Position Overview
The mission of the Office of Teaching and Learning (OTL) is to provide educators with curricular resources, academic programs, and aligned professional development to ensure rigorous and joyful learning experiences for every student. OTL team members support school-based staff in implementing DCPS's existing academic programs while simultaneously working to rethink and redesign school programming, academic and curricular resources, and educator professional development.
Divisions/Teams
The Content and Curriculum division sets the vision for equity and excellence for each content area in DCPS schools by researching, creating, and curating curricular materials and providing aligned professional development experiences to ensure that all students have access to rigorous and joyful learning experiences every day in every content area. The division also supports schools and develops curriculum and programming in arts, health, physical education, library programs, STEM, global programs, advanced and enriched instruction, and curriculum and assessment innovation.
The Early Childhood Education division supports schools and families in providing PreK students with comprehensive learning experiences that foster confidence and independence. Approximately 6,000 children ages three to five attend early childhood classrooms in 78 elementary schools across the district, including several schools that offer Head Start programming. The division also manages Early Stages programming which works exclusively with children ages 2 years 8 months through 5 years 10 months and is responsible for meeting the District’s obligation under the Individual with Disabilities Education Act (IDEA) Part B (619) to develop a comprehensive child find system to identify and locate all preschool-age children in the District who have a disability. The division also manages the implementation of DCPS' Head Start grant.
The Language Acquisition division welcomes families of linguistically and culturally diverse backgrounds to DCPS, leads the process of identifying Multilingual Learner students, and supports schools in developing programs that supports English language acquisition and academic growth. This includes support during the academic day and as part of ELSAP, which is a targeted summer program for ML students. The LAD also manages DCPS compliance with the DC Language Access Act, providing translation and interpretation resources to school and central teams.
The Professional Learning and Educational Technology division sets a vision for professional development for DCPS as well as creates systems, tools, and structures to increase the efficacy of professional learning initiatives. This work includes LEAP, cluster-based PD, district PD and other learning opportunities. The team works across all DCPS offices to increase the cohesion of professional development and broad sharing of knowledge, while exploring new avenues and opportunities for meaningful development and learning for our educators. The team also leads efforts to enhance alignment and cohesion of professional learning initiatives and the integration of educational technology.
The Specialized Instruction division works to reduce the opportunity gap between students with IEPs and their non-disabled peers; and increases equity and excellence in schools through specific academic programming, related services, professional learning, school leadership development, family engagement, dispute resolution, and community partnerships.
The Specialized Instruction division works to reduce the opportunity gap between students with IEPs and their non-disabled peers; and increases equity and excellence in schools through specific academic programming, related services, professional learning, school leadership development, family engagement, dispute resolution, and community partnerships.
The Specialist, Specialized Instruction Support is an in-person instructional coaching role responsible for providing direct, high-quality coaching and support to teachers and school-based staff serving students with disabilities across the full least restrictive environment (LRE) continuum. Under the supervision of the Manager, Specialized Instruction & Inclusive Programming, the Specialist delivers intensive, in-classroom coaching to special and general education teachers on the effective implementation of specially designed instruction, evidence-based instructional strategies, and curriculum across all educational settings, including general education, resource, and full-time specialized self-contained classrooms serving students with high-incidence and low-incidence disabilities.
The Specialist provides targeted coaching and support to teachers on addressing the manifestation of students' disabilities, implementing proactive behavior support strategies, and creating inclusive and responsive learning environments that meet the unique academic, behavioral, and functional needs of each student with an IEP across all settings, including DCPS' specialized full-time classroom programs. This position works closely with school-based staff, instructional leadership teams, and the Manager to analyze student performance and observational data, develop and implement targeted coaching plans, and build the instructional capacity of teachers and paraprofessionals to deliver high-quality specially designed instruction that improves academic and functional outcomes for all students with disabilities across general education, resource, and full-time specialized classroom settings.
This is an in-person, school-based support position that requires regular and consistent on-site presence across schools.
This position has been designated as Protection Sensitive. Pursuant to section 410 of Chapter 4 of the D.C. Personnel Regulations; in addition to the general suitability screening, individuals applying for or occupying protection sensitive positions are subject to the following checks and tests: Criminal background check; Sex Offender Registry check; Pre-employment drug and alcohol test; Traffic record check (as applicable); Reasonable suspicion drug and alcohol test; and Post-accident or incident drug and alcohol test.
The Specialist, Specialized Instructional Support will report to the Manager, Specialized Instruction & Inclusive Programming.
Essential Duties and Responsibilities
The below statements are intended to describe the general nature and scope of work being performed by this position. This is not a complete listing of all responsibilities, duties, and/or skills required. Other duties may be assigned.
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Provides intensive, in-person, in-classroom instructional coaching to teachers across general education, resource, and full-time specialized self-contained classrooms, supporting the effective implementation of specially designed instruction, evidence-based instructional strategies, and curriculum aligned to the needs of students with IEPs across the full LRE continuum.
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Collaborates with teachers and paraprofessionals to develop, refine, and implement targeted instructional strategies and interventions that support the academic achievement, behavioral growth, and functional development of students with disabilities.
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Provides dedicated coaching, modeling, and support to paraprofessionals on effective instructional techniques, behavior support strategies, and their role in implementing specially designed instruction to meet the individual needs of students with disabilities.
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Under supervision of manager, implements data-driven coaching plans for teachers in general education, resource, and full-time specialized self-contained classrooms, based on classroom observations, student outcome data, and instructional fidelity goals, to strengthen instructional practice and improve student outcomes.
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Models and demonstrates high-leverage instructional moves, levers, and pedagogical strategies for teachers and paraprofessionals, including the implementation of evidence-based methodologies to address the manifestation of students' disabilities and support access to grade-level content.
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Assists teachers in implementing high-leverage instructional practices in general education, resource, and full-time specialized self-contained classrooms, including selection of assessments, classroom organization and scheduling, development of programming, instructional decision-making, general behavior management, and individual behavior protocols, including conducting Functional Behavior Assessments (FBAs) and Behavior Intervention Plans (BIPs) when needed.
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Supports the implementation of district-level and school-level professional development initiatives by co-facilitating training sessions, modeling instructional strategies, and providing follow-up coaching and support to ensure effective transfer of learning into classroom practice.
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Delivers and facilitates Safety Care training for school-based staff, including teachers and paraprofessionals, ensuring all staff are equipped with the knowledge, skills, and strategies to safely and effectively support students with behavioral needs across all classroom settings.
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Plans, organizes, develops, coordinates, recommends, and supports the implementation of IEP services for students in general education, resource, and full-time specialized self-contained classrooms, ensuring alignment with individual student needs, grade-level standards, and the full LRE continuum of services.
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Collaborates with other Specialists, the Manager, and district teams to provide consistent and coherent professional development, coaching, and support for teachers and paraprofessionals during pre-service week and throughout the school year.
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Builds and sustains trusting, confidential, and reflective professional partnerships with teachers, paraprofessionals, administrators, and other school-based staff to promote a shared commitment to equity, inclusion, and high expectations for all students with disabilities.
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Submits daily reports, weekly schedules, and other required documentation in a timely and accurate manner to ensure transparency, accountability, and effective communication with the Manager.
Qualifications
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Bachelor's degree and three to five years of related work experience.
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Master's degree preferred.
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Previous experience with delivering or coaching implementation of special education instruction in an urban school district.
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STUDENTS FIRST: We recognize students as whole children and put their needs first in everything we do.
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COURAGE: We have the audacity to learn from our successes and failures, to try new things, and to lead the nation as a proof point of PK-12 success.
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EQUITY: We work proactively to eliminate opportunity gaps by interrupting institutional bias and investing in effective strategies to ensure every student succeeds.
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EXCELLENCE: We work with integrity and hold ourselves accountable for exemplary outcomes, service, and interactions.
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TEAMWORK: We recognize that our greatest asset is our collective vision and ability to work collaboratively and authentically.
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JOY: We enjoy our collective work and will enthusiastically celebrate our success and each other.
We are an equal opportunity employer and are committed to creating an inclusive, accessible workplace. We welcome and encourage applications from individuals with disabilities. Accommodation and/or application assistance is available upon request at all stages of the application and employment process. To request accommodation, please contact [email protected].
