Instructional Specialist

Federally Funded
The salary for this position may be funded through federal grants. As a federally funded role, it is considered supplemental and contingent upon the continued availability of federal funding.

ROLE & PURPOSE
The primary role of the Instructional Specialist for special education is to provide consultation and support services in instructional design, strategies, assessment, technology, and differentiated instruction, and to assist teachers in providing instruction to students with disabilities who are eligible for Special Education services and supports. This includes assisting teachers in developing the skills to produce effective individual education plans, present content, implement classroom management, and to support parent and community engagement.

Qualifications
EDUCATION/CERTIFICATION

• Texas Teacher's Certification in Special Education and/or other certifications
• Bachelor's Degree minimum
• Master's Degree preferred

Experience

• Minimum of three years teaching experience with students receiving special education services

Special Knowledge/Skills

• Possess strong knowledge and skills related to curriculum, instructional design and delivery, and special education programs with specific knowledge which may include, but is not limited to: Transition, Deaf Education, Math, Early Childhood, Reading/Language Arts, Alternate Curriculum, Vocational education, PBIS, Behavioral Supports and Speech and Language Therapy.
• Ability to work with general education and special education teachers providing support and guidance around special education strategies and practices.

Major Responsibilities & Duties
I. INSTRUCTIONAL MANAGEMENT

• Collaborate with teachers, administrators, campus staff, peers, and outside agencies to provide the full continuum of supports and resources to meet student needs including differentiated instruction, modeling effective teaching practices, and developing accommodations and modifications to facilitate progress toward the IEP goals and objectives as appropriate.
• Provide teacher/campus coaching support in order to build campus level professional capacity.
• Collaborate across departments for curriculum development, assessments, and social emotional learning embedded professional development activities for teachers and paraprofessionals in grades EE-12.
• Implement a systemic and sustained approach to professional development including coaching and modeling, in alignment with other departments.
• Apply research-based and current educational and instructional strategies to the professional development design process for EE-12 teachers and paraprofessionals.
• Obtain and use data to examine curriculum and instructional program effectiveness, and design, implement, and measure the effectiveness of program interventions. Assist teachers in data collection, analysis, interpretation, and in the development of the draft IEP.
• Implement and evaluate actions designed to meet and exceed the district instructional goals in Special Education.
• Apply legislative decisions and regulations to the design and implementation of a free and appropriate public education (FAPE) for all eligible students.
• Coordinate the design and implementation of processes and procedures for the identification of appropriate instructional and social-emotional supports and implementation of individualized educational programs.
• Collaborate with campus administrators to monitor student response to specially designed instruction and social emotional learning.
• Exhibit proficiency in computer usage and instructional technology including Microsoft Office Suite.

II. SCHOOL/ORGANIZATIONAL CLIMATE

• Have a working knowledge of district policies and practices that relate to the department.
• Communicate and collaborate with key stakeholders across departments to ensure specially designed instruction for all learners.
• Collaborate with campus staff to ensure the needs of the whole child are being met.
• Foster a collegial and team-oriented atmosphere within the Special Education department.
• Work interdependently with specialists in other Academic Services departments to support the whole child.

III. SCHOOL/ORGANIZATIONAL IMPROVEMENT

• Possess a broad knowledge of effective instruction, including research-based and best practices for multiple grade levels of instruction.
• Understand how to design and provide accommodations and modifications for diverse student needs.
• Display a strong ability to work independently as a self-starter with excellent time-management skills.
• Produce instructional resources, assessments, and district-wide communications.
• Facilitate district-wide curriculum planning, development, and implementation as assigned.
• Demonstrate and model effective instructional practices for classroom teachers, paraprofessionals, instructional coaches, and campus administrators.
• Support professional learning communities and coordinate aligned district-wide professional learning opportunities.
• Provide instructional support for inclusive education and differentiated instructional practices.
• Demonstrate conflict resolution skills with staff, colleagues, administrators, and teachers.
• Collaborate with teachers and principals to analyze and monitor achievement data of students with IEPs.
• Provide assistance to schools to support the design and implementation of standards based intervention programs for students with disabilities.
• Work collaboratively with campus teams in the achievement of district and campus goals relating to students with IEPs

IV. ADMINISTRATION & FISCAL/FACILITIES MANAGEMENT

• Assist Special Education Curriculum Coordinator in the ordering and dissemination of instructional and support materials.
• Assist Special Education Curriculum Coordinator in budget preparation and the implementation of local, state, and federal mandates.
• Utilize scheduling and time management techniques in order to perform the duties and responsibilities of the position.

V. STUDENT SUPPORT

• Facilitate improving student achievement as measured by student access to the general education curriculum and progress in the individualized education program (IEP), class success/failure rate ratios, state assessment results, and other data sources.
• Provide assistance and training in strategies to support students with IEPs (e.g. dyslexia, inclusive practices).

VI. SCHOOL/COMMUNITY RELATIONS

• Provide assistance to both new and experienced teachers through individual and group professional learning opportunities.
• Maintain high visibility on campuses and in classrooms.
• Contribute to PLC Structures to facilitate communication among special education and general education staff.
• Work collaboratively and productively with colleagues, campus staff, and other stakeholders as appropriate.
• Clearly communicate and provide written feedback to campus staff.
• Effectively communicate the district's mission, instructional philosophy, specialized instructional supports/services, and curriculum implementation strategies to campuses and the community.
• Establish partnerships with community agencies and businesses to expand opportunities for student education and transition to post-secondary options.
• Positively represent the mission and vision of the special education department.

VII. PROFESSIONAL GROWTH & DEVELOPMENT

• Develop annual measurable personal growth goals that align to the district and department's vision and priorities.
• Commits to continuous learning by engaging in self-reflection to identify needed areas of improvement and strengths.
• Participates in ongoing professional learning by seeking, accepting, and responding to coaching and feedback from supervisors, staff, and colleagues.
• Develops an understanding of the department and district's vision and shares input in its development.

Viii. Other Duties

• Communicate regularly with the Curriculum Coordinator.
• Able to drive between campuses daily.
• Keep current and accurate records including work calendar and records of campus visits.
• Acquire and maintain other certifications as appropriate to the assigned role.
• Any other responsibilities as designated by the Special Education Curriculum Coordinator, and/or Director of Special Education.

IX. WORKING CONDITIONS
MENTAL DEMANDS / PHYSICAL DEMANDS / ENVIRONMENTAL FACTORS

• Tools/Equipment Used: Standard office equipment including computer and peripherals; standard instructional equipment.
• Posture: Moderate standing; occasional kneeling, squatting, bending, and stooping
• Motion: Moderate walking
• Lifting: Regular light lifting and carrying (less than 15 pounds)
• Environment: Work inside and outside (exposure to sun, heat, cold, and inclement weather); exposure to noise
• Mental Demands: Work with frequent interruptions; maintain emotional control under stress, with frequent interruptions.