Student Service Systems Coordinator

Instructional Coach & Student Services Coordinator

Reports To: School Principal

Position Overview

The Instructional Coach & Student Services Coordinator is a pivotal instructional leader responsible for aligning academic, social-emotional, and specialized support systems across the school. This role bridges classroom instruction, specialized student services, and family engagement. The ideal candidate will serve as a master educator, systems organizer, and student advocate—coaching teachers to instructional excellence while serving as the primary point person to ensure all student support systems are effectively implemented in service of every child.

Essential Functions

Instructional Coaching & Professional Development

• Teacher Coaching: Conduct non-evaluative observation and feedback cycles, co-planning, and modeling research-based instructional practices to build teacher capacity.
• Facilitate PLCs: Lead grade-level and content-area Professional Learning Communities (PLCs) focused on data-driven instruction, student work analysis, and collaborative problem-solving.
• Organize Professional Learning: Design, coordinate, and facilitate school-wide professional development workshops aligned with school improvement goals and staff needs.

Student Support Systems & Intervention Coordination

• Facilitate Child Study Team (CST): Lead Child Study Team meetings, review student progress data, and design targeted academic and behavioral interventions.
• 504 Plan Coordination: Serve as the school's 504 Coordinator—managing eligibility meetings, drafting and updating 504 plans, ensuring legal compliance, and monitoring classroom implementation.
• Systems Oversight: Act as the central point person ensuring all student service systems (academic interventions, SEL initiatives, special education referrals) run seamlessly and equitably.

Direct Student Support & Case Management

• Direct Work with Unique Profiles: Provide direct, individualized, or small-group instructional and behavioral support to students with unique learning profiles, complex needs, or neurodivergent profiles.
• Behavior & Safety Plans: Collaborate with staff and specialists to develop, implement, and track individualized behavior support plans when necessary.

Family & Community Engagement

• Family Liaison: Serve as a primary contact for families navigating student support services, maintaining transparent, compassionate, and solution-oriented communication.
• Community Partnerships: Build and maintain connections with external community partners, specialists, and resources to expand holistic support options for students and families.
• Educational Outreach: Host workshops or informational sessions for families regarding child development, learning accommodations, and supporting students at home.

Collaboration

• Work closely with departments, administration, faculty, and others to address student needs and ensure cohesive support.
• Participate in relevant committees and meetings.

Additional Duties
Assumes other responsibilities as specified by the Principal.
                Note:  The above description is illustrative of tasks and responsibilities.  It is not meant to be all inclusive of every task or responsibility.

Knowledge, Skills, and Abilities

• Knowledge of current teaching methods and educational pedagogy, as well as differentiates instruction based upon student learning styles.
• Knowledge of K-12 school curriculum and concepts in multiple areas, including regular and special education, as well as elementary, middle and high school levels.
• Knowledge of best practices in multi-tiered system of support programs, evaluation and staff professional development.
• Knowledge of data information systems, data analysis and the formulation of action plans.
• Knowledge of applicable federal and state laws regarding education, special education, individuals with disabilities, etc.
• Ability to direct the on-going instructional programs for the District, providing for innovative programs and modifications to improve the quality of instruction.
• Ability to plan, organize and coordinate projects, work and training related to the implementation and supervision of the K-12 instructional programs for the District.
• Ability to apply contemporary curriculum frameworks and current national and state standards for student learning.
• Ability to prepare oral or written communications, such as presentations, reports, memoranda, letters, grant proposals, curriculum documents, etc.
• Ability to establish and maintain cooperative working relationships with students, staff, parents, community and others contacted in the course of work.
• Ability to use computer network system and software applications as needed.
• Effective verbal and written communication skills; ability to communicate effectively with students and parents.
• Ability to organize multiple tasks and conflicting time constraints.
• Ability to engage in self-evaluation with regard to leadership, performance and professional growth.
• Ability to establish and maintain cooperative working relationships with others contacted in the course of work.

Qualifications Profile

Education & Certification: Master's Degree in Education, Special Education, Educational Leadership, or a related field preferred. Valid teaching license or specialized credential required.

Experience: Minimum of five (5) years of successful classroom teaching experience with a demonstrated track record of student growth, along with experience in teacher leadership or coaching.

Specialized Knowledge: Deep understanding of MTSS/RTI frameworks, Section 504 regulations, child development, differentiated instruction, and neurodiverse learning profiles.

Skills: Exceptional interpersonal, coaching, and conflict-resolution skills; strong organizational and case-management abilities; excellent oral and written communication skills.

Travel Requirements
Travels to all school district buildings, city/state agencies, professional meetings as required.

Physical and Mental Demands, Work Hazards 
Physical ability to perform the essential functions of the job as outlined above, in addition to the following: While performing the duties of this position, the employee is frequently required to stand, walk, and sit. The employee is regularly required to see, talk, and hear. The employee is regularly required to use hands to manipulate, handle, or feel. The employee is regularly required to reach with hands and arms, stoop, kneel, or crouch. Employee must occasionally move equipment and/or supplies.. The job is performed for the most part in an office or school setting with occasional outside weather conditions. The noise level is that of a typical school. Mental demands requiring decision making, analytical and organizational skills in order to achieve work objectives, draw daily operational conclusions, solve practical problems, use computer technology and to present information for use by administration in making decisions.

 Accommodations can be made for individuals with disabilities or other needs to ensure a safe and inclusive work environment. If you require accommodations to participate in the application process or perform the essential functions of the job, please contact SAU 16 Human Resources at 603.775.8400 to discuss your needs.