What are the responsibilities and job description for the Special Education Instructional Coach position at Danville Public Schools?
GENERAL DEFINITION OF WORK
Under the supervision of the Director of Special Education, the Special Education Instructional Coach provides leadership, professional development, and coaching support to special education teachers, case managers, and IEP team members. The coach ensures compliance with federal and state regulations, facilitates the development of high-quality IEPs, and monitors their implementation across all educational settings, including alternative placements. This role supports transition planning, progress monitoring, attendance and graduation monitoring, eligibility, and behavior planning processes. The coach also assists with the collection, analysis, and reporting of special education data for the Office of Exceptional Children (OEC) and the Virginia Department of Education (VDOE).
ESSENTIAL FUNCTIONS
Provide individualized, classroom-based coaching to special education teachers, including modeling specially designed instruction and evidence-based practices.
Support school staff in writing and monitoring high-quality IEPs that are measurable, compliant, and designed to support student success.
Assist in the development of compliant, meaningful transition plans including postsecondary goals, coordinated services, and graduation planning.
Guide teams through the Functional Behavioral Assessment (FBA) and Behavior Intervention Plan (BIP) processes, ensuring implementation of positive, data-driven behavior supports.
Monitor and analyze attendance and chronic absenteeism data for students with disabilities, collaborating with school teams to implement supports and interventions.
Track and support graduation pathways and diploma options for students with disabilities, ensuring alignment with IEP goals and state requirements.
Review and support documentation for special education eligibility and assist teams in conducting assessments when appropriate.
Provide training and consultation to staff on behavioral data collection, escalation prevention strategies, and implementation of individualized BIPs.
Monitor implementation of IEPs, BIPs, and instructional strategies in all academic settings, including general education and alternative placements.
Analyze student progress monitoring data and help teams use results to adjust instruction and services.
Collect and analyze data required for local and state reporting; develop presentations and reports for OEC and VDOE submissions.
Design and deliver professional learning on instructional practices, compliance, behavior supports, transition planning, and data use.
Collaborate with multidisciplinary teams to align instructional supports with MTSS/VTSS and division-wide initiatives.
Serve as a liaison between school teams and the Office of Exceptional Children.
Perform other duties as assigned.
KNOWLEDGE, SKILLS, AND ABILITIES
In-depth knowledge of IDEA, VDOE special education regulations, transition services, and FBA/BIP processes.
Strong understanding of specially designed instruction, graduation requirements, and evidence-based behavioral supports.
Knowledge of tools and practices for monitoring student attendance and implementing targeted interventions.
Skills in data collection, analysis, and the preparation of reports for instructional decision-making and state compliance.
Ability to deliver effective professional development and coach adult learners.
Strong communication and interpersonal skills for collaborating with educators, families, and administrators.
Ability to manage multiple projects, prioritize tasks, and meet timelines with minimal supervision.
Proficiency in technology for data analysis, documentation, and communication.
EDUCATION AND EXPERIENCE
Master’s degree in Special Education or a related field required.
Valid Virginia teaching license with an endorsement in Special Education.
Minimum of five years of successful experience in special education.
Experience with FBAs/BIPs, transition planning, attendance or graduation tracking, instructional coaching, or compliance monitoring strongly preferred.
Familiarity with VDOE reporting systems (e.g., SSWS, EdPlan Insight) is preferred.
PHYSICAL CONDITIONS AND WORK CONTACTS
Work is typically performed in the school setting. Occasional lifting up to 25 pounds and other limited physical activities are required. Daily contact is made with students, other teachers, and administrators in person and often by telephone, email, and/or in writing.
Travel between school sites is required.
EVALUATION
Will be evaluated annually on the effectiveness by which one has carried out the above responsibilities.