Job Description

Title:   SPECIAL EDUCATION COACH

Position Type: Exempt

Primary Function:

The Special Education Coach position is responsible for providing district level compliance, instruction, and behavior best practice support to assigned schools, programs, and staff under the Individuals with Disabilities Education Act of 2004 (IDEA) and/or Section 504 of the Rehabilitation Act of 1973 (Section 504) to assist with improving achievement and performance of students with disabilities ages 2-21. Training and support provided to school/program staff may include but is not limited to classroom observations and feedback, instructional or behavioral practice modeling, goal-setting and coaching cycles, and feedback and technical assistance of case management responsibilities. An employee of this class is also responsible for assisting an assigned Coordinator of Special Education in coordinating activities, providing services, managing programs, and overseeing complex district initiatives. Assigned functions and programs are subject to change based on the needs of the division and department. This position works under the direction of the Director of Special Education.

Minimum Qualifications:

• Master's degree in special education or related field.
• Minimum of five years of special education teaching experience or a related service.
• Ability to work collaboratively with colleagues and supervisors.
• Ability to monitor academic and social behavior of students.
• Ability to move about the room to monitor students and check work in classrooms with varied seating and desk organization patterns.
• Ability to prepare required written reports.
• Demonstrate knowledge of Excel to develop and utilize school level reports.

Knowledge, Skills and Abilities:

• Exhibits knowledge of the laws, procedures, principles, practices, and current developments associated with §504 and with the administration of special education programs under IDEA.
• Exhibits knowledge of the evaluation/identification and needs of students with disabilities.
• Extensive knowledge of specially designed instruction to support the needs of diverse learners academically and behaviorally.
• Extensive knowledge of the principles and methodologies of effective and varied teaching practices and strategies, classroom accommodations, modification, classroom and behavior management, and varied assessment techniques.
• Knowledge of research-based professional learning practices on effective coaching models and ability to implement practices in supporting administrators and instructional staff within assigned schools and programs.
• Ability to demonstrate knowledge of various methods of data collection and subsequent analysis and interpretation of data to drive appropriate instructional and behavioral recommendations, decisions, and interventions.
• Ability to maintain confidential material/information and make appropriate decisions based on outcomes.
• Ability to quickly analyze situations, accept observations of others, and solve or coordinate a solution for problems and needs encountered.
• Demonstrated proficiency in use and application of a variety office and instructional technology not limited to Microsoft Office Applications, Google applications, school student information and data systems, proficient word processing/keyboarding, and others as needed.
• Exhibit a high degree of professionalism to include work ethic, assuming and accepting responsibility, flexibility, attention to detail, time management, organization, maintaining composure in high demand and challenging situations, and modeling a positive attitude which contributes to a positive climate and culture within the department/division.
• Excellent oral, written, and human relations and communications skills.

Performance Responsibilities:

• Provide effective professional development to teachers, to include modeling and various coaching practices, in the planning and implementation of evidence/research-based instructional and behavioral practices for students with disabilities in Early Childhood Special Education (ECSE), school-aged (K-12), or post-graduate programs.
• Effectively observe teacher instructional/behavioral practices and provide feedback to improve teaching and learning.
• Observe students utilizing various methods of data collection and subsequent analysis/interpretation of data to drive appropriate instructional and behavioral recommendations and interventions to include data for Functional Behavioral Assessments (FBA). 
• Assist teachers/service providers in the development of instructional materials, adaptations, accommodations, modifications, or assessments needed for students with disabilities in the general or special education setting.
• Assist school staff in ensuring participation in the Virginia Accountability/Assessment System, including providing training, guidance, and input on the identification of appropriate accommodations and supports. 
• Develop and assist in the development of Individualized Education Programs (IEPs) focused on the students' disability-based needs.
• Collaborate with designated coordinator, school-based staff, and others in the monitoring of compliance and legal requirements of IDEA and/or Section 504 as assigned.
• Annually participates in meaningful professional development to remain current in the areas of special education law and instructional best practices.
• Performs related work as required and assigned.

Working Conditions & Physical Requirements:

Working Conditions & Physical Requirements The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodation may be made to enable individuals with disabilities to perform essential functions. Must have the ability to sit and stand for extended periods of time; exhibit manual dexterity to dial a telephone, to enter data into a computer; to hear and understand speech at normal classroom levels, outdoors and on the telephone; speak in audible tones so that others may understand clearly in normal classrooms, outdoors and on the telephone; physical agility to lift up to 25 pounds; and to bend, to stoop, to sit on the floor, to climb stairs, to walk and to reach overhead.

Reports to:

Coordinator Assigned and Director of Special Education

Terms of Employment:

Eleven months a year. Salary according to School Board Pay Plan.

Evaluation:

Performance on this job will be evaluated in accordance with School Board policy and administrative regulations on evaluation of administrative personnel.

5/28/2024