• Open until filled.
• Salary indicated is the 23/24 bargained rate and will be adjusted when the 24/25 rates are established.
• Eligible for health benefits through the state's SEBB program. 
• This position will support our four elementary schools.  

POSITION SUMMARY

The Special Education Instructional Coach is a critical lever in improving student achievement. The role of the coach is to build teacher capacity and their understanding of instructional practices as related to Common Core and data-driven instruction. An instructional coach is a learner who models continuous improvement, lifelong learning, and goes above and beyond to ensure student success. All instructional coaches work collaboratively as a team with Learning Services. The instructional coach will promote reflection, provide guidance and structure where needed, and focus on strengths, collaboration and common issues of concern. They are responsible for ensuring high-quality instruction in classrooms through modeling, co-planning, co-teaching and providing feedback to teachers. The instructional coach will demonstrate and model a passion for education. Skills around instructional and assessment strategies as well as knowledge of a variety of content backgrounds and best teaching practice applications would be ideal. This is not a supervisory position and does not include evaluation of colleagues.

In addition to the coaching and content knowledge, a special education coach needs to understand the special education process and laws around evaluations and Individual Education Plans. This position works directly with the Director and Assistant Director of Special Services to facilitate communication with building administration and staff as well as serve as a District Representative at meetings.

ESSENTIAL FUNCTIONS

• Provides training and support for the development and articulation of Individualized Education Plans. The Coach monitors program and legal compliance and can appropriately provide feedback on IEPs and Evaluations for WISM and Safety Net reviews.
• Develops and facilitates professional learning opportunities with a focus on special education for administrators, teachers, and support staff in curriculum, instruction and assessment strategies that promotes achievement for all students. 
• Collaborates with teachers and specialists in planning for specific student learning outcomes and uses data and information to determine the student’s current knowledge and skill level, support individualized student learning goals, and assess student progress. Coach’s may, as needed, conduct classroom instruction either for direct learning by students or for demonstrating effective intervention and teaching practices for classroom teachers.
• Facilitates a professional learning community inclusive of specialists, teachers, support staff, and others as appropriate, in addressing the needs of students, developing effective teaching and learning practices, and developing and implementing high-leverage practices.
• Assists teachers in using evidence-based instructional and learning strategies and differentiated instructional strategies in planning, delivering, and assessing lessons and individual student success.
• Provides leadership in data analysis on a school-wide and classroom basis to inform instruction. progress reporting, designing classroom instruction and required record-keeping activities. 
• Provides professional development in best practices in student engagement and curriculum development. With an emphasis in establishing classroom environments that are accessible and provide multiple representations of content for students with diverse abilities.

OTHER FUNCTIONS

• Serves on staff committees as required.
• Performs related tasks consistent with the scope and responsibility of the position. 

QUALIFICATION REQUIREMENTS

Education and Experience

• Bachelor's degree
• Valid Washington State Teaching Certificate
• Endorsement as required by state standards for Special Education
• 3-5 years of teaching experience
• Coaching experience preferred

Required Knowledge, Skills, and Abilities

• Knowledge of: Subject areas appropriate to assignment; effective behavior management techniques; effective instructional techniques; rules and procedures for student safety.
• Skill in: Proficiency in reading, writing, and oral communications; effective communication with parents or guardians in a diverse community; designing and implementing lesson plans for students having a wide range of achievement.
• Ability to: Deal with students in a positive and confident manner; be fair and consistent when working with a diverse student population; adapt to change and remain flexible; organize activities; manage student behavior; use good judgment to maintain a safe learning environment; provide instruction and demonstrate techniques; use necessary equipment, computers, machinery, tools, or software; direct assistants; in some positions, administer first aid and CPR; establish and maintain effective, positive working relationships with students, parents or guardians, staff and administrators. Applicants with direct instruction, data collection, behavior management, analysis skills and classroom experience with behaviorally disabled students will be preferred.

WORKING CONDITIONS

Required to deal with a wide range of student achievement and behavior; required to remain flexible to meet students immediate needs; required to handle multiple tasks simultaneously and prioritize; may experience frequent interruptions; may occasionally deal with distraught or difficult students; potentially exposed to ordinary infectious diseases carried by students; in some positions the necessary and appropriate instructional methods may require specific positions and movements, and sufficient stamina and exertions, to demonstrate techniques properly for student safety, or to conduct or direct students; in some positions precautions may need to be taken to prevent or lessen exposure of self and/or students to various materials, fumes, equipment, cutting edges or hot surfaces; may teach in a classroom without telephone communication.