The University of Southern Maine’s Special Education Program is seeking part-time instructor applicants for our Fall 2025 semester, beginning September 1, 2025. We are seeking instructors for the following courses: Students with Exceptionalities in General Education (SED 235) - The primary goal of this course is to construct an understanding and knowledge of the range of exceptionalities, including students with disabilities and those identified as gifted and talented. The course is based on the premise that students with exceptionalities should be educated and socially interact to the greatest extent possible with their peers in the general education curriculum and program. The general educator’s role in teaching learners who are exceptional will be emphasized. Topics include characteristics of areas of exceptionality; classroom management; assistive technology; state and federal legislation regarding exceptional students; Response to Intervention (RTI); Universal Design for Learning (UDL); individual education programs (IEP); building relationships with parents; students who are culturally and linguistically diverse; and inclusion and collaboration philosophy and practices. Special Education Regulations, Procedures, and IEP Team (SED 282) - This course is for educators working directly with students who are suspected of, or who are identified with, disabilities. The course focuses on the role of special education in both a multi-tiered system of student support (MTSS) and the process for developing and implementing Individualized Education Programs (IEP). Participants examine current federal and state statutes and accompanying regulations governing special education services. Emphasis is placed on the functioning of the IEP team, including collaborating with families, from a teacher’s or service provider’s perspective. Targeted and Individualized Instructional Strategies for Students with Disabilities (SED 318) - The primary purpose of this course is to learn and analyze principles and skills of teaching and learning which are effective in instructing students who need more intensive and individualized instruction. Such practices can be used with students who have an Individualized Education Program (IEP) or are participating in Tier 2 or 3 of the continuum of a multi-tiered system of student support (MTSS). Students who are English Language learners with suspected disabilities are included. The course will address applying and analyzing evidence-based instruction and assessment to evaluate progress toward learning goals. Multi-Tier Mathematics Instruction and Assessment (SED 425) - This course includes lectures, discussions, guided practice and applied learning experiences in the scope and sequence of progressively more intensive mathematics instruction and assessment for students with mathematics difficulties in kindergarten through grade 12, including students with diverse abilities and backgrounds. Starting with the five foundations of math instruction (e.g., conceptual understanding, procedural fluency, strategic competence, adaptive reasoning, productive disposition), the course describes the features of universal (e.g., Tier 1) core math instruction then provides guided practice and applied learning experiences to prepare teachers to use progressively intensive math instruction based on student learning needs. Participants will learn how to select and use scientifically validated mathematics instruction and assessment practices for students needing supplemental (e.g., Tier 2) and intensive (e.g., Tier 3), and special education mathematics instruction and assessment. Multi-Tier Reading Instruction and Assessment (SED 427) - This course includes lectures, discussions, guided practice and applied learning experiences in the scope and sequence of progressively more intensive reading instruction and assessment for students with reading difficulties in kindergarten through grade 12, including students with diverse abilities and backgrounds. Starting with the five foundations of reading instruction (e.g., phonemic awareness, alphabetic principle, fluency, vocabulary, and comprehension), the course describes the features of universal (e.g., Tier 1) core reading instruction then provides guided practice and applied learning experiences to prepare teachers to use progressively more intensive reading instruction and assessment based on student learning needs. Participants will learn how to select and use scientifically validated reading instruction and assessment practices for students needing supplemental (e.g., Tier 2), intensive (e.g., Tier 3), and special education reading instruction and assessment. Assessment of Academic Achievement (SED 453) - This course is designed to prepare special educators to select, administer, score and interpret measures of academic achievement. Numerous measures of academic achievement, including published norm referenced tests, criterion-referenced tests, curriculum-based assessment and measurement, and performance-based assessments will be studied. Students will develop an understanding of how to use measures of academic achievement as part of a comprehensive problem-solving process that fits with responsive interventions in schools. Targeted and Individualized Instructional Strategies for Students with Disabilities (SED 518) - The primary purpose of this course is to learn and analyze principles and skills of teaching and learning which are effective in instructing students who need more intensive and individualized instruction. Such practices can be used with students who have an Individualized Education Program (IEP) or are participating in Tier 2 or 3 of the continuum of a multi-tiered system of student support (MTSS). Students who are English Language learners with suspected disabilities are included. The course will address applying and analyzing evidence-based instruction and assessment to evaluate progress toward learning goals. Students with Exceptionalities in General Education (SED 540) - The primary goal of this course is to construct an understanding and knowledge of the range of exceptionalities, including students with disabilities and those identified as gifted and talented. The course is based on the premise that students with exceptionalities should be educated and socially interact to the greatest extent possible with their peers in the general education curriculum and program. The general educator’s role in teaching learners who are exceptional will be emphasized. Topics include characteristics of areas of exceptionality; classroom management; assistive technology; state and federal legislation regarding exceptional students; Response to Intervention (RTI); Universal Design for Learning (UDL); individual education programs (IEP); building relationships with parents; students who are culturally and linguistically diverse; and inclusion and collaboration philosophy and practices. Multi-Tier Mathematics Instruction and Assessment (SED 625) - This course includes lectures, discussions, guided practice and applied learning experiences in the scope and sequence of progressively more intensive mathematics instruction and assessment for students with mathematics difficulties in kindergarten through grade 12, including students with diverse abilities and backgrounds. Starting with the five foundations of math instruction (e.g., conceptual understanding, procedural fluency, strategic competence, adaptive reasoning, productive disposition), the course describes the features of universal (e.g., Tier 1) core math instruction then provides guided practice and applied learning experiences to prepare teachers to use progressively intensive math instruction based on student learning needs. Participants will learn how to select and use scientifically validated mathematics instruction and assessment practices for students needing supplemental (e.g., Tier 2) and intensive (e.g., Tier 3), and special education mathematics instruction and assessment. Multi-Tier Reading Instruction and Assessment (SED 627) - This course includes lectures, discussions, guided practice and applied learning experiences in the scope and sequence of progressively more intensive reading instruction and assessment for students with reading difficulties in kindergarten through grade 12, including students with diverse abilities and backgrounds. Starting with the five foundations of reading instruction (e.g., phonemic awareness, alphabetic principle, fluency, vocabulary, and comprehension), the course describes the features of universal (e.g., Tier 1) core reading instruction then provides guided practice and applied learning experiences to prepare teachers to use progressively more intensive reading instruction and assessment based on student learning needs. Participants will learn how to select and use scientifically validated reading instruction and assessment practices for students needing supplemental (e.g., Tier 2), intensive (e.g., Tier 3), and special education reading instruction and assessment. Assessment of Academic Achievement (SED 653) - This course is designed to prepare special educators to select, administer, score and interpret measures of academic achievement. Numerous measures of academic achievement, including published norm referenced tests, criterion-referenced tests, curriculum-based assessment and measurement, and performance-based assessments will be studied. Students will develop an understanding of how to use measures of academic achievement as part of a comprehensive problem-solving process that fits with responsive interventions in schools. Variability in Human Development (SPY 501) - This course focuses on the details of typical and atypical patterns of human development. Topics include basic anatomy and physiology as well as the developmental progression in physical, cognitive, language, emotional, and academic domains. The course will include learning about perspectives on variability in human development in diverse cultures and ethnicities. Students will learn about typical and atypical development across lifespan, with an emphasis on the types of variation that most often contribute to disabilities that require special education. The course will include information about known risk factors associated with specific types of developmental variation as well as examine how factors such as socio-economic and health conditions affect human development. We are seeking student-focused instructors who will be responsible for the full delivery and grading of the course. All Special Education programs are fully online with a combination of synchronous and asynchronous courses. Synchronous sessions meet using the Zoom conferencing platform and meet in the late afternoons and evenings so that those currently working in schools can attend. Responsibilities include developing the course, teaching, assessing student performance, and meeting with students as needed. The instructor will be provided with the course learning objectives, program competencies, and suggested topical outline and will be given a previous course syllabus available for reference. The University of Southern Maine’s Special Education Program (https://usm.maine.edu/special-education/) offers undergraduate and graduate degrees that lead to Maine certification as a special education teacher of students with mild to moderate special needs. . The programs are accredited by CAEP and approved by the Maine Department of Education. Students apply learning through projects and assignments that are practical and connected to their professional fields. Part-time faculty members are paid on a credit hour basis based on prior teaching experience. Eligible part-time faculty members may elect certain benefits (https://usm.maine.edu/campus-human-resource-services/wp-content/uploads/sites/235/2022/07/Single-Page-Benefits-PATFA.pdf) provided by the University of Maine System. In addition, The Center for Academic Innovation (https://usmdl.org/) provides learning design consulting and faculty development opportunities to help faculty to create engaging programs, courses and lesson plans grounded in evidence-based best practices for every modality. The University of Southern Maine (https://usm.maine.edu/) is a vibrant academic community located in the greater Portland, Maine area, including campuses in Portland, Gorham, Lewiston, and online. USM is part of the University of Maine System and offers a comprehensive array of undergraduate and graduate programs, emphasizing hands-on learning, community engagement, and interdisciplinary collaboration. With a highly engaged student-centered learning environment, USM is a steward of higher education, helping drive the economic, cultural, and civic life in the communities where our campuses are located and beyond. USM is committed to providing expanded access to high-quality education that elevates economic opportunity and contributes significantly to the vitality of a diverse society. To learn more about USM, visit About Our University (https://usm.maine.edu/about-our-university/) . The University of Southern Maine fosters a welcoming and supportive campus environment that respects and appreciates diverse perspectives, enhancing teaching, learning, personal growth, and overall institutional achievement. USM encourages applications from individuals of all backgrounds, including women, veterans, and those with differing abilities, experiences, and cultural perspectives. We are dedicated to our Service Promise, Student Focused Every Day and seek a team member who embraces this commitment and upholds our core values of Respect & Care, Integrity, Equity, and Responsiveness. Required Qualifications: + Master’s degree in special education or related field required + Prior teaching experience in K-12 schools + Prior experience as a student or instructor in an online course Preferred Qualifications: + Doctoral degree preferred in Special Education or related field + Prior experience teaching undergraduate and/or graduate students + Specialized training and preparation to teach online To apply, click on the ‘Apply Now’ button below or visit our USM Careers Page (http://usm.careers.maine.edu) and submit the following: + Cover letter describing qualifications for the position. + Curriculum vitae or resume + Contact information for three professional references. We will begin reviewing applications immediately. These positions will remain open until filled. We are not able to consider applicants who require Visa sponsorship support. Appropriate background screening will be conducted for the successful candidate(s). Clery Act: The Jeanne Clery Disclosure of Campus Security Policy and Campus Crime Statistics Act, or Clery Act, mandates that all Title IV institutions, such as the University, prepare, publish, and distribute an Annual Security Report (ASR), and provide notice of the availability of the ASR to all prospective employees. This report consists of two basic parts: disclosure of the University’s crime statistics for the past three calendar years; and disclosures regarding the University’s current campus security policies. View the University’s Annual Security Report (PDF) (https://usm.maine.edu/public-safety/annual-security-and-fire-safety-report/) . If you wish to have a paper copy of the ASR or need to have a copy of the ASR in an accessible format, the University will provide such a copy upon request. Please email (usmdeanofstudents@maine.edu) or call 207.780.4035. EEO Statement: The University of Southern Maine is an EEO/AA employer and is committed to nondiscrimination. For inquiries regarding non-discrimination policies, please contact the Office of Equal Opportunity and Title IX Services, 5713 Chadbourne Hall, Room 412, University of Maine, Orono, ME 04469-5713, 207-581-1226. TTY 711 (Maine Relay System)