Instructional Specialist, Special Education

INSTRUCTIONAL SPECIALIST, SPECIAL EDUCATION

at Saline Area Schools

JOB DESCRIPTION

The Instructional Specialist for Special Education is a non-supervisory instructional support role that advances the district’s commitment to high-quality, inclusive Tier 1 instruction for all learners. This role builds the capacity of both special education and general education staff to deliver effective, aligned instruction that ensures students with disabilities have access to rigorous grade-level content or alternative Essential Elements curriculum, meaningful supports, and inclusive learning environments.

Partnering with teachers, building leaders, and district teams, the specialist strengthens the design and implementation of specially designed instruction (SDI), supports the development of meaningful and compliant Individualized Education Programs (IEPs), and promotes equitable practices that improve outcomes for students with disabilities. Through instructional coaching, facilitation of professional learning, and strategic systems support, this role contributes to the overall quality, consistency, and coherence of instruction across the district.

Serving as a key connector between instructional systems and student support systems (MTSS, PBIS, and special education), the Instructional Specialist ensures alignment of practices and advances the district’s priorities for access, equity, and continuous improvement, in alignment with IDEA and MARSE requirements.

Please note that 2 positions are available: one at the elementary level and one at the secondary level. 

Saline Area Schools strives to hire individuals who are intrinsically motivated, have a deep desire to grow professionally, believe children deserve to learn in an environment that is the least restrictive, and demonstrate the highest level of cultural competence. SAS strives to employ individuals who possess a strong work ethic, are committed to providing children with boundless opportunities, and understand that equity, inclusion, and social justice are essential to the success of a 21st-century school community.

QUALIFICATIONS

Required Certifications/Education 

• Valid Michigan teaching certificate.
• Master’s degree in a relevant discipline (e.g., Special Education, Curriculum, Instruction, and Assessment,  etc.)
• Michigan Teacher Consultant (TC) approval required.

Required Experience

• Minimum of five (5) years of successful experience in special education.
• Demonstrated knowledge of the Individuals with Disabilities Education Act (IDEA) and Michigan Administrative Rules for Special Education (MARSE).
• Experience developing and implementing high-quality Individualized Education Programs (IEPs).
• Strong collaboration, facilitation, and coaching skills.
• Knowledge of disproportionality indicators and equity-centered practices in special education

Preferred Experience

• Experience supporting and/or coaching adult learners.
• Experience facilitating professional development for educators.
• Knowledge of Multi-Tiered Systems of Support (MTSS), inclusive instructional practices, and behavior support frameworks.
• Experience using student data to guide instructional decision-making and program improvement.
• Knowledge of START resources and instructional practices, including applying the CETA to classroom environments
• Knowledge of special education instructional practices and intervention strategies.
• Strong understanding of IDEA, MARSE, and special education compliance requirements.
• Ability to support adult learning through coaching and professional development.
• Strong facilitation, communication, and collaboration skills.
• Ability to analyze student data and guide teams in instructional planning.
• Commitment to inclusive practices and equitable educational opportunities for all students.

RESPONSIBILITIES & DUTIES

Instructional Coaching and Professional Support

• Provide job-embedded coaching and support to special education staff, including Teacher Consultants, Resource Room teachers, ancillary support staff, and paraeducators.
• Support staff in implementing evidence-based instructional practices and specially designed instruction (SDI)  for students with disabilities.
• Facilitate collaborative problem-solving with teachers around instructional strategies, accommodations, and behavioral supports, in coordination with the IEP team.
• Assist teams in designing individualized Specially Designed Instruction
• Model instructional strategies, interventions, and specially designed instruction (SDI) in classrooms as appropriate.
• Support staff in implementing trauma-informed and restorative practices that reduce exclusionary discipline and strengthen student-staff relationships.

IEP Development and Implementation Support

• Provide guidance and support to staff in developing legally compliant and educationally meaningful IEPs.
• Support teams in developing high-quality:
• Present Levels of Academic Achievement and Functional Performance (PLAAFP)
• Measurable annual goals
• Progress monitoring systems
• Supplementary aids and services
• Assist staff in aligning IEP services with student needs and district service delivery models.

Data Use and Progress Monitoring

• Support staff in developing systems to collect, analyze, and use student data to inform IEP development, instruction, and intervention.
• Assist teachers in implementing effective progress monitoring aligned with IEP goals.
• Support teams in reviewing student data to guide instructional decisions and service adjustments.
  

Compliance and Systems Support

• Support consistent implementation of district special education procedures, timelines, and documentation expectations.
• Assist in the development and delivery of professional learning related to special education compliance and instructional practices.
• Collaborate with special education administration to support continuous improvement in special education programming.
• Support staff and building teams in implementing inclusive practices that increase student access to general education settings in alignment with the Least Restrictive Environment (LRE) requirements of IDEA.
  

Professional Learning and Capacity Building

• Design and facilitate professional learning for special education staff and general education partners.
• Support collaborative learning structures such as professional learning communities (PLCs), coaching cycles, and district professional learning sessions.
• Provide guidance on implementing district initiatives related to inclusive practices, MTSS, and special education programming.

Collaboration and Communication

• Partner with building administrators, general education teachers, and special education staff to support inclusive practices.
• Participate in district committees and workgroups focused on special education programming and improvement.
• Collaborate with building teams to support alignment between special education services and Multi-Tiered Systems of Support (MTSS).
  

ESSENTIAL DUTIES

• Use computer network systems and software applications as needed.
• Organize and coordinate work.
• Develop and implement projects.
• Effective and respectful verbal and written communication skills.
• Communicate effectively with students and parents.
• Organize multiple tasks and conflicting time constraints.
• Engage in self-evaluation with regard to leadership, performance and professional growth.
• Establish and maintain cooperative working relationships with others contacted in the course of work.
• Demonstrate exemplary attendance and punctuality.

PHYSICAL AND MENTAL DEMANDS, WORK HAZARDS

Work in standard office and school building environments requiring mobility, visual and auditory acuity, communication skills, interpersonal skills, organizational skills, problem-solving skills, adaptability, technology proficiency, physical stamina and environmental awareness.

TRAVEL

Inter-district travel as needed

WORK SCHEDULE

Per the SEA contract

FLSA STATUS

Exempt

TERMS OF EMPLOYMENT

• 10-month employee
• A full benefit package as defined by the Saline Education Association (SEA) 

SALARY

Per the SEA contract, commensurate with education and experience.

APPLICATION METHOD
EXTERNAL CANDIDATES: All interested and qualified external applicants must complete an application and upload all necessary documents on the TalentEd Website (please visit our HR web page at: https://saline.tedk12.com/hire/index.aspx# to access the SAS Job Openings). All letters of interest, resumes, and applications must be received no later than the deadline listed or until the position has been filled.

INTERNAL CANDIDATES: All interested and qualified internal applicants must submit a letter of interest and a current resume via email to the Executive Director of Special Education, Julie Voelker, voelkerj@salineschools.org. All letters of interest, resumes, and applications must be received no later than the deadline listed or until filled.

NONDISCRIMINATION AND EQUAL EMPLOYMENT OPPORTUNITY
The Board of Education does not discriminate on the basis of race, color, national origin, sex (including sexual orientation and gender identity), disability, age, religion, height, weight, marital or family status, military status, ancestry, genetic information, or any other legally protected category, (collectively, "Protected Classes"), in its programs and activities, including employment opportunities.

If you have any accessibility concerns regarding the completion of this application, please contact Alli Littlejohn, HR Coordinator, littleja@salineschools.org to set up an appointment for additional support.