Job Title:

Coach - Special Education

FLSA:

Exempt

Job Code & Family

80125; Coaches & Tutors

Revision Date:

2017-2018

Salary Plan & Pay Grade:

Certificated, BA

Revised By:

Tie Hodack

EEO Code:

511: consultants & supv of instruction

Comp Reviewed By:
Grant Funded?

Local and IDEA

# of months; # of days:

10-mos/201 days

WSC 043
JOB SUMMARY & PRIMARY JOB FUNCTIONS
REPORTS TO: Coordinator - Exceptional Education

DEPARTMENT NAME: Exceptional Education

JOB SUMMARY (2-3 sentences): The exceptional education coach works to build school capacity to serve students with disabilities by providing ongoing, onsite technical and instructional support to administrators, teachers, and other school personnel.

PRIMARY JOB FUNCTIONS: List, in the order of time spent, the essential tasks performed by the position. Employees may be assigned additional duties by management as required.
Job Responsibility 1: Build capacity of school to provide quality Instruction and Intervention to students with disabilities.

• Provide guidance and model instruction as part of the inclusive model as well as most intensive intervention.

• Complete classroom observations, and model effective instruction/intervention with the purpose of providing timely feedback to teachers so they grow in their practice.

• Partner and support schools including all teachers as well as other school personnel to improve effective practices, specifically inclusive service delivery as well as most intensive interventions that will enhance learning for students with disabilities.

• Provide ongoing professional development/PLCs for each building served. Lead required school based PLCs to improve instruction and intervention at assigned schools.

• Work with administrators to identify and seek out other needed professional development opportunities.
Job Responsibility 2: Build Capacity of school to analyze and use data to make data based decision

• Provide guidance on how to use data to determine needs of students and align data with PLEPS/MAGS and progress monitoring

• Provide support to school on how to use data to make school level programming decisions and how to use data to develop appropriate scheduling options.

• Reviews data with administrators and teachers to plan lessons, instruction, and service delivery options (including scheduling focused on student needs).

• Link data and instruction to TEAM evaluation to support teachers on how to improve in a non-evaluative supportive way.

Job Responsibility 3:

Build school capacity to ensure teachers and building are in compliance and are continuously improving supports and services to students with disabilities.

• Assists schools in compliance in accordance with State and Federal laws governing services for students with disabilities.

• As needed, participate in IEP meetings and manifestation determination meetings.

• Promote EasyIEP help desk as a way to build capacity in the building regarding compliance concerns

• Build teams capacity to facilitate their IEP own IEP meetings as if you were only a participant.

• Scaffold compliance and IEP meeting facilitation so the school is working toward owning the process.

Job Responsibility 4: Build school level capacity to provide timely referrals, screening, and delivery of services to students as well as alignment of Instructionally Appropriate IEPs.

• Coordinates the referral, screening, and delivery of services for students with disabilities.

• Weekly check-ins with coordinator to discuss instructional plans, significant cases of concern and is collaborative in problem solving building level concerns.

• Provides timely support on IAIEPs and required to monitor 10 IEPs from each school quarterly using the IAIEP rubric as way to provide ongoing support to teachers and administrators.
Job Responsibility 5:

Build school capacity to implement behavior intervention plans with fidelity, collect data and improve on effective practices.

• Provides assistance with development of behavioral intervention plans.

• Work closely with the school psychologist, speech and language therapist and other school level coaches to determine needs of students in the building. Work with team on antecedents, behavior and consequences.

• Collaborate with your team before referrals are made to the district behavior team.

• Collaborate with the school level MTSS (RTII) team on academics and behavior
GENERAL RESPONSIBILITIES, REQUIREMENTS, AND IMPACTS
DATA RESPONSIBILITY : " Data Responsibility" refers to information, knowledge, and conceptions obtained by observation, investigation, interpretation, visualization, and mental creation. Data are intangible and include numbers, words, symbols, ideas, concepts, and oral verbalizations.
Compares or inspects data, people, or things against a standard..
PEOPLE RESPONSIBILITY : " People Responsibility" refers to individuals who have contact with or are influenced by the position.
Follows instructions of supervisor. Maintains confidential relationships with teachers to enhance a trusting relationship.
ASSETS RESPONSIBILITY : " Assets Responsibility" refers to the responsibility for achieving economies or preventing loss within the organization.
Requires responsibility and opportunity for achieving moderate economies and/or preventing moderate losses through the management or handling of supplies of high value or moderate amounts of money.
MATHEMATICAL REQUIREMENTS : " Mathematics" deals with quantities, magnitudes, and forms and their relationships and attributes by the use of numbers and symbols.
Uses addition, subtraction, multiplication, and division; may compute ratios, rates, and percentages.
COMMUNICATIONS REQUIREMENTS : " Communications" involves the ability to read, write, and speak.
Reads technical instructions, charts, and/or procedures manuals; composes routine reports and completes job forms; speaks compound sentences using standard grammar.
COMPLEXITY OF WORK : " Complexity of Work" addresses the analysis, initiative, ingenuity, creativity, and concentration required by the position and the presence of any unusual pressures.
Performs semi-routine work involving set procedures and rules, but with frequent problems; requires normal attention with short periods of concentration for accurate results or occasional exposure to unusual pressure.
IMPACT OF DECISIONS : " Impact of Decisions" refers to consequences such as damage to property, loss of data or property, exposure of the organization to legal liability, or injury or death to individuals.
Makes decisions with moderately serious impact - affects work unit and may affect other units or citizens.
EQUIPMENT USAGE : "Equipment Usage" refers to inanimate objects such as substances, materials, machines, tools, equipment, work aids, or products. A thing is tangible and has shape, form, and other physical characteristics.
Handles machines, tools, equipment, or work aids involving moderate latitude for judgment regarding attainment of standard or in selecting appropriate items.
SAFETY OF OTHERS : " Safety of Others" refers to the responsibility for other people's safety, either inherent in the job or to assure the safety of the general public.
Requires considerable responsibility for the safety and health of others and/or continuous enforcement of the laws and standards of public health and safety.
EDUCATION AND EXPERIENCE REQUIREMENTS
EDUCATION REQUIREMENTS : " Education Requirements" refers to job specific training and education required for entry into the position.
Bachelor degree in area of special or general education required. Master's degree preferred.
LICENSES, CERTIFICATIONS, AND REGISTRATIONS REQUIRED : " Licenses, Certifications, and Registrations" refers to professional, state, or federal licenses, certifications, or registrations required to enter the position.
Certified in education in Tennessee.
EXPERIENCE REQUIREMENTS : " Experience Requirements" refers to the amount of work experience that is required for entry into the position that would result in reasonable expectation that the person can perform the tasks required by the position.
Three years' teaching experience required.
More specific degree, certification, and experience requirements will be included in the position announcement as vacancies occur.
AMERICANS WITH DISABILITIES REQUIREMENTS
PHYSICAL DEMANDS : " Physical Demands" refers to the requirements for physical exertion and coordination of limb and body movement.
Requires sedentary work involving standing or walking for brief periods, exerting up to 10 pounds of force on a regular basis, and some dexterity in operating machines or office equipment.
UNAVOIDABLE HAZARDS : " Unavoidable Hazards" refers to unusual conditions in the work environment that may cause illness or injury.
The position is exposed to no unusual environmental hazards.
SENSORY (ADA) REQUIREMENTS : " Sensory Requirements" refers to hearing, sight, touch, taste, and smell necessary to perform the tasks required by the position efficiently.
The position requires normal visual acuity and field of vision, hearing, speaking, color perception, sense of smell, and texture perception.
AMERICANS WITH DISABILITIES ACT COMPLIANCE
Metropolitan Nashville Public Schools is an Equal Opportunity Employer. ADA requires MNPS to provide adequate accommodations to qualified persons with disabilities. Prospective and current employees are encouraged to discuss ADA accommodations with management.
Qualifications:
See Job Description