Instructional Specialist - Internal Applicants Only - Multiple Positions Available

Please note that this posting closes at 3:00 pm on the date listed above.

This posting is for internal applicants only. There are multiple positions available. The contract for this position begins on 8/3/2026, but a portion of the additional days may be required prior to that date, but after 7/1/2026. If you have questions regarding this position please contact Noelle Converse at nconverse@graniteschools.org.

Job Title:Instructional SpecialistDepartment/Location:Curriculum & InstructionSupervisor:Director of Curriculum & InstructionSalary Schedule:Teacher Salary ScheduleLane Placement:Based on qualificationsContract Length:189 days (9 months) up to 20 additional daysFTE:1.0 FTEFLSA Classification:ExemptSpecial Designation:Internal Applicants OnlyLast Revised:May 2026

To perform this job successfully, an individual must be able to perform each essential function satisfactorily, with or without reasonable accommodations. The requirements listed below are representative of the knowledge, skills, training, education, responsibilities, abilities; the machines, tools and equipment used; background; and any licenses or certifications required. Physical, punctual, reliable, and predictable regular attendance is an essential job function to perform the essential duties and responsibilities of the position. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions of this position.

Job Summary

The Instructional Specialist is responsible for identifying, developing, coordinating, and facilitating implementation of evidence-based instructional strategies (EBIS) as recommended by Granite School District, with a specific focus on professional learning and curriculum. The Instructional Specialist collaborates with district specialists within the Curriculum & Instruction department and across departments to assist with the implementation of EBIS practices in the classroom through professional learning, including targeted support for Professional Learning Communities (PLCs) and grade-band support learning, and during collaboration activities that promote integration across content areas.

Essential Functions

• Curriculum & Instructional Support:
• Collaborate with specialists to design and facilitate professional learning for coaches and teachers in Evidence-Based Instructional Strategies (EBIS) and content integration.
• Collaborate with content area specialists with the integration of curriculum, skills, and practice standards.
• Collaborate with content area specialists to ensure continuous improvement in teaching and learning.
• Support teachers and coaches by providing research-based instructional resources and support to ensure effective teacher implementation.
• Support schools and departments at the district level in implementing lesson design and EBIS practices.
• PLC Leadership & Capacity Building:
• Design and deliver professional learning specifically for teacher PLC leads.
• Develop resources and training to support PLC leads in facilitating high-impact collaborative teams.
• District Systems Alignment:
• Stay abreast of national and state standards, current trends and issues related to instructional practices.
• Demonstrate knowledge of EBIS and how to align these strategies to content areas.
• Work closely with other district departments to provide continuity of instructional practices throughout the district.
  

Non-Essential Functions

• Other duties as assigned.
  
  

Required Knowledge And Skills

• Instructional Coaching: Knowledge of best-practices in instructional coaching and mentoring.
• Assessment Literacy: Skill in implementing proficiency-based grading.
• Interpersonal Relations: Excellent interpersonal relationship skills to foster collaborative adult learning environments.
• Communication: Excellent written and oral communication skills.
• Technology Integration: Skill in utilizing technology for basic tasks as well as integrating technology into instruction effectively.
  
  

Required Education, Training, And Qualifications

• Requires one of the following:
• A current Professional Educator License issued by the Utah State Board of Education (USBE) in a relevant license area (Elementary, Secondary, or Special Education).
• A current equivalent professional educator license from another state or country; individuals hired under this provision must obtain a Utah Professional Educator License by the end of their first school year of employment with the District.
• Master's degree in Curriculum and Instruction or related field is preferred.
  

Required Prior Experience

• Requires a minimum of five (5) years of successful K-12 teaching experience.
  
  

Assigned Decision Making

• Instructional Resource Selection: Evaluates and recommends evidence-based instructional resources and materials for district-wide deployment under the guidance of the Director.
• Professional Learning Design: Determines the pedagogical structure, delivery methodologies, and scheduling of targeted training tracks for PLC leaders and classroom teachers.
  
  

Non-Supervisory Interaction

• Works with various department secretaries, specialists, and directors.
• Works collaboratively with a diverse group of people to create and support a team-based environment within the department.
  
  

Supervisory Responsibility

• Not applicable. (Provides regular adult learning guidance and functional mentoring to coaches and PLC leads, but lacks formal hiring or evaluation authority).
  
  

Budget Responsibility

• Not applicable.
  
  

Working Environment

• Work takes place in typical school and office environments.
• Tasks may involve extended periods of time at a keyboard or workstation.
  
  

Physical Requirements

• Communication: Regularly required to speak and/or hear during professional development delivery, collaborations, and meetings.
• Mobility: Frequently required to stand; walk; reach with hands and arms and stoop, kneel, and crouch while navigating school and office environments. Occasionally required to climb or balance.
• Vision: Specific vision abilities required include close vision, distance vision, color vision, peripheral vision, and depth perception for text analysis, screen-based tasks, and visual monitoring.
• Lifting: Must frequently lift and/or move up to 10 pounds and occasionally lift and/or move up to 20 pounds.