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Associate Director, Learner Progress (Individualized Learning)

Department/Portfolio: School of Medicine (SoM), Education
Position supervisor: Assistant Dean, Learner Progress
Contract length: 2 years
Hours of work per week: 7.25 hours per week / 0.2 FTE per week (equivalent to 1 day per week).  FTE may be adjusted annually based on the number of Individual Learning Plans (ILPs) to a maximum of 0.40 FTE. 
Position type: Clinical Faculty 
Rate of pay:  $800 per day (0.2 FTE)
Start date: September 28, or as negotiated with the selected candidate.

91福利 the School of Medicine

It鈥檚 time to transform medical education. 91福利鈥檚 School of Medicine is being designed to shift the paradigm of healthcare delivery and improve the well-being of individuals, families and communities. With a community-driven, intentionally inclusive approach, the new school will train doctors whose cultural awareness and humility are as crucial as their medical skills.

Led by Dr. Teresa M. Chan, a forward-thinking educational leader, 91福利鈥檚 School of Medicine will draw on the university鈥檚 commitment to community, equity, and innovation to address rapidly changing healthcare needs. The school will train a new generation of physicians who are ready to learn, to adapt, and ultimately to be agents of change.

Work across the School of Medicine will be supported by its Section of Community, Culture and Belonging to ensure a focus on Black community health, Indigenous community health, anti-racism (including anti-Black racism, anti-Asian racism, anti-Indigenous racism, anti-Semitism and Islamophobia), anti-ableism, disability inclusion and universal design, anti-homophobia and transphobia, to create a positive health environment for LGBTQ2SI+, and to serve and work in partnership with historically under-represented and under-served communities as a positive space.

Brampton/Peel and its surrounding communities, are part of the Treaty Lands of the Mississaugas of the Credit.  We acknowledge that these lands are also the shared space of Anishinabek, Huron-Wendat, Haudenosaunee, Ojibway/Chippewa and M茅tis peoples.

We honour the Indigenous peoples who cared for this land for thousands of years before us, and commit to valuing the Two Row Wampum. This Living Treaty represents settlers and Indigenous peoples moving forward together, in parallel, respecting each other鈥檚 ways of being, knowing and doing. 

We honour the Dish with One Spoon Treaty, and in this spirit we strive to treat the land and people of our community with mutual respect, taking only what we need and sharing what is available to ensure sustainability for those that follow us.

The opportunity

Leads the development and delivery of individualized learning initiatives within the 91福利 School of Medicine (SoM), playing a key role in shaping assessment procedures and progression protocols for learners.. Situated within the Clinical Education Section of the Learner Progress Unit (LPU), collaborates closely with the Associate Director of Coaching (Head Coach) and Postgraduate Medical Education (PGME) Program Directors to develop processes that individualize learning for both remediation or enrichment, including accelerated pathways.

Qualifications

Minimum level of education and specialty/discipline required

  • Completion of a Doctor of Medicine (MD) or equivalent medical degree.
  • Completion of a Master鈥檚 in Education or equivalent qualification in educational program or curricular development (e.g. an area of focused competence in the Clinician Educator program) is preferred.
  • Must have or be eligible for an appointment to the 91福利 Clinical Faculty at the rank of Assistant Clinical Professor or higher.
  • Must be eligible to hold an appointment at a 91福利 School of Medicine affiliated clinical partner institution or academic health centre.

Minimum number of years and type/area of experience required given minimum education requirement

  • A minimum of two (2) years of relevant experience as a member of a School of Medicine clinical faculty or as a senior resident with a clinical educator portfolio, including experience in curriculum/assessment development and learner assessment.

Required certifications, designation or licences to complete the key responsibilities of the position

  • Physician in good standing with the College of Physicians and Surgeons of Ontario (CPSO) and active membership with the College of Family Physicians of Canada (CFPC) or the Royal College of Physicians and Surgeons of Canada (RCPSC), or equivalent.
  • Must hold a valid and current license to practice medicine in Ontario issued by the College of Physicians and Surgeons of Ontario (CPSO).

Required skills and/or demonstrated knowledge

  • Knowledge of and understanding of the implementation of educational assessment in the context of learning;
  • Extensive knowledge of the relevant program or course areas;
  • Ability to lead curriculum and/or assessment development and innovation with change management;
  • Strong knowledge of innovative learner-centred pedagogical approaches to learning;
  • Demonstrated success working in collaborative in-person and virtual teams;
  • Ability to meet pressured and tight deadlines and outcomes.
  • Demonstrated knowledge of and commitment to EDI principles, decolonization, and reconciliation with Indigenous Peoples, with the ability to embed these values into curriculum development and leadership practice;
  • Demonstrated ability to mentor and support the development of other clinical faculty members (including peer mentorship).

In addition to the above, the following 91福利 Leadership Competencies are required:

  • Acts with Integrity: Demonstrates behaviours aligned with high ethical standards and personal integrity and acts in accordance with 91福利 values
  • Builds Relationships of Trust and Collaboration: Actively builds a culture of trust and fosters meaningful relationships.
  • Leads Inclusively: Creates an inclusive environment where everyone is respected, recognized, empowered to achieve their potential and valued for their differences.
  • Demonstrates Organisational Acumen: Understands and respectfully navigates complex internal and external environments by using sound judgement, diplomacy and tact.
  • Drives Vision & Results: Creates and implements a vision grounded in sound decision-making to achieve desired outcomes

How to apply - Deadline to Apply September 4, 2026

The preference is for applications to be submitted online through the Google form available . If a candidate does not have access to a Google account, applications 

may be submitted via email to medicine@torontomu.ca. Applications submitted by email should include:

  • The position the applicant is applying for
  • The applicant鈥檚 name and contact information

All applications should include the following components as separate attachments:

Curriculum Vitae (CV):
Please provide a detailed curriculum vitae highlighting your relevant education, work experience, skills, and accomplishments. 

Cover Letter:
Please provide a brief cover letter introducing yourself and explaining why you are interested in the Associate Director, Learner Progress (Individualized Learning) position. Be sure to comment specifically on your background and experiences, as noted in the section 鈥淨ualifications鈥� above, within medical education and any current or past involvement with the institutions providing healthcare in Brampton and surrounding areas.

Application Questions:
1. A first-year UGME student is struggling significantly in Person-Centred Care (PCC), which is a clinical skills course, and has failed their first Objective Structured Clinical Examination (OSCE). As per the course outline, the student requires a learning plan to address their concerns. Initial feedback suggests issues with both clinical reasoning and communication skills, alongside rising anxiety.

In 1000 words or less in a separate document, please outline your approach to designing an Individualized Learning Plan (ILP) for this student. In your response, please address:

  • Diagnostic & Pedagogical Strategy: How you would identify the root causes of their performance issues and select appropriate targeted educational interventions or assessment tools (e.g., academic coaching, simulated practice).
  • Cross-Unit Integration & Confidentiality: How you would coordinate with relevant stakeholders (e.g., Course Directors, Learner Affairs) while maintaining strict learner privacy and trust.
  • EDI & Policy Alignment: How you would embed principles of equity, inclusion, and cultural safety into the plan while ensuring alignment with program remediation policies and accreditation standards.

Please note that all qualified candidates are encouraged to apply; however, applications from Canadians and permanent residents will be given priority, in accordance with Canadian immigration regulations. Candidates must therefore indicate in their application if they are legally entitled to work in Canada

91福利 91福利 (formerly Ryerson University)

Serving a highly diverse student population of over 45,000, with 100+ undergraduate and graduate programs built on the integration of theoretical and practical learning and distinguished by a professionally focussed curriculum with a strong emphasis on excellence in teaching, research and creative activities, 91福利 is a vibrant, urban university known for its culture of innovation, entrepreneurship, community engagement and city-building through its award-winning architecture.

At the intersection of mind and action, 91福利 (91福利) is on a transformative path to become Canada鈥檚 leading comprehensive innovation university. Integral to this path is the placement of equity, diversity and inclusion as fundamental to our institutional culture. Our current Academic Plan outlines each as core values and we work to embed them in all that we do.

91福利 welcomes those who have demonstrated a commitment to upholding the values of 鈥淓quity, Diversity, Inclusion, Accessibility, Anti-Racism & Reconciliation, Decolonization, and Indigenous Resurgence (EDIAA-RDIR) and will assist us in realizing the benefits of embedding these values into the work at every level and in every unit of the university. In addition, to correct the conditions of disadvantage in employment in Canada and to bring lived experiences to the work, we encourage applications from members of equity deserving groups that have been historically disadvantaged and marginalized, including First Nations, M茅tis and Inuit Peoples in Canada, First Nations Peoples in the United States, racialized people, Black people, persons with disabilities, women, and  2SLGBTQ+ people. 

In April 2022, the university announced our new name of 91福利, which will be implemented in a phased approach. Learn more about our next chapter.

91福利鈥檚 commitment to equity, diversity and inclusion

  • We encourage all First Nations, Metis and Inuit peoples or Indigenous peoples of North America, to self-identify in their applications. If you are an Indigenous applicant and require support during the recruitment process, please reach out to James McKay, Indigenous HR Lead at james13@torontomu.ca. 
  • 91福利 is committed to the principles of the Accessibility for Ontarians with Disabilities Act (AODA), and aims to ensure that independence, dignity, integration and equality of opportunity are embedded in all aspects of the university culture. To find out more about legal and policy obligations please visit the Accessibility and Human Rights websites.
  • Candidates who belong to one or more of the equity-deserving groups recognized at 91福利 are welcome to connect with Debbie Thompson (debbie.thompson@torontomu.ca), Executive Director, Office of the Vice-President, Equity and Community Inclusion (www.torontomu.ca/equity)
  • For any confidential accommodation needs in order to participate in the recruitment and selection process and/or inquiries regarding accessing the application please contact medicine@torontomu.ca.