JOB TITLE: Special Education Coach of Behavior & Instruction (Secondary Level, 10-month employee)

FLSA: Exempt

QUALIFICATIONS: Must hold or be eligible for proper state certification/licensure

REPORTS TO: Director of Special Education

GENERAL RESPONSIBILITIES:

The Special Education Coach of Behavior & Instruction plays a pivotal role in supporting the professional growth and development of special education teachers, general education teachers, and paraprofessionals who serve students with special education needs within grades 6-12 in the public school setting. They provide guidance, resources, and expertise in special education strategies, instructional methodologies, and behavioral interventions to enhance student learning outcomes. The primary focus is to improve instructional and behavioral practices, differentiate instruction, and implement evidence-based strategies to meet the diverse needs of students with disabilities.

EXPERIENCE:

• Master’s degree in Special Education.
• Valid teaching license/certification in Special Education.
• At least 5 successful years of teaching experience in the field of Special Education.
• Demonstrated experience working with students with disabilities and knowledge of special education laws and regulations.
• Strong understanding of evidence-based instructional practices, behavior management strategies, positive behavioral interventions, and differentiated instruction.
• Excellent communication, collaboration, and interpersonal skills.
• Ability to analyze data, problem-solve, and provide targeted support to teachers.
• Previous experience in coaching or mentoring is preferred.

ESSENTIAL JOB FUNCTIONS:

• Curriculum and Instructional Support:
• Collaborate with teachers to develop and modify instructional materials, lesson plans, and assessments that align with individualized student needs and state standards.
• Offer guidance on differentiated instruction, accommodations, transitions,  placement decisions, and modifications to ensure all students can access the curriculum and make academic progress.
• Behavioral Support:
• Provide guidance and support in implementing positive behavior intervention strategies (PBIS) through VTSS and individualized behavior plans to address challenging behaviors and promote a positive learning environment.
• Collaborate with teachers, administrators, and support staff to create inclusive classrooms that foster positive behavioral growth and academic success for all students.
• Data Analysis and Assessment:
• Assist in analyzing student data, including assessments and progress monitoring, to identify trends, areas of need, and effective instructional and behavioral practices.
• Support teachers using data to inform instructional and behavioral decision-making and develop targeted interventions and supports for students with disabilities.
• Professional Development:
• Design and deliver professional development workshops and training sessions tailored to support the specific needs of special education teachers, general education teachers, and paraprofessionals who serve students with special education needs within the public school setting
• Provide ongoing coaching and mentoring to teachers and paraprofessionals, individually and in small groups, to improve instructional techniques, behavior management strategies, and curriculum development.
• Enhance consistency in special education practices and procedures for grades 6-12.
• Collaboration and Communication:
• Foster collaboration among special education teachers, general education teachers, administrators, and paraprofessionals to promote inclusive practices and student success.
• Communicate regularly with school leadership, staff, and families to share progress, resources, and best practices.

WORKING CONDITIONS:

The Special Education Coach of Behavior & Instruction typically works within a school setting, collaborating with teachers, administrators, and support staff. This role requires travel between school sites or participation in professional development events outside of regular school hours. Additionally, flexibility in scheduling may be necessary to accommodate teacher availability for coaching sessions or workshops.

DISCLAIMER:

The above job description is intended to outline the general nature and level of work performed by individuals assigned to this position. It is not intended to be an exhaustive list of all responsibilities, duties, and qualifications required. Responsibilities, duties, and qualifications may change over time and according to the needs of the organization.