Child & Youth Care Contract Lecturers - Unit 1 - Fall 2024 CYC607 course

Appointment Details

SCHOOL OF CHILD & YOUTH CARE
CUPE LOCAL 3904 UNIT 1

Located in downtown Toronto, the largest and most culturally diverse city in Canada and on the territory of the Anishinaabeg, Haudenosaunee and the Wendat Peoples, the School of Child & Youth Care in the Faculty of Community Services welcomes applications for contract lecturers in areas of child and youth care practice. The School focuses on teaching emerging child and youth care practitioners and emerging scholars in the field of child and youth care. The curriculum is focused on theoretical knowledge that informs practice in child and youth care settings such as group homes, foster care, the community, hospitals and schools. There is a very strong focus on the experiences of Black Youth, Indigenous youth, young people identifying as 2SLGBTQ+, and young people with disabilities in systems such as child welfare, child & youth mental health, education, health care and community-based services. Pedagogically, the curriculum draws on professional practice experience in the role of child and youth care practitioner on the part of instructors and faculty members. Our faculty prides itself on the quality of its teaching. We are interested in candidates that will contribute to our existing teaching strengths by bringing innovative and diverse perspectives and experience.

The program offers courses on campus as well as internet only sections. In Fall 2015 Toronto Metropolitan University (formerly Ryerson) adopted D2L Brightspace as its learning management system. Contract lecturers hired to teach online courses are provided with internet access at Toronto Metropolitan University and must become familiar with the D2L Brightspace course management system. The university provides free workshops and contract lecturer support. The contract lecturer will be responsible for minor changes and updating to reflect the current delivery time frames.

Finally, in keeping with School of Child and Youth Care's commitment to advancing equity, diversity and inclusion, with a particular focus on anti-Black racism and anti-Indigenous racism, hiring decisions will be significantly influenced by applicants' demonstrated competency and/or ongoing professional development in these areas.

Course description:

CYC 607 - Therapeutic Assessment
This course examines current theories, models, and practices relating to assessment work with children and youth in the context of their life space including their family, the community, school, and residential care. Through readings, critical discussion, and experiential learning about current assessment practices, students will increase their knowledge, competence, and skills to plan and undertake comprehensive, collaborative assessments with children and adolescents that have explicit treatment needs.
Weekly Contact: Lecture: 3 hrs.

Fall 2024 term

• CUPE UNIT 1 courses posted may be subject to change due to changes in enrollment, scheduling or budget approval.

• If you are applying to teach in both the Fall and Winter term, separate applications are required.

• "Restricted" courses are posted for informational purposes only. As per Article 13.2(b), restricted work is not available for application

• "Estimated number of students" should not to be interpreted as the class maximum; the actual number of students may vary depending on student demand. Class sizes and contract lecturer compensation for additional students are covered in the CUPE Local 3904, Unit 1, Collective Agreement.

Teaching Assistant(TA)/Graduate Assistant(GA) support hours listed here are academically required to deliver this course/section. The successful applicant will be provided appropriate TA/GA support. Additionally, if eligible, they will receive 20% of the total extra student payment as outlined in Article 17 of the CUPE 3904 Unit 1 Collective Agreement.

Note about internship courses: The maximum number of Internship courses a contract lecturer will be hired to teach is two (2).

a) A part-time hourly appointment / one semester is for less than 9 hours in any one semester.

PLEASE NOTE:

Effective May 1, 2022, the University's Vaccination Policy has been suspended. However, due to the fluid and dynamic nature of the COVID-19 virus, should public health indicators change, the University reserves the right to reinstate the Vaccination Policy, as deemed necessary. Should this policy be reintroduced, all successful candidates will be required to be fully vaccinated against COVID-19, and provide such proof. CUPE contracts will be updated to reflect this change. Course delivery can be online, in-person or hybrid at the sole discretion of the hiring unit. Candidates hired for in-person courses will be required to carryout their teaching on campus. Candidates teaching remotely are required to have access to the appropriate technology, i.e. computer with camera and microphone and high-speed internet. While applicants may submit Faculty/Course Survey results from Winter 2020 through to Winter 2023, these results will not be used as evidence of teaching effectiveness by the Contract Lecturer Appointment Committee due to the impact of COVID-19 on these semesters. A negative inference will not be drawn if FCS results are not submitted for these semesters. Alternate evidence of teaching effectiveness may be provided by the candidate for consideration by the CLAC.

Qualifications

Qualifications for All Positions

Consistent with the CUPE 1 Collective Agreement, hiring decisions must take into consideration: Education, Experience, Currency, Teaching Skills and Interactive Skills. Where qualifications are relatively equal, the person with the most seniority will be hired. Within the School of Child and Youth Care, the more specific criteria in each category are as follows:

Education
- PhD Completion (Underway to Completed)
- PhD Relevance
- MA Relevance to CYC (CYC/CY Studies, ECE, SW/Psychology, Sociology/PoliSci, Science
Experience
- CYC relevance: Demonstrated experience in working in CYC or related environments
- Course relevance: Course relevant work and/or community experience in the professional field or discipline
- Depth & Breadth: # of years in the field and across multiple organizations/populations
- Levels of Position: Degree of experience at various organizational levels, including frontline, supervisory, management, executive
- Equity, Diversity and Inclusion: Demonstrated experience in working with EDI, anti-oppressive and decolonizing frameworks in practice contexts
Currency
- Professional: Evidence of up-to-date knowledge and skills in professional practice related to CYC
- Teaching: Evidence of having maintained academic currency in the specific field relevant to the course
- Equity, Diversity and Inclusion: Evidence of having maintained up-to-date knowledge in relation to anti-oppressive and decolonizing frameworks [including practice skills where appropriate] in a specific field relevant to the course
- SRC Contributions: Demonstrated engagement in scholarship, research or creative activity with relevant populations or subject areas
Teaching
- Post-secondary Teaching: Demonstrated experience in teaching in post-secondary/adult education settings
- CYC Relevance: Demonstrated experience in teaching CYC-related content
- Course Relevance: Demonstrated experience in teaching course-specific content
- Equity, Diversity & Inclusion: Demonstrated experience incorporating EDI and anti-oppression frameworks into teaching
- Distant Delivery
Interactive Skills
- Interactive Skills: Demonstrated ability to effectively work with colleagues and students, including the ability to work in groups and resolve conflict constructively

Qualifications to Teach CYC 607 - Therapeutic Assessment course:

In addition to the posting requirements above, these positions require the following:

Experience engaging with Black, Indigenous, racialized, 2SLTGBQ+ young people in anti-oppressive ways through direct practice, research, community-based work, and related scholarly publications Master level training and subsequent experience in therapeutic evidence-based practices or culturally-community-based lived experience praxis with Black and Indigenous young people and their communities Demonstrated proficiency in therapeutic work with young people that centers the needs of Black, Indigenous, 2SLGTBQ+, and disabled young people in anti-oppressive and strength-based ways. Demonstrated proficiency in cultural humility, cultural safety, and reflexivity regarding issues of oppression and privilege A minimum of a Master's degree in Child and Youth Care or related field (doctorate preferred). Demonstrated teaching ability with adult learners, and with internet/distance course delivery. Demonstrated ability to meaningfully engage students of different races, cultures and religions, gender identities and sexual orientation, learning, sensory, and other disabilities. Experience with, and currency in, Child & Youth Care techniques and theory, including critical perspectives and perspectives on anti-Black and anti-Indigenous racism. Demonstrated previous experience with the specific course content. Previous experience teaching in Child and Youth Care is preferred. Direct experience working with young people in a therapeutic capacity demonstrating trauma-informed, anti-racist, youth-centered, and anti-oppressive practice. Five or more years in this role is preferred. Demonstrated teaching proficiency on decolonization, anti-racist practice, and anti-oppressive work with young people, their families, and their communities. Proven leadership within the therapeutic community in trauma assessment with at risk young people. Five or more year's professional experience assessing young people from a trauma-informed lens. Preferences for these positions: Evidence of completion of on-going therapeutic training PhD Completion or in-progress obtaining ABD status

Salary: Determined in accordance with CUPE Local 3904, Unit 1, Collective Agreement.

TYPES, DURATION AND FORM OF APPOINTMENTS

a) A full-workload sessional appointment is for 30 to 32 total semester hours over two successive semesters.
b) A full-workload half sessional appointment is for 15 to 16 semester hours in any one semester.
c) A reduced-workload sessional appointment is for at least 9 but less than 15 semester hours in each of two successive semesters
d) A reduced-workload half-sessional appointment is for at least 9 but less than 15 semester hours in any one semester
e) A part-time hourly appointment / two semesters is for less than 9 semester hours in each of two successive semesters
f) A part-time hourly appointment / one semester is for less than 9 hours in any one semester.

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