Specially Designed Instructional Coach

Job Title: Specially Designed Instructional Coach

Exemption/Status/Test: Exempt/Administrative

Reports to: Executive Director of Special Programs Date Revised: 2026

Dept./School: Special Programs

Primary Purpose

Support the improvement of instruction and delivery of services in special education classrooms/program by making the connection between classroom instruction and state assessments, developing behavior strategies, and providing relevant professional development to teachers and paraprofessionals. Work collaboratively within a high-performance team to ensure student success. Demonstrate efforts in supporting teachers in the use of best practices in instruction for students with mild, moderate and severe disabilities. Help coordinate assessment of student achievement.

Qualifications

Education/Certification:

Bachelor’s degree required

Master’s degree in special education or related field preferred

Valid Texas Teaching Certificate in Special Education or Related Field

Special Knowledge/Skills/Abilities

Working knowledge of research- based curriculum for students with disabilities.

Knowledge of best practice in the use of instructional and behavioral strategies to support the development of specially designed instruction for student with disabilities.

Working knowledge of STAAR and STAAR-Alt 2.

Demonstrated ability as a presenter/facilitator.

Demonstrated ability to implement and help design professional development.

Demonstrated skills in human relations, leadership and mentoring.

Awareness of and ability to relate well to diverse populations.

Demonstrates the ability to communicate both written and verbal in a collaborative manner with all stakeholders

Strong organizational skills, communication, and interpersonal skills

Experience

Experience in supporting and coaching teachers in the acquisition of new skills.

A minimum of three years teaching experience as a special education teacher working with a wide range of students served in special education including students with significant cognitive disabilities.

Three years of data driven experience in instructional leadership role preferred.

Major Responsibilities And Duties

Instructional and Program Management

• Implement an instructional, therapeutic, or skill development program for assigned students and show written evidence of preparation as required.
• Plan and use appropriate instructional and learning strategies, activities, materials, and equipment that reflect understanding of the learning styles and needs of students assigned.
• Work cooperatively with general education and special education classroom teachers to modify regular curricula as needed and assist special education students in regular classes with assignments.
• Collaborate with students, parents and other members of staff to develop IEP through the ARD Committee process for each student assigned.
• Prepare for and participate in ARD Committee meetings on a regular basis.
• Conduct assessment of student learning styles and use results to plan for instructional activities.
• Present subject matter according to guidelines established by IEP along with district and state curriculum/standards.
• Employ a variety of instructional techniques, differentiated instruction and media to meet the needs and capabilities of each student assigned.
• Plan and supervise assignments for teacher aide(s) and volunteer(s).
• Use technology in the teaching/learning process.
  
  

Student Growth and Development

• Conduct ongoing assessments of student achievement through formal and informal testing.
• Provide or supervise personal care, medical care, and feeding of students as stated in IEP. Document all services provided to each student.
• Assume responsibility for extracurricular activities as assigned.
• Be a positive role model for students and staff; support the mission of the school district.
  
  

Classroom Management and Organization

• Create classroom environments conducive to learning and appropriate for the physical, social and emotional development of students.
• Manage and model student behavior. This includes intervening in crisis situations and physically restraining students as necessary according to IEP.
• Consult with classroom teachers regarding management of student behavior according to IEP.
• Consult district and outside resource people regarding education, social, medical, and personal needs of students.
• Take all necessary and reasonable precautions to protect students, equipment, materials, and facilities.
• Assist in implementation of district approved books, equipment, and other instructional materials.
• Implement and model positive behavior supports with students.
  
  

Leadership

• Demonstrate outstanding verbal and written communication skills with parents, students, and administrators at all levels.
• Demonstrate and maintain high standards of professional conduct.
• Coach special education teachers so that they are able to provide quality instruction for students.
• Conduct campus walk-throughs in collaboration with the campus administration to ensure teachers are maintaining the integrity of the curriculum and monitoring of student progress.
• Maintain confidentiality of student and teacher information and records.
  
  

Curriculum and Instruction, Professional Development, Assessment

• Work with direct supervisor to seek out and participate in appropriate professional development that enhances ability to develop research-based programs and train special education teachers and paraprofessionals.
• Facilitate the development of a consistent curriculum in collaboration with district special education teachers and other identified professionals.
• Work collaboratively with other instructional coaches to ensure continuity throughout the district.
• Keep abreast of and interpret to the staff, current research, curriculum development, instructional strategies and behavioral strategies.
• Assist the campus administration as he/she ensures the implementation of the specially designed instruction.
• Maintain a current in-depth understanding of the district core curriculum.
• Assist teachers in developing and implementing student plans to raise performance levels.
• Meet with special education teachers individually and in various group settings in which instructional and behavioral curriculum are planned and assessed for continuous growth.
• Conduct modeling of teaching and coaching sessions for teachers.
• Plan and teach staff development activities for special education teachers and paraprofessionals.
• Assist special education teachers in understanding and implementing differentiation and enrichment strategies in instructional methods.
• Assist special education teachers to apply effective strategies to integrate assistive technology into curriculum on a routine basis.
• Assist special education teachers with understanding and implementing state assessments.
  
  

Supervisory Responsibilities

None.

Mental Demands/Physical Demands/Environmental Factors

Tools/Equipment Used: Standard office equipment including personal computer and peripherals

Posture: Prolonged sitting; occasional bending/stooping, pushing/pulling, and twisting

Motion: Repetitive hand motions, frequent keyboarding and use of mouse; occasional reaching

Lifting: Occasional light lifting and carrying (less than 15 pounds)

Environment: Frequent district wide travel; occasional statewide travel

Mental Demands: Work with frequent interruptions; maintain emotional control under stress

Other: Work as a team member and with peers, teachers, campus personnel and principals. Professional demeanor, and resourcefulness, communicate effectively with diverse groups and accept supervision; work without day-to-day supervision; regular and punctual attendance in the workplace; frequent prolonged and irregular hours; effectively prioritize tasks based on current workload and student needs.