EC Instructional Specialist (High School)

Salary Schedule: State Salary Schedule; CHCCS Salary Page
Reports To: Director of Instructional Services for EC
Work Location: Lincoln Center
FLSA Status: Exempt
Work Schedule: 12 Month Position

About the Role

The Instructional Specialist - Exceptional Children provides training, professional development, coaching, and general supervision for teachers and staff across all grade levels. The role ensures the implementation of data-based individualized education program (IEP) goals and objectives through high-leverage strategies and best practices for students with a wide range of disabilities. The specialist supports teaching staff in designing specially designed instruction, including supports and curricula that implement IEPs, and helps close achievement gaps through rigorous grade-level work and individualized instruction. They assist administrators in verifying IEP implementation across educational placements, including general education classrooms, and provide data-driven feedback on intervention implementation. The role also oversees IEP services for students transferring into the district over the summer and coordinates summer ESY and compensatory services.

Responsibilities

• Align instruction and coaching with district program goals, design, and expected outcomes.
• Coach and assist teachers with reflective dialog, curriculum development, classroom management, instructional strategies, and assessment of student performance.
• Collaborate with District Instructional Services to provide professional development in specially designed instruction and classroom management.
• Lead or facilitate professional development on high-leverage practices, co-teaching, and inclusive practices for school staff.
• Develop effective scheduling plans to visit and support each teacher during the year.
• Provide regular, on-site classroom-based coaching support following a coaching cycle, including modeling, demonstration lessons, co-teaching, planning, and assessing.
• Facilitate Professional Learning Communities (PLCs) and provide opportunities for peer reflection, collaboration, and coaching about student access to and progress in the general curriculum and IEP goals.
• Maintain current and professional expertise in special education and IEP implementation.
• Attend and facilitate meetings (e.g., Individual Educational Programs, Program Planning Meetings) as needed.
• Provide feedback on exceptional children instructional program effectiveness to school and district leaders.
• Prepare reports and maintain program files and record-keeping systems for accountability.
• Collaborate with the compliance specialist to complete summer checklist activities for student records.
• Develop collaborative partnerships at the school and district levels to close the achievement gap and maximize learning for students with disabilities.
• Conduct comprehensive evaluations of individuals with exceptionalities and translate data for programmatic purposes.
• Evaluate and adjust intervention plans based on data.
• Document and interpret program evaluation data and make recommendations.
• Assist with collecting and analyzing data for planning, reporting, and decision-making.
• Perform other related duties as assigned.

Requirements

• Bachelor's Degree in special education or related services with 5-7 years of effective special education teaching experience, preferably in general curricula programs or an administrative capacity, or an equivalent combination of training and experience.
• Master's degree in special education administration, psychology, or a related service preferred.
• Expertise and experience in teaching and coaching adult learners preferred.
• Comprehensive understanding of the Individuals with Disabilities Education Act (IDEA) and the North Carolina Policies Governing Services for Children with Disabilities.
• Exceptional Children Teaching License (K-12): General Curriculum, Specific Learning Disabled, or Cross Categorical (mildly/moderately disabled) or equivalent, or a related service license required.
• Reading Research to Classroom Practice, Foundations of Math, or Direct Instruction programs Trainer Certification preferred.

Skills

• Critical thinking and problem-solving skills.
• Ability to plan and implement short and long-range goals and objectives.
• Experience providing instruction for students with disabilities.
• Domain-specific knowledge of academic content and associated pedagogical practices.
• Differentiated instructional practices that promote and enhance learning for all individuals.
• Culturally responsive content and pedagogical practice.
• Problem-solving and scheduling skills for achieving State Accountability System goals.
• Knowledge of coaching models and resources focused on support of specially designed and standards-based instruction.
• Effective oral and written communication skills.
• Ability to impart knowledge and understanding about effective teaching practices to others.
• Ability to work independently and as part of a team.
• Ability to establish and maintain cooperative and professional working relationships with individuals, groups, and public/private agency personnel.
• Knowledge of North Carolina Content Standards and K-12 Frameworks.
• Knowledge of best practices for students with disabilities, assessment practices, instructional strategies, IEP development, progress monitoring, and state requirements for special education teachers.
• Knowledge of effective teaching, mentoring, coaching, and learning-focused supervision strategies.
• Knowledge of diverse learning styles and cultural influences on learning.
• Knowledge of federal and state laws, codes, regulations, and policies related to services for children with disabilities.
• Ability to utilize reflective coaching in content and pedagogy.
• Ability to plan, organize, and conduct coaching activities.
• Ability to maintain and improve professional skills and knowledge.
• Ability to safely and successfully perform essential job functions consistent with ADA, FMLA, and other federal, state, and local standards.
• Ability to maintain regular, punctual attendance consistent with ADA, FMLA, and other federal, state, and local standards.