PROGRAM COORDINATOR 2026-27 0.5 FTE

Position Objective

Lead the development, implementation, evaluation, and expansion of a district‑wide framework for executive functioning (EF) instruction and intervention within a Multi‑Tiered System of Support (MTSS).

Commitment to Equity

The Bellevue School District is committed to a diverse workforce representative of our students, embracing and modeling cultural competency as an international community.

Responsibilities

• Lead the development of an evidence‑informed, sustainable district framework for Tier 1 and Tier 2 executive function instruction and intervention.
• Coordinate the multi‑year development, pilot implementation, evaluation, refinement, and expansion of the district's executive function initiative.
• Conduct a systematic assessment of existing district strengths, practices, resources, and areas of need related to executive function instruction and intervention.
• Engage students, educators, families, administrators, student support professionals, and other stakeholders to inform program development and implementation.
• Review current research and evidence‑informed practices related to executive functioning, self‑regulation, learning, and intervention and translate findings into practical recommendations for district implementation.
• Identify priority executive function skills and instructional practices based on developmental needs, educator input, student data, and current research.
• Evaluate available executive function curricula, interventions, instructional approaches, and resources and make recommendations regarding adoption, adaptation, differentiation, or development of district‑specific materials.
• Develop implementation tools and resources that can be readily integrated into classroom and school routines.
• Coordinate selection and preparation of pilot schools, classrooms, and/or grade levels.
• Other duties as assigned.

Reporting Relationships

Reports directly to and is supervised by the Director of Student Support Services.

Education & Experience

• Master’s degree in School Psychology, Education, Special Education, Educational Psychology, Counseling, or a closely related field.
• Background working with children and/or adolescents in educational settings, focusing on implementing evidence‑based educational, behavioral, or social‑emotional practices.
• Experience leading and partnering with multidisciplinary educational teams.
• Demonstrated ability to use data to guide program implementation, interventions, and strategic decisions.
• Strong foundational understanding of executive functioning, self‑regulation, child development, learning theory, and implementation science.
• Preferred: Deep knowledge of executive function development, instruction, assessment, and intervention, alongside experience with MTSS (Tier 1 and Tier 2 practices).
• Preferred: Experience providing educator consultation, coaching, and targeted professional development.
• Preferred: Skilled in developing curricula, intervention materials, and professional learning resources.
• Preferred: Background in implementation science, program evaluation, continuous improvement, and systems‑level educational change.
• Preferred: Experience working effectively within diverse, multicultural educational environments.

Licensing Requirements

Possess or qualify for immediate issuance of a valid Washington State Educational Staff Associate (ESA) certificate in school counseling, school psychology, or school social work.

Knowledge

• Deep understanding of child and adolescent development, self‑regulation, and specific EF domains (working memory, inhibition, cognitive flexibility, planning, emotional regulation, goal‑directed behavior).
• Familiarity with evidence‑informed EF instruction, universal (Tier 1) instruction, targeted (Tier 2) intervention, and MTSS.
• Knowledge of implementation practices for scaling, sustaining, and ensuring fidelity, alongside data‑based decision‑making, progress monitoring, and program evaluation.
• Understanding of adult learning theory, professional development, consultation, and educator coaching.
• Commitment to neurodiversity‑affirming, strengths‑based, and culturally responsive practices, with working knowledge of general education, special education, and Section 504 systems.

Skills

• Proven project‑management skills to coordinate multi‑year initiatives across multiple school sites, manage implementation timelines, and balance core program consistency with contextual adaptation.
• Ability to bridge research and theory into practical classroom practices, designing high‑quality instructional materials, implementation tools, and professional learning resources.
• Strong data analysis and decision‑making capabilities to monitor progress, identify implementation barriers, and leverage continuous improvement cycles.
• Expertise in adult learning, delivering impactful professional development, and providing effective educator consultation and coaching.
• Exceptional communication, stakeholder engagement, and facilitation skills to build strong partnerships with students, families, educators, and district leadership.
• Highly organized, flexible, and committed to confidentiality, multicultural sensitivity, compliance with district/state/federal policies, and professional growth.

Physical Requirements

Positions in this class typically require stooping, kneeling, crouching, reaching, standing, walking, pushing, pulling, lifting, finger dexterity, grasping, talking, hearing, seeing, and repetitive motions. Medium work includes exerting up to 50 lb occasionally, up to 20 lb frequently, and up to 10 lb constantly to move objects. The incumbent may be exposed to moving mechanical parts, odors, chemicals, extreme temperatures, inadequate lighting, workspace restrictions, and intense noises. Prolonged exposure to visual display terminals is also required.

Compensation

Annual salary ranges from $75,821 to $142,176, based on the negotiated collective bargaining agreement salary schedule. Placement on the schedule is determined by training and experience.

Benefits

• Medical, dental, vision, long‑term disability, and life‑insurance eligibility (based on .45 FTE).
• Retirement provided through the Washington State Department of Retirement Systems.