Subject Matter Expert; SME : Online Course Development EDU-Strategies to Prom

Subject Matter Expert (SME) Opportunity:
Online Course Development EDU-4051:
Strategies to Promote Inclusive Practice

2 days ago Be among the first 25 applicants

Program Overview
Vermont State University’s Bachelor of Arts in Elementary Education with Special Education program prepares students to become teachers licensed in both Elementary Education (K-6) and Special Education (K-8). With careful planning, a full-time student can complete the degree in four years, earning a Level I Professional Educator’s License issued by the Vermont Agency of Education. This license is required to work as a public‑school teacher in Vermont and is recognized by all other states under the NASDTEC Interstate Agreement.

The program equips educators with theories, research, standards, and practices that form a solid foundation for teaching. Students learn to create inclusive learning environments that welcome all learners. Emphasis is placed on action research, collaboration, social justice, inclusivity, diversity, equity, inclusion, democracy, critical perspectives, inquiry, creativity, advocacy, theory‑into‑practice, and education as a public good.

Vermont State University seeks immediately available and qualified Subject Matter Experts (SMEs) to develop high‑quality academic content for its online B.A. in Elementary Education with Special Education program. SMEs will collaborate with instructional designers to build engaging, standards‑aligned online courses that emphasize social justice, action research, collaboration, diversity, equity, inclusion, inquiry, and advocacy. Even if you do not have a current Vermont license, your experience in inclusive education is highly valued.

As an SME you will create and revise original course materials following VTSU Online’s established course development process. Compensation for each course is $4,100.00.

This course examines inclusive education practices and procedures. Participants learn to assess student needs, evaluate strategies, and implement evidence‑based methods for diverse learners. The course covers behavioral, academic, intellectual, language, and social characteristics of individual learners and explores appropriate strategies for inclusive environments.

• Terminal degree (earned doctorate or other terminal degree) in Education, Special Education, Curriculum & Instruction, or a closely related field aligned with elementary and/or special education.
• Current, valid Vermont Level I or higher Professional Educator’s License with endorsement in Elementary Education (K–6) and/or Special Education, or a current principal’s license with relevant background.
• Demonstrated familiarity with Vermont educator licensure requirements.
• Minimum of three years of successful, documented full‑time teaching experience in PK–8 settings, preferably in Vermont public schools.
• Direct experience teaching and supporting students with disabilities in inclusive settings (e.g., co‑teaching, IEP development and implementation, differentiated instruction) and familiarity with IDEA and Section 504 requirements.
• Successful completion of a criminal background check and any other checks required by Vermont law and partner school districts prior to practicum‑ or PK–8 classroom‑related work.
• Evidence of strong collaboration skills and professional communication with school partners, colleagues, and university personnel, including willingness to work within VTSU Online’s established online course development process and standards.
• Candidates with knowledge of online learning environments, curriculum development, and adult learning theory are especially encouraged. Experience designing or teaching in an online or hybrid context, familiarity with standards for online pedagogy, and an understanding of effective practices in adult education will be considered strong assets.
• Demonstrate strong organizational skills and the ability to work within VTSU Online’s course development structure and process—including templates, milestones, and collaborative reviews—to consistently meet established timelines, quality standards, and deadlines.
• The SME must be able to work effectively with an instructional designer at a distance, articulating ideas clearly, asking clarifying questions, documenting decisions, and adapting to feedback to keep course development on track and completed within established timelines.
• The SME must be able to complete the contemplated work within the time frames associated with the program’s implementation.

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