participate in reviewing existing and ongoing research and developing training materials.