Adjunct - Moderate to Severe Special Education - Online - College of Education

Qualifications: Please read carefully and ensure you meet qualifications before submitting your application.

• Preferred: Doctorate in Special Education AND valid special education moderate to full severe or special education cross categorical state teacher certification.
• Minimum: Master's Degree in Special Education or related field and valid state special education moderate to severe or special education cross categorical teaching certification, AND exceptional expertise.
• All instructors must have minimum of 3 years teaching students with disabilities grades K-12.

Make a Difference at Grand Canyon University

Shape the bright futures of Grand Canyon University students as an online adjunct faculty member for the online division in the College of Education. Whether students are looking to start or advance their career as a teacher or administrator, GCU offers bachelor’s and master’s in education degrees in key areas including early childhood education, elementary education, and secondary education degrees, TESOL and special education.

As an adjunct faculty member, you’ll provide program instruction in an online format, incorporating innovative teaching methodologies, cutting-edge technologies and other industry trends reflecting advancements in your discipline. If you are highly motivated and passionate about teaching exceptional quality instruction, we’d like to hear from you. 

Grand Canyon University is in search of an Online Adjunct Instructor who is qualified to instruct the courses listed below.

MSS-520: Instructional Planning for Special Education Students

"Teacher candidates survey instructional strategies, tools, resources, and technology used to design meaningful learning experiences that consider students’ strengths and interests, increase motivation for learning, and promote active engagement. Teacher candidates design explicit, systematic instruction that provides multiple ways to demonstrate learning and considers the differentiation, modification, and accommodation strategies needed to support all students. Focus is placed on how instruction can vary in different settings, including virtual environments, and how different settings affect peer interactions and collaborative skills."

MMS-570: Case Management and Transition Planning

"Teacher candidates examine case management practices and strategies and the transition process. Legal and instructional requirements, culturally responsive collaboration and communication, and documentation of students’ progress as part of case management and transition planning are examined. Teacher candidates investigate collaboration with general education teachers, including when modifying the general education curriculum and planning specially designed instruction that meets the learning needs of students with exceptionalities."

MSS-530: Instruction and Assessment for Moderate to Severe Exceptionalities

"In this course, teacher candidates will explore comprehensive instructional strategies, resources, and assistive technologies tailored to support students with moderate to severe exceptionalities. Focus is placed on creating developmentally appropriate learning environments that reflect individual differences and needs, and to differentiate the general curriculum to enhance access, learning, and successful functioning across various contexts. The course emphasizes designing explicit, systematic instruction that offers multiple ways for students to demonstrate their knowledge and accommodate diverse learning styles. Candidates will also develop skills in analyzing data to refine instruction, provide targeted feedback, and bolster peer interaction and collaborative skills, with a focus on how these may look different in various settings, including virtual environments."

MSS-540: The Science of Reading and Phonics for Effective Adaptive Communication

"In this course, teacher candidates delve into the science of reading and phonics with an emphasis on understanding both typical and atypical language development and the effect of disabilities and disorders on literacy. Candidates are guided to use this knowledge to make informed programmatic and instructional decisions that support individuals with moderate to severe exceptionalities. Research-based strategies for phonics, phonemic awareness, vocabulary, fluency, and comprehension are explored, along with methods for accommodating the general education curriculum to enhance access to the core curriculum and support individualized learning needs. Candidates will examine the role of speech-language pathologists, special education teachers, and others in utilizing augmentative and alternative communication to promote literacy and communication skills. Focus is placed on planning and implementing instruction and assessments using assistive technologies that facilitate communication and learning for students with moderate to severe exceptionalities, ensuring that modifications and accommodations are effectively integrated to maximize student success."

MSS-545: Specialized ELA Instruction: Research, Remediation, and Intervention

"This course equips teacher candidates with the skills to select and adapt research-based instructional strategies, ensuring access to English language arts content, including literacy, for individuals with moderate to severe exceptionalities. Emphasis is placed on the creation of developmentally appropriate and meaningful learning experiences that address individual strengths, needs, and interests, while providing a functional approach to ELA instruction. Candidates will explore the effect of disabilities like dyslexia on reading acquisition, understanding their variance in presentation and degree. Focus is placed on modifying the general education curriculum and planning specially designed instruction (SDI) to foster skills and strategies enabling students with moderate to severe exceptionalities to access the core curriculum, meet individualized learning goals, and function successfully across diverse settings. Candidates will also learn to develop formal and informal assessments that minimize bias and yield valid, reliable data on student progress and needs."

Responsibilities:

Responsibilities include equipping students with the required skill set, facilitating classroom discussions, assessing student performance, and preparing students to be successful leaders in their chosen profession. Other main responsibilities include the following:

• Facilitate weekly main discussion forums to engage students in the online classroom.
• Adhere to weekly grading requirements, deadlines, and timeframes.
• Respond to students’ questions and emails within the established timeframes.
• Provide a positive example to students by supporting the University’s Doctrinal Statement, Ethical Position Statement and Mission of Grand Canyon University.

Before submitting your application please attach the following to review:

• Your unofficial transcripts for any applicable conferred graduate degrees.
• Any applicable licenses/certifications

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