Behavioral Health & Instructional Coaching Director

Woods Services•Lower Makefield Township, PA

10d•Onsite

About The Position

The Behavioral Health & Instructional Coaching Director is responsible for designing, launching, and scaling a job-embedded professional learning system across Woods System of Care “WSOC” schools. This role builds the capacity of schools through coaching, modeling, and train-the-trainer systems. The position leads: Summer Institute for new teachers; A train-the-trainer model for 10 Instructional Supervisors; System-wide implementation reaching 100+ teachers across Woods, Archway, and Legacy Schools. The role operationalizes a push-in professional development model, where teacher learning occurs through classroom-based coaching cycles, modeling, co-teaching, and reflective practice rather than one-time workshops. This leader ensures all training is aligned to the WSOC instructional model.

Requirements

Master's Degree (required)
At least five years demonstrated successful teaching in education preferably Special Education or in a Behavioral based setting (required)
Required criminal history background checks and proof of US citizenship or legal resident alien status required.
Excellent communication and interpersonal skills are required.
Cognitive, verbal and manual skills necessary.
Must be able to work under required deadlines and schedules, while being flexible to special requests and projects.
Must be able to professionally manage stressful situations.
Demonstrates kindness, empathy, patience, and compassion

Nice To Haves

Valid Pennsylvania Supervisors Certificate (preferred)
At least three years demonstrated experience in instructional coaching or teacher training (preferred)
Experience with alternative programming preferred.

Responsibilities

Designs and implements a multi-tiered professional development system: Summer Institute; School-based applied training; and Coaching for mastery
Aligns all training to: WSOC instructional model (IEP-driven, PBIS, Behavioral Regulation) and staff competency framework domains (communication, behavior, trauma-informed care, etc.)
Builds a replicable training architecture that can scale across schools and states
Establishes clear competency benchmarks and observable indicators of teacher practice
Designs and lead a 4-week Summer Institute grounded in: Foundational knowledge; Applied simulations; and Classroom-based practice
Ensures teachers are prepared in: AAC & communication systems; Behavioral Regulation strategies; Trauma-informed teaching; and Differentiation & IEP alignment
Integrates: Modeling of instruction; Practice teaching sessions; and Feedback cycles
Assesses teacher readiness using competency-based evaluations
Develops Instructional Supervisors into Instructional Coaches / Trainers
Trains them to: Facilitate coaching cycles (goal-setting → observation → feedback); Models lessons in classrooms; and Lead reflective dialogue and PLCs
Creates standardized coaching tools, including: Observation rubrics aligned to competencies; Coaching protocols; and Fidelity checklists
Trains/Coaches supervisors as internal trainers responsible for scaling to 100+ teachers
Coordinates implementation of push-in professional development across schools: Classroom observation; Modeling; Co-teaching; and Feedback cycles
Ensures coaching reflects core model components: Observation → coaching → modeling → reflection
Monitors transfer of training into classroom practice
Supports instructional supervisors in delivering consistent, high-quality coaching
Drives teacher mastery across key domains: Communication & AAC, Social-emotional & behavioral regulation, Trauma-informed practice, Crisis prevention, Differentiation & UDL, Assessment-driven instruction, Transition/vocational programming
Ensures all training supports: Individualized, IEP-aligned instruction; Integration of academic + behavioral + functional skills; and PBIS and Behavioral Regulation
Trains staff to: Use data to drive instruction; Implement differentiated and scaffolded learning; and Integrate communication, behavior, and academic instruction
Oversees the educational technology platforms and serve as primary contact with technology companies.
In coordination with Woods Services, Legacy, and Archway Technology Teams, coordinates training of educational technology platforms and manage technology infrastructure.
Builds and leads Professional Learning Communities (PLCs) and Cross-school learning networks
Uses Student outcome data, Classroom observation data, and Coaching data to refine training systems
Establishes continuous improvement cycles for staff development
Leads implementation across: Woods Schools, Archway Schools, Legacy School (Mary Dobbins)
Ensures consistency while allowing site-specific adaptation
Supports expansion of WSOC model through training systems