Classification: Admin/Prof
Exemption Status/Test: Exempt/Professional
Job Grade: 5
Department: Science, Social Studies, and Multi-Tiered System of Supports
Reports To: Department Director
Job Goal:
Provide professional learning, instructional coaching, technical assistance, and resource development to support school systems in implementing Access to the General Curriculum (AGC), Multi-Tiered System of Supports (MTSS), and evidence-based instructional practices. Support educators and administrators in strengthening instructional systems, implementing meaningful access practices, improving access to grade-level curriculum and instruction, and enhancing student outcomes. Develop high-quality instructional resources and participate in regional, state, and special project initiatives that advance the ESC’s core purpose and strategic priorities.
Qualifications:
Education
Master’s degree
Certification
- Texas Educator Certificate in Special Education
- Texas Teacher Certificate (preferred in a core content area)
Mid-management, Principal, or Superintendent Certificate (preferred)
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Experience
- Three years of district- and/or campus-level leadership experience related to special education, meaningful access, instructional support, compliance, systems improvement, or program implementation.
- Five years of experience as a special education teacher.
- Experience supporting students in both special education and general education settings.
- Experience developing, facilitating, and evaluating professional learning; providing instructional coaching and technical assistance; and supporting implementation for educators, campus leaders, and district personnel.
Demonstrated knowledge of research-based instructional strategies, assessment practices, data-driven decision-making, project management, and collaborative leadership that support effective teaching, learning, and student outcomes.
Special Knowledge and Skills
- Knowledge of special education laws, regulations, procedures, and compliance requirements.
- Expertise in the Multi-Tiered System of Supports (MTSS) framework.
- Knowledge of Access to the General Curriculum (AGC), meaningful access practices, and instructional supports that promote student engagement and progress in grade-level curriculum and instruction.
- Ability to support school systems in designing master schedules that align student needs, staffing, instructional minutes, accommodations, service delivery models, and IEP requirements.
- Strong presentation, facilitation, and communication skills.
- Experience designing, developing, and facilitating online learning experiences, including the use of learning management systems.
Ability to establish goals, manage multiple priorities, meet timelines, and work independently with limited supervision.
Major Responsibilities :
- Provide leadership and support to school systems in planning, developing, implementing, and evaluating systems and services that address the academic, behavioral, and transition needs of students.
- Design, facilitate, and deliver professional learning, instructional coaching, technical assistance, and customized services that support Access to the General Curriculum (AGC), Multi-Tiered System of Supports (MTSS), and meaningful access practices.
- Provide leadership and support related to Access to the General Curriculum (AGC), Multi-Tiered System of Supports (MTSS), effective master scheduling, Universal Design for Learning (UDL), Standards-Based IEPs, evidence-based high-quality instructional frameworks, specially designed instruction (SDI), and other practices that support student access to grade-level curriculum and instruction, including, but not limited to, service delivery models, co-teaching, accommodations, scaffolding, modifications, progress monitoring, early childhood special education, and state assessment processes for students with disabilities.
- Plan, develop, and support implementation of professional learning, technical assistance, and resources in collaboration with special education and core content teams to strengthen district and campus practices from early childhood through Grade 12.
- Collaborate with internal teams, school system personnel, and other stakeholders to identify needs, coordinate services, and develop systems that support programs, services, and continuous improvement efforts.
- Analyze student, program, and implementation data to identify trends, evaluate effectiveness, determine needs, and inform recommendations for continuous improvement.
- Develop and maintain high-quality resources, tools, guidance documents, and training materials aligned with research-based practices and organizational priorities.
- Facilitate communication, collaboration, and networking opportunities among Region 4 districts and stakeholders to support implementation of effective practices and shared learning.
- Participate in state-level initiatives, committees, and functions related to assigned areas of responsibility.
- Assist in planning and implementing special projects and cross-functional initiatives that support departmental goals, regional priorities, and school system needs.
- Maintain current knowledge of federal and state requirements, emerging research, and best practices related to assigned areas of responsibility.
- Maintain accurate records, reports, and documentation related to trainings, services, projects, and assigned responsibilities.
- Provide technical assistance related to federal and state requirements and other compliance responsibilities.
- Provide services and support required through applicable federal, state, and grant-funded initiatives and other assigned responsibilities in support of departmental objectives, organizational priorities, and the ESC mission.
Supervision/Personnel Management
None
Physical Demands/Environmental Factors/ Mental Demands:
Frequent use of standard office equipment; prolonged sitting; occasional bending/stooping, pushing/pulling, and twisting; repetitive hand motions (keyboarding and use of mouse); occasional light lifting and carrying (less than 20 pounds); may work prolonged and irregular hours; occasional statewide travel; work with frequent interruptions; maintain emotional control under pressure.
