What are the responsibilities and job description for the Exceptional Student Services Instructional Coach position at Yuma Elementary School District ONE?
School Year:
2026 - 2027
Salary Range
See Certified Placement Schedule
Benefited Status:
Benefited Position - Tier 1
Purpose Statement
The Exceptional Student Services (ESS) Instructional Coach provides direct support to teachers and school staff to enhance instruction and improve student achievement for students with disabilities. This position focuses on coaching, mentoring, training, and supporting educators at their assigned schools, ensuring the implementation of research-based instructional strategies and interventions. The ESS Instructional Coach collaborates with school staff to strengthen instructional practices, facilitate professional development, provide targeted training, and support teachers in meeting their responsibilities, compliance, and meeting facilitation.
This job reports to Director, Exceptional Student Services
Essential Functions
- Provides instructional coaching and support to teachers of students with disabilities through observation, feedback, and modeling best practices.
- Assists teachers in analyzing student data to inform instructional planning and interventions.
- Participates collaboratively as a school leader in the area of the instructional improvement for students with diverse needs
- Introduces and supports the implementation of research-based instructional methods proven to increase student achievement.
- Works directly at assigned schools to provide on-the-ground support and ensure compliance with Individualized Education Programs (IEPs).
- Conducts professional development and training sessions to ensure employees are meeting their instructional practices. This includes but is not limited to instructional strategies for students with disabilities, curriculum adaptations, differentiated instruction, effective classroom management techniques, best practices for progress monitoring and data collection, and implementing multi-tiered systems of support and response to intervention.
- Collaborateswith general education teachers, special education teachers, and related service providers to develop inclusive instructional practices.
- Assists in the development of instructional materials, lesson plans, and learning accommodations for diverse learners.
- Coordinates program components, support needs and material (e.g. ESY program, Collection and reporting of MSAA data, intervention program to supplement general classroom instruction for all students, etc.) for the purpose of delivering services which conform to established guidelines.
- Facilitates meetings, processes, etc. (e.g. IEP meetings as needed, training/development/implementation, etc.) for the purpose of implementing and maintaining programs and services which achieve district's desired objectives.
- Implements assigned programs and/or projects (e.g. CPI training for ESS teachers and paraprofessionals, ESY, etc.) for the purpose of conforming to district and state curriculum and/or instructional objectives.
- Presents information on a variety of topics (e.g. CPI, implementation of 504 plans, professional development for ESS teachers in curriculum and special education legal requirements, etc.) for the purpose of implementing and maintaining programs and services which achieve district's desired objectives.
- Researches a variety of topics (e.g. current practices, policies, education codes, state and federal legal requirements governing special education, etc.) for the purpose of providing information and/or recommendations and/or addressing a variety of program requirements.
- Serves as a resource and mentor to Exceptional Student Services educators, offering guidance on best pratices in curriculum, instruction and student engagement.
Supports site principals, ESS classroom teachers, ESS paraprofessionals, therapists, etc. for the purpose of assisting them in the implementation of intervention and treatment techniques/or individual student plans.
Other Functions
Performs other related duties as assigned for the purpose of ensuring the efficient and effective functioning of the work unit.
Job Requirements: Minimum Qualifications
Skills, Knowledge and Abilities
SKILLS are required to perform multiple, technical tasks with a need to occasionally upgrade skills in order to meet changing job conditions. Specific skill based competencies required to satisfactorily perform the functions of the job include: operating standard office equipment including using pertinent software applications; facilitating meetings; planning and managing projects; and preparing and maintaining accurate records; applying job-related codes, regulations and laws; expertise in special education instructional strategies and curriculum adaptation; ability to develop and deliver effective training sessions for teachers and staff.
KNOWLEDGE is required to perform basic math, including calculations using fractions, percents, and/or ratios; read technical information, compose a variety of documents, and/or facilitate group discussions; and analyze situations to define issues and draw conclusions. Specific knowledge based competencies required to satisfactorily perform the functions of the job include: behavior patterns of learning disabled children; age appropriate behavior; job-related codes/laws/rules/regulations/policies; methods of instruction and training; knowledge of revelenta nd practical instructional support.
ABILITY is required to schedule a number of activities, meetings, and/or events; gather, collate, and/or classify data; and use basic, job-related equipment. Flexibility is required to work with others in a wide variety of circumstances; analyze data utilizing defined but different processes; and operate equipment using defined methods. Ability is also required to work with a diversity of individuals and/or groups; work with data of varied types and/or purposes; and utilize specific, job-related equipment. Problem solving is required to analyze issues and create action plans. Problem solving with data requires independent interpretation of guidelines; and problem solving with equipment is limited. Specific ability based competencies required to satisfactorily perform the functions of the job include: meeting deadlines and schedules; managing multiple projects; adapting to changing work priorities; communicating with diverse groups; setting priorities; building collaborative relationships; and working with frequent interruptions; diffusing argumentative behavior; displaying tact and courtesy; maintaining confidentiality; working as part of a team; strong ability to coach and mentor to support teacher development.
Responsibility
Responsibilities include: working under limited supervision following standardized practices and/or methods; leading, guiding, and/or coordinating others; operating within a defined budget. utilization of some resources from other work units is often required to perform the job's functions. There is some opportunity to impact the organization's services.
Working Environment
The usual and customary methods of performing the job's functions require the following physical demands: occasional lifting, carrying, pushing, and/or pulling, some stooping, kneeling, crouching, and/or crawling and significant fine finger dexterity. Generally the job requires 40% sitting, 30% walking, and 30% standing. The job is performed in a generally hazard free environment and in a clean atmosphere.
ExperienceJob related experience is required.
EducationBachelors degree in job-related area.
Equivalency
Required Testing Certificates Certificates
Designated Subject Matter Endorsement
Teaching Credential
FLSA Status Approval Date Salary Range
Exempt April 8, 2025 Certified Placement Schedule