MTSS Specialist

Job Details

TITLE: MTSS Specialist

REPORTS TO: Building Principal and Director of Teaching and Learning

AVAILABLE: December 2026

TERMS OF EMPLOYMENT:  10-month, full-time, salary in accordance with the PEA Collective Bargaining Agreement.

DESCRIPTION: The MTSS Specialist coordinates the implementation of a Multi-Tiered System of Supports (MTSS) at the building level, ensuring alignment with district expectations and fidelity of practice. The role leads data-driven team processes, supports staff in using student data to guide instruction and interventions, and helps match students to appropriate tiers of support. Responsibilities include coordinating and monitoring evidence-based interventions, strengthening Tier 1 instruction, providing targeted student support, and collaborating with educators, specialists, and families. The specialist also delivers professional learning, facilitates team collaboration, and ensures compliance with state and federal guidelines.

PRINCIPLE FUNCTION:  The Multi-Tiered System of Supports (MTSS) Specialist serves as an instructional and data-focused leader, responsible for coordinating, implementing, and monitoring the MTSS framework to ensure academic, behavioral, and social-emotional supports are aligned, data-driven, and accessible to all students. This role facilitates data team meetings, supports teachers in implementing evidence-based interventions, monitors student progress, and collaborates with administrators, counselors, specialists, and instructional coaches to strengthen Tier 1 instruction and ensure effective Tier 2 and Tier 3 supports. The MTSS Specialist may also provide targeted Tier 2 and Tier 3 interventions to address student needs. Overall, the role builds a proactive, cohesive system for identifying and supporting students.

ESSENTIAL DUTIES AND RESPONSIBILITIES 

1. Systems Coordination & Leadership. 

• Coordinate the implementation of the Multi-tiered System of Supports (MTSS) at the building level, ensuring alignment to district expectations. Lead and facilitate building MTSS Teams, including regular data review cycles and decision-making processes.
• Maintain consistent MTSS documentation including intervention plans, progress monitoring  data, and team meeting records
• Support the integration of academic, behavioral and social-emotional systems into one cohesive building wide framework
• Work collaboratively with building and district leadership to ensure the fidelity of the MTSS framework

1. Data Analysis & Problem -Solving

• Oversee universal screener, benchmark, diagnostic and progress monitoring processes at the building level.
• In collaboration with stakeholders, analyze student performance data to identify needs, monitor trends, and guide instructional decision-making.
• Assist teachers and teams in using data to match students to appropriate Tier 1, Tier 2, Tier 3 supports.

1. Intervention Coordination & Direct Support

• Recommend and coordinate evidence-based interventions for students requiring additional academic, behavioral, or social-emotional support.
• Monitor intervention fidelity and evaluate the effectiveness of Tier 2 or Tier 3 supports.
• Provide direct intervention to students as needed for targeted Tier 2 and/or Tier 3 supports,
• Collaborate with special educators, counselors, psychologists, and related service providers to ensure continuity of services.

1. Tier 1 Instructional Support

• Collaborate with building principals, instructional coaches, supervisors, and teachers to strengthen Tier 1 instruction using UDL and evidence-based practices.
• Support teachers in implementing classroom-level interventions, differentiation strategies, and proactive, intentional routines.
• Provide resources, modeling, and guidance to staff to ensure that Tier 1 remains the strongest and most effective layer of support.

1. Professional Learning & Staff Collaboration.

• Provide ongoing training and coaching to teachers and paraprofessionals on MTSS processes, interventions, progress monitoring, and data analysis.
• Facilitate professional learning communities (PLCs) or grade-level teams as they review data and plan supports.
• Communicate MTSS expectations, updates, and procedures clearly to all staff.

1. Family & Community Engagement

• Collaborate with families to share progress, explain supports, and involve them in intervention planning as appropriate.
• Support communication between the school and community-based services when relevant.

1. Compliance & Alignment

• Ensure consistency with federal, state and PDE expectations related to MTSS, early intervening services, and referral practices.
• Work with building administrators to support seamless transitions between MTSS and special education referral processes.
• Serve on building and district MTSS committees as needed.

REQUIREMENTS:  

1. Valid Instructional or Educational Specialist II Certificate
   2.  At least 5 years successful teaching experience.
   3.  Education and experience with collaboration and student assessment
   4.  Educational training or experience which demonstrates:

• Leadership and consensus-building skill.
• Ability to communicate and to demonstrate interpersonal skills effectively.
• Excellent written and oral communication skills.
• Skill involving data collection and analysis.
• Ability to diagnose student strengths and weaknesses in all academic areas.
• Ability to communicate instructional approaches to professional staff members and parents.

1. Organizational skills
   6.  Such alternatives to the above qualifications as the Board may find appropriate and acceptable

PRE-EMPLOYMENT REQUIREMENTS: Clearances must be within the last 12 months and the TB done within 90 days of hire.

• PA State Police Clearance (Act 34)
• Child Abuse Clearance (Act 151)
• FBI Fingerprint Clearance (Act 114)
• School Personnel Health Form (Physical and TB test) PDE 6004 Form (Act 24)
• Sexual Misconduct/Abuse Disclosure Release Form(s) (Act 168)

PHYSICAL REQUIREMENTS: (Choose one of the following.)

SEDENTARY __ LIGHT WORK _X MEDIUM WORK __HEAVY WORK __ VERY HEAVY WORK__

SEDENTARY: involves sitting most of the time. The incumbent should be able to exert up to 10 lbs. of force occasionally, and/or a negligible amount of force constantly to lift, carry, push, pull or move objects.

LIGHT WORK: If the use of arm and/or leg control requires exertion of forces greater than that for sedentary work and the individual sits most of the time, the job is rated for light work. The incumbent should be able to exert up to 20 lbs. of force occasionally, and/or up to 10 lbs. of force frequently, and/or a negligible amount of force constantly to move objects.

MEDIUM WORK: The incumbent should be able to exert up to 50 lbs. of force occasionally, and/or up to 20 lbs. of force frequently, and/or up to 10 lbs. of force constantly to move objects.

HEAVY WORK: The incumbent should be able to exert up to 75 lbs. of force occasionally, and/or up to 50 lbs. of force frequently, and/or up to 20 lbs. of force constantly to move objects.

VERY HEAVY WORK: The incumbent should be able to exert in excess of 100 lbs. of force occasionally,and in excess of 50 lbs. of force frequently, and in excess of 20 lbs. of force constantly to move
objects.

PROCEDURE: Interested candidates applying for the above position should submit an online application.

EOE