D.) in TESOL, applied linguistics, or a closely related field, conferred by the position start date; Established record of externally funded research and scholarly publication; Experience mentoring doctoral students and directing dissertation research; Established record of effective graduate-level teaching, including online instruction; Demonstrated knowledge of TESOL, applied linguistics, and multilingual/multicultural education pedagogy and current research (e.g., translanguaging, multiliteracies, culturally sustaining pedagogy, content-based and disciplinary language instruction, critical language awareness); Exceptional written and verbal communication skills and a collaborative approach to working with colleagues, school division partners, and stakeholders, including multilingual learner families; Demonstrated skill in graduate-level teaching (online, in person, and blended) that engages and inspires a diverse student population; Ability to maintain an active line of research advancing multilingual English learner education, including a record of externally funded projects and publications; Ability to mentor and advise graduate and doctoral students, including guiding dissertation research; and. Preferred Qualifications: Active or eligible P-12 ESOL teaching license preferred; Experience supporting program accreditation and licensure compliance; Experience with online program delivery and recruitment; Experience supervising practicum, field placements, or clinical experiences for teacher candidates; Experience with advocacy for and partnership with multilingual learner communities and families; Prior involvement in professional organizations and a history of fostering collaborative research and school-division partnerships; Record of professional involvement in national and international TESOL, applied linguistics, and/or educational research associations; Specialized expertise in one or more areas of multilingual learner education (e.g., dual language/bilingual education, technology and AI in language education, language assessment, intersection between language and disability, family engagement); Knowledge of accreditation and licensure requirements for teacher preparation programs; Skill in supervising field placements, practicum, and clinical experiences for teacher candidates; Skill in cultivating school division and community partnerships that support program growth and clinical placements; Ability to lead teams, projects, programs, and academic units; and.