Current Opportunities at the Teaching Systems Lab:


JOB ID: 15384

The Woodrow Wilson Academy of Teaching and Learning in partnership with The Teaching Systems Lab is creating a new blended teacher training program. The Tech Lead will be a hands-on leader directly collaborating with WWA faculty and students to create new kinds of technology-enhanced learning experiences for the program.

Responsibilities include:

  • Collaborating closely with education faculty, researchers and game designers to understand user needs, define products aligned with the program’s pedagogical vision, create mockups and ship prototypes
  • Full stack web or mobile application development with a variety of languages including but not limited to Ruby, Python, JavaScript, CSS
  • Leverage frameworks, libraries and existing software services
  • Support and maintain software products across the lifecycle, including provisioning, operations, monitoring and maintenance
  • Manage budget for infrastructure, service and license costs
  • Defining team culture and norms for open-source development
  • Recruit, manage and mentor a small team of engineers, possibly including graduate and undergraduate students as well
  • Identity and recommend or implement components supporting teachers and teacher educators in communicating, collaborating and working together remotely
  • As part of a small team, attending to whatever else is necessary to bring the project to successful fruition


  • Experience as a software developer, with experience with object oriented programming and scripting languages (Python, Ruby, JavaScript) and experience developing in and delivering applications with web frameworks (i.e. Rails, Django), the use of RESTful APIs, and automated testing (either server-side or client-side).
  • Able to articulate technical and non-technical issues associated with emerging learning technologies and collaboration tools.
  • Demonstrable evidence of ability take projects from start to completion.

The position is 100% time. The position is one-year renewable, and the project is anticipated to last through June of 2021.


JOB ID: 15516

Teaching Systems Lab (TSL) in collaboration with The Education Arcade is launching a 5-year research project to make assessment more fun for all involved by designing, developing, & implementing game-based assessment systems, beginning with 9th grade math. The goal of the project is to create a game-based math assessment system that will be used as frequent and continuous formative assessments throughout the school year. This project brings together groups that have demonstrated expertise in learning game design and rigorous assessment design, to create an impactful tool for teachers. We expect the process of designing, researching, and implementing the game-based assessments to be equally rigorous and fun.

The role includes creating a design and development process that incorporates the best practices of evidence-centered design, learning analytics, and educational data mining. In this work, the researcher will have the opportunity to analyze learning data including log files, assessment data, and observations. We will look to the learning analytics expert for leadership in identifying what techniques to apply to problems that don’t have known solutions, and will expect the ability to apply the techniques in new ways and think outside the box.


  • Lead the effort for analysis and assessment machinery building by planning and executing analysis and research studies
  • Rapidly process data using various analytics techniques to inform design decisions
  • Design and conduct studies using various methods, to research the effectiveness of the assessment tool as a whole, individual design elements of the tool, and its implementation in classrooms
  • Publish journal articles and present at national conferences to share our work to the broader education research community


  • PhD degree in a relevant academic subject area, such as learning analytics, computer science, educational data mining, artificial intelligence, measurement and statistics, learning sciences, psychology or related area
  • Research experience in educational data mining, learning analytics, machine learning, or related areas
  • Strong analytical and statistical skills, ability and willingness to learn new techniques rapidly
  • Experience in data management and analytics is essential (e.g. R, Python, JavaScript)
  • Some familiarity with computer programming and visualization tools are a plus
  • Strong academic writing and presentation skills
  • Previous experience of working with students and teachers, in both formal and informal learning settings is preferred

One year temporary position renewable on an annual basis.

Review of applications will begin on February 1, 2018; however, the position will remain open until filled. For additional information about the position, please contact YJ Kim at


JOB ID: 15485

Project Overview

The MIT Teaching Systems Lab in partnership with the Woodrow Wilson Academy of Teaching and Learning is creating a new STEM teacher education program. This presents a rare opportunity to bring creative and innovative ways to reimagine what and how teachers learn. We are looking for a creative design researcher who will join an interdisciplinary team of learning designers and teacher educators to lead and implement design-based research projects collaborating closely with the Academy team. The primary responsibility of this position will be to create prototypes for practice spaces–playful and game-like learning experiences that allow teachers to enact the skills required to solve authentic problems of teaching and learning–and inform the design team’s work with in-depth literature reviews of the best practices in teacher education. The design researcher will also lead design research of the practice spaces by iteratively refining them based on empirical evidence.


  • Collaborate closely with the Woodrow Wilson Academy team to prototype practice spaces and research them in the context of the program and other teacher ed programs
  • Immerse in the landscape of teacher education to research and synthesize innovations in teacher education and inform and educate the design team
  • Lead and manage design-based research projects working closely with a game designer, MIT undergraduate students, and WWA design fellows
  • Publish journal articles and present at national conferences to share our work to the broader education research community


  • Candidates must have a PhD or EdD in Learning Sciences, Curriculum and Instruction, Cognitive Science, STEM education fields, or equivalent.
  • Awareness of the affordances of different approaches to learning, including non-traditional
  • Vision of how learning and teaching can be improved
  • Must have experience working with K-12 students and educators, from both formal and informal learning environments
  • Must have prior experience of conducting and leading design-based research
  • Proven record of leading and managing a project with interdisciplinary teams
  • Proven record of scholarly work and academic publication
  • Preference will also be given to candidates with design-based education research experience in the context of teacher education and game-based learning

Review of applications will begin on January 1, 2018; however, the position will remain open until filled. For additional information about the position, please contact YJ Kim at

This is a temporary, one-year appointment renewable on an annual basis.


JOB ID: 15649

Job Description:

LEARNING DESIGNER, Office of Digital Learning (ODL), to help create a competency-based curriculum at a new graduate school of education.  The Woodrow Wilson Academy–in partnership with the MIT Teaching Systems Lab (TSL)–is launching a unique competency-based teacher education program in September of 2018 that will grant the master of education and prepare students for teaching licensure in chemistry, biology, and math.  In preparation for the launch year, a team made of learning designers, assessment specialists, STEM faculty, and design fellows (recent college grads studying to become teachers) has been building a curriculum based on “challenges,” or complex problems of teaching practice. Using simulations, games, and other practice spaces, the team is designing a teacher preparation program that aims to get teachers ready to tackle the real problems they’ll face in the classrooms of today and tomorrow.  Responsibilities include designing blended learning curriculum for STEM preservice teachers; prototyping games, simulations, and other learning experiences for preservice teachers; and leading and supporting the capacity building of a design team consisting of design fellows.  Will report to the director of the TSL.

Job Requirements:


  • Master’s degree in related fields (e.g., STEM education, educational technology, learning sciences)
  • Experience teaching and mentoring K-12 students in formal and/or informal learning spaces
  • Experience creating diverse learning experiences that go beyond online courses (e.g., educational games, hands-on activities, interactive media, etc.)
  • Experience with design thinking methods and iterative design processes
  • A minimum of five years of work experience in learning design

This is a one-year position with potential to renew over the length of the five-year grant period.

Visit MIT jobs page to apply


JOB ID: 15761

Job Description:

RESEARCH SCIENTIST, Office of Digital Learning-Teaching Systems Lab (TSL), to play a critical role in managing activities across the lab to ensure a robust agenda of funding, research, and publication.  Responsibilities will include leading the design and execution of research projects; producing scientific reports and papers for presentation and publication; forging and managing relationships with partners, including schools, systems, professional development providers, funders, and related research groups; participating in planning concerning the strategic goals of the lab; managing staff, students, and projects including providing feedback and ensuring opportunities for professional growth; securing ongoing funding for existing and new initiatives; and engaging stakeholders to improve teacher education by moving ideas to action.

TSL investigates future of teacher learning. Areas of inquiry include online and blended teacher professional learning and teacher practice spaces, e.g., games and simulations that allow teachers to rehearse for and reflect on important decisions in teaching.

Job Requirements

  • Doctorate in education, social science, or related field
  • Broad expertise in qualitative, quantitative, and design-based research methods and deep expertise in at least one methodological approach (e.g., digital ethnography, learning analytics, game development, etc.)
  • Experience executing sophisticated research designs
  • A track record of impactful publications
  • Strong interest in advancing excellence and equity in education through improving professional learning for educators
  • Excellent communication and technical skills
  • Ability to work independently, mentor students and junior staff, and contribute to an interdisciplinary team.  At least five years of research experience that includes grant writing, mentoring, and project management is preferred.   Job #15761

This is a temporary, one-year appointment, renewable on an annual basis.

Visit the MIT jobs page to apply.


Job ID: 15797

DESIGN RESEARCHER FOR K12 EQUITY TEACHING PRACTICES, Office of Digital Learning (ODL)-Teaching Systems Lab (TSL), to lead design-based research projects, closely collaborating with teacher education organizations. Equity is a core component of many teacher preparation programs, in computer science (CS) and beyond.  MIT TSL is developing a set of online practice spaces, inspired by games and simulations, that let teachers rehearse for and reflect on equity teaching practices like asset framing and disrupting preparatory privilege. These learning experiences have been co-designed in partnership with CS teacher education programs with the intention of expanding these partnerships and extending this work into other disciplines. Responsibilities include creating and maintaining partnerships with teacher preparation programs, school districts, and professional development providers; prototyping games, simulations, and other learning experiences for teachers; designing blended learning curriculum focused on developing equitable practices and limiting bias; designing and conducting research on the efficacy of these learning experiences; and writing scholarly publications.  Will also contribute to the lab’s planning, research, and evaluation activities; and partner with team members in the development of robust evaluation strategies across the TSL’s areas of work.

Job Requirements

  • Advanced degree in learning sciences, computer science, STEM education fields, or related area
  • Experience with and commitment to teacher professional learning; experience conducting and leading design-based research
  • A record of leading and managing a project with interdisciplinary teams and multiple partnerships and of scholarly work and academic publication
  • Seek a team player with excellent interpersonal and communication skills who is able to work effectively with cross-functional groups and demonstrates an understanding of and commitment to equity and diversity.
  • Product design and software engineering skills a plus

Visit the MIT jobs page to apply

This is a one-year appointment renewable on an annual basis.


The MIT Comparative Media Studies (CMS) program offers a two-year Masters degree focusing on the intersection of technology and the humanities.  The program spans many media domains from film to virtual reality and civic media.  There is a longstanding tradition and leadership in the field of game studies and game design.  This year there are expanded offerings in educational technology and media, through the direction of two new faculty members in these domains, Eric Klopfer and Justin Reich.  A growing research portfolio includes projects on media-rich teacher practice spaces, mobile and virtual reality game-based learning environments, massive open online courses, and technology-supported project-based learning among others.  These projects combine insights from fields including game design, learning sciences, interactive video, and machine learning.  

MIT’s CMS master’s students build on an MIT tradition of media and technology leadership to focus historical and theoretical attention on the world’s changing media environment. Students observe first-hand, and then contribute to, the experimentation and research leading to the next wave of media breakthroughs. We provide a bridge between the technological and humanistic sides of MIT, by examining the social and cultural impact of the changing media landscape.

CMS is not the study of interactive technologies themselves; it focuses on social and cultural interactions with technology. As media become increasingly integrated into all aspects of modern experience, it is impossible to fully understand our central institutions and practices without understanding media. The most urgent questions confronting us are social and cultural, not purely technological.

Our courses are thus designed to teach students to make and reflect upon media and in the process, to acquire important skills in teamwork, leadership, problem solving, collaboration, brainstorming, communications, and project completion, which will prepare them for a wide range of academic and professional careers.

The program is seeking highly talented and motivated graduate students to study and work in these areas.  You can find out more about the program on the CMS masters program on its website, as well as the websites of the two programs leading the work in educational technology and media, The Teaching Systems Lab and The Education Arcade.

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