OSITION TITLE:  Special Education Instructional Coach

 

JOB SUMMARY: The Special Education Instructional Coach provides job-embedded professional learning and instructional support to special education teachers and service providers to improve instructional practices, student outcomes, and compliance with federal and state special education regulations. The coach collaborates with administrators, general education teachers, and related service staff to strengthen inclusive practices, data-driven instruction, and evidence-based interventions for students with disabilities. 

 

MINIMUM QUALIFICATIONS/SKILLS REQUIRED:

• Bachelor’s degree from an accredited college or institution
• Valid Missouri Elementary Teacher Certification
• Evidence of at least five (5) years of successful classroom teaching experience in the area of Special Education
• Effective problem solving
• Effective communication skills
• Evidence of ongoing professional development
• Evidence of planning and organization skills
• Ability to structure time and management of multiple priorities
• Knowledge and experience in curriculum implementation
• Knowledge of effective instructional strategies and research based “best practices,” especially
  in strategies to advance academic performance for students with disabilities
• Evidence of effective collaboration skills
• Excellent interpersonal skills

 

REPORTS TO:  Director of Special Services/Superintendent

 

HOURS IN DUTY DAYS EXCLUDING LUNCH: 7.75

 

WORK DAY: Monday-Friday

 

CONTRACT DAYS WORKED:  Teacher calendar + 20 extended contract days

 

PREFERRED QUALIFICATIONS:

• Facilitation skills
• Evidence of data driven decision making skills
• Training/presentation skills
• Knowledge of effective staff development practices
• Knowledge of Professional Learning Communities
• Passion for increased student learning
• Knowledge of adult learning

 

ESSENTIAL JOB DUTIES:

• Provide individualized, classroom-embedded coaching to special education teachers, including modeling lessons, co-planning, observation, and feedback. 
• Support implementation of evidence-based instructional strategies aligned to students’ IEP
  goals and grade-level standards.
• Co-teach and model instruction of best practice for teachers.
• Facilitate professional learning communities (PLCs), workshops, and training sessions focused on special education best practices. 
• Collaborate with principal, individual teachers, and teams of teachers. 
• Attend district training/support sessions as requested by administration.
• Work individually with students on an as-needed basis and collaborate with teachers to discuss progress in the areas noted as weaknesses.
• Support teachers in aligning IEP goals, accommodations, and modifications with district curriculum and instructional frameworks. 
• Assist in the use of formative and summative assessment data to inform instructional decisions and progress monitoring. 
• Provide resources and support to teachers as needed.
• Promote effective use of assistive technology and differentiated instruction.
• Provide guidance on IDEA requirements, IEP development, implementation, and documentation.
• Support teachers in maintaining compliance with timelines, service delivery, and data collection. 
• Demonstrate regular and predictable attendance that complies with district policies and rules.

• Partner with general education teachers to support co-teaching models and inclusive instructional practices. 
• Collaborate with related service providers (e.g. speech, OT, PT, behavior specialist) to support cohesive service delivery. 
• Analyze student performance data to identify trends, instructional needs, and professional learning priorities. 
• Maintain coaching lots, documentation, and reports as required. 
• Demonstrate effective and positive interpersonal relationships with staff, students, and the community.  Work as a productive and solid member of the school district team.
• Must be able to collaborate with peers, possess a positive attitude, and be flexible with change. 
• Other duties as assigned.  This does not preclude the assignment of additional or supplemental duties.  The District reserves the right to modify the assignment as needed to reflect such duties.  

 

ESSENTIAL PHYSICAL AND MENTAL DEMANDS:

• Duties are typically performed in district settings to include the cafeteria, gym, recreational areas and other assigned areas.
• Physical demands can include but are not limited to:  Exerts up to 40 lbs of force occasionally, and/or up to 20 lbs of force frequently, and/or up to 10 lbs of force constantly to move objects such as audio-visual equipment.
• Frequent walking, standing, climbing, balancing, stooping, kneeling, crouching, crawling, reaching, and other limited physical activities are required.
• Mental demands can include but are not limited to: comparing, copying, computing, compiling, analyzing, coordinating, and synthesizing.
• Frequent movement of students by wheelchairs and other mechanical devices may be required.

 

Equal Employment Opportunity

Aligned with the mission of the Moberly School District is the commitment to educational equity for all students, staff, and patrons of the school system. In all places and in all activities of the Moberly School District, it is expected that every individual will be treated in a fair and equitable manner. All conduct will reflect a belief in the dignity and value of each person regardless of the individual's race, color, religion, sex, sexual orientation, national origin, disability, age, marital
status, citizenship status, or economic status.