District Support Specialist

State of Oregon•Salem, OR

16d•$7,247 - $11,140•Hybrid

About The Position

The Oregon Department of Education (ODE) is seeking a District Support Specialist to join its Office of Enhancing Student Opportunities. This is a permanent, full-time, exempt position represented by the Service Employees International Union (SEIU). The role follows a hybrid work model, requiring onsite presence for business needs like collaboration and training, while also allowing for remote work with the expectation of maintaining performance and responsiveness. The primary purpose of this position is to drive improvement and innovation in Oregon's special education system by offering specialized technical assistance, professional development, and capacity-building support to Local Educational Agencies (LEAs), Education Service Districts (ESDs), and educational programs. The specialist will focus on enhancing district capacity through evidence-based practices, translating compliance requirements into effective educational practices, and promoting equity and inclusion for students with disabilities. This role is part of the IDEA Programs' support and technical assistance section, collaborating closely with District Compliance Specialists to ensure both meaningful implementation and continuous improvement of the special education system across Oregon.

Requirements

Master's degree in Education or related field from an accredited college or university.
Five years of education experience in the specialty area under recruitment (e.g., classroom teacher, counselor, itinerant service provider).
Two years of leadership experience in the specialty area under recruitment (e.g., lead teacher, program coordinator or director, school administrator).
Resume clearly reflects relevant experience, as it will be used in place of detailed Workday work history for this agency-specific recruitment.

Nice To Haves

A cover letter is required and is an important part of the application process.
Cover letter must be no more than two pages.
Knowledge of IDEA and Special Education Law: Demonstrates working knowledge of IDEA, applicable Oregon Administrative Rules, Abbreviated School Day Program and related state and federal regulations governing the education of students with disabilities. Able to interpret and apply legal requirements in practical educational contexts.
Technical Assistance and Professional Development Design: Demonstrates experience designing and facilitating evidence-based training, coaching, or capacity-building support for school districts, ESDs, or comparable organizations in a special education or related educational context.
Data Analysis and Continuous Improvement: Demonstrates ability to analyze program or district-level data (e.g., monitoring results, dispute resolution findings, student outcome data) to identify trends, establish priorities, and adjust strategies based on findings.
Collaboration Across Complex Systems: Demonstrates ability to manage multiple cross-functional relationships simultaneously, including with compliance staff, regional providers, LEA/ESD staff, families, and state agency partners, while aligning work across teams with distinct roles.
Equity and Disability-Centered Practice: Demonstrates a substantive, applied equity lens with specific experience addressing systemic barriers at the intersection of race and disability in educational program design, resource development, professional development, or direct service.
Encouraged to apply even if not meeting every listed attribute.

Responsibilities

Design and deliver data-informed technical assistance and professional development.
Build the capacity of LEAs, ESDs, and regions through coaching, mentoring, communities of practice, and targeted PD/TA that translates compliance requirements into effective educational practice, including training related to the Abbreviated School Day (ASD) Program (approximately 60% of work).
Develop and disseminate accessible, practical resources, including guidance documents, implementation tools, and family-facing materials that are culturally and linguistically responsive and distinguish between IDEA requirements and recommended best practices.
Partner with District Compliance Specialists on corrective action and improvement, aligning PD/TA with outcomes from state complaints and dispute resolution, supporting effective implementation, and helping districts address root causes of noncompliance (approximately 35% of work).
Use data to set priorities and steward assigned collections and grants, analyzing district data, monitoring results, dispute resolution findings, and call-tracking patterns to identify needs and shape TA/PD plans, serving as data steward for collections like Post School Outcomes and discipline data, and managing assigned grants.