This position is a fully locally-funded position. Employment is contingent on an annual review of the demand for services and support.
Classification: Admin/Prof
Exemption Status/Test: Exempt/Professional
Job Grade: 5
Department: Integrated Services
Reports To: Department Director
Job Goal:
Provide professional development, coaching, and technical assistance to support district and campus leaders in designing, implementing, and strengthening special education systems that improve access, compliance, instructional quality, and student outcomes. Support districts in aligning specially designed instruction, inclusive service delivery models, co-teach, in-class support, resource services, IEP development, accommodations, progress monitoring, and master schedule design to ensure students with disabilities receive high-quality services across the continuum of services and in the least restrictive environment.
Qualifications:
Education
Master’s degree
Certification
- Texas Special Education Certificate (EC-12)
- Texas Teacher Certificate (preferred in a core content area)
Texas Principal Certificate (preferred)
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Experience
- Five years of teaching or related experience serving students receiving special education services
- Three years of experience in leadership roles related to special education, inclusive practices, instructional support, compliance, or program implementation
- Experience developing and delivering professional development for educators and/or leaders
- Experience supporting IEP implementation, specially designed instruction, accommodations, inclusive service models, and student progress monitoring
- Experience supporting ARD/IEP processes, FIE review, PLAAFP development, and compliance requirements preferred
Special Knowledge and Skills
- Deep knowledge of special education laws, regulations, procedures, and compliance requirements
- Expertise in developing and supporting high-quality IEPs, including PLAAFPs, measurable annual goals, short-term objectives, progress monitoring, and aligned services
- Knowledge of Full and Individual Evaluation (FIE) processes and the connection between evaluation data, present levels, eligibility, services, and instructional planning
- Understanding of specially designed instruction, inclusive instructional practices, accommodations, modifications, and Universal Design for Learning (UDL)
- Knowledge of least restrictive environment (LRE), continuum of services, co-teach models, in-class support, resource services, and inclusive master schedule design
- Ability to support districts in designing schedules of services that align student needs, instructional minutes, staffing, accommodations, and IEP requirements
- Understanding of ARD/IEP processes, documentation, implementation fidelity, and compliance monitoring
- Understanding of how to design and monitor co-teach, in-class support, and resource service models that align student needs, IEP services, staffing, specially designed instruction, and access to grade-level content
- Knowledge of secondary transition planning, career readiness, graduation pathways, and postsecondary outcomes for students receiving special education services
- Ability to analyze student performance, IEP progress, service delivery, discipline, attendance, and program data to support continuous improvement
- Strong facilitation, coaching, and communication skills with diverse stakeholders
Exemplary written and oral communication skills
Major Responsibilities :
- Develop, present, and facilitate professional development focused on special education systems, inclusive practices, IEP implementation, specially designed instruction, accommodations, co-teach, resource services, and student outcomes.
- Provide coaching and technical assistance to district and campus leaders on designing, implementing, and strengthening special education service delivery models that support access, compliance, instructional quality, and improved student performance.
- Support districts in developing high-quality IEPs that include aligned PLAAFPs, measurable goals and objectives, appropriate accommodations, specially designed instruction, progress monitoring, and services based on individual student needs.
- Assist districts and campuses in reviewing FIE data and aligning evaluation results to eligibility, present levels, instructional planning, IEP goals, accommodations, and services.
- Support district and campus leaders in designing and monitoring schedules of services that align IEP requirements, instructional minutes, staffing models, inclusive supports, resource services, co-teach models, and student needs.
- Provide guidance on co-teach, in-class support, resource services, and inclusive instructional models that promote access to grade-level instruction in the least restrictive environment.
- Support districts in developing and implementing specially designed instruction that is aligned to student needs, IEP goals, classroom expectations, grade-level standards, and progress monitoring expectations.
- Assist districts and campuses in strengthening ARD/IEP processes, documentation practices, implementation fidelity, and compliance monitoring systems.
- Support the design of inclusive master schedules that improve access to core instruction, electives, CTE pathways, interventions, related services, resource services, and specially designed instruction.
- Provide coaching and resources related to Universal Design for Learning, accommodations, modifications, assistive supports, and instructional practices that increase access for students with disabilities.
- Assist districts in analyzing student outcome data, progress monitoring data, service delivery records, and program implementation trends to identify gaps, develop improvement strategies, and strengthen student outcomes.
Partner with districts and internal Region 4 teams to align special education services within broader integrated student support systems, participate in ongoing needs assessment and regional initiatives, and provide technical assistance related to special education, inclusive practices, transition planning, career readiness, and student outcomes.
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.
