Special Education Coach

Sioux City Community School District•Sioux City, IA

About The Position

The Special Education Coach facilitates implementation of high-quality programs and professional development in daily practice to support continuous improvement of social, emotional, and academic instruction. The role builds the capacity of schools and teachers to meet students’ learning and behavioral needs, with the goal of improving classroom instruction and behavior practices, student achievement, and graduation rates for students with IEP needs. The coach provides leadership, collaboration, mentoring, and facilitation for principals, teachers, other special education coaches, behavior technicians, and related staff. The position supports school and IEP teams in planning for individual students, selecting research-based interventions, addressing transitions, and matching students to appropriate programs and services. The coach also supports teachers in differentiating instruction and assessments, using student data, and implementing specially designed instruction and behavioral interventions. The position is a Teacher Leader role, and the coach retains a regular teaching contract issued under Iowa Code Chapter 279. Performance is evaluated according to the negotiated agreement.

Requirements

Valid Iowa teaching certificate with a special education endorsement from an accredited college or university, with a major in education or an appropriate content area.
At least three years of teaching experience.
Proper state certification and licensure for the position.
Strong written and verbal communication, effective listening, and the ability to communicate and collaborate with school staff, administrators, AEA staff, parents, and outside agency staff.
Ability to coach and facilitate in varied situations, support educators and teams with skills and program planning, and model, observe, and provide non-evaluative feedback.
Ability to observe, gather, and analyze data and assist educators in using data to develop educational plans.
Ability to plan short- and long-term goals and coordinate efforts to accomplish them on time.
Initiative, self-direction, and ability to work independently and with groups; prioritize, allocate, and schedule time to address coaching and student needs across the district.
Strong organizational skills, including the ability to organize and assimilate information, diagnostic data, scheduling, and student programming needs.
Excellent attendance record.
Ability to perform the essential duties satisfactorily, with reasonable accommodations as applicable.
Ability to lift up to 50 pounds infrequently.

Nice To Haves

Graduate work in special education is preferred.
Evidence of professional learning and implementation of best-practice strategies and programs in special education, particularly for students with emotional or behavioral disorders.
Evidence of student success through specially designed instruction and behavioral intervention.
Familiarity with the Iowa Core Curriculum and instructional strategies.

Responsibilities

Adhere to Board policies, district procedures, and contractual obligations; model professional and ethical behavior and maintain confidentiality.
Provide leadership, planning, collaboration, mentoring, and facilitation to implement quality behavior services and improve specially designed instruction for students with challenging behavior across the district.
Assist principals in understanding, recognizing, and implementing effective behavioral programs and strategies.
Provide professional development to special education teachers and para-educators by demonstrating strategies and lessons, introducing materials and programs, modeling teaching and behavioral intervention strategies, coaching, and assisting with individual or team planning and problem-solving.
Assist school teams and IEP teams with problem-solving and planning for individual students’ academic and behavioral needs, including identifying needs, selecting research-based interventions, developing intervention plans, and making decisions.
Assist with planning to support students transitioning between schools and from alternative or residential settings.
Collaborate with AEA staff and IEP teams to ensure procedures are followed and students are matched to appropriate programs and services.
Collaborate with teachers to connect the Core Curriculum with intensive instruction and intervention for students with IEPs, and to differentiate courses, units, lessons, and assessments to meet individual needs and provide rigorous academic instruction.
Develop and sustain productive relationships with teachers, administrators, para-educators, AEA staff, outside agencies, and other colleagues, individually and in teams.
Assist in identifying, acquiring, and organizing resources to support student achievement.
Assist teachers in collecting, analyzing, and using data to identify student needs, plan instruction and interventions, assess progress, and make instructional decisions.
Conduct peer observations and provide feedback in a non-evaluative role.
Collaborate with other special education and instructional coaches to maximize resources.
Model enthusiasm for learning and the belief that all students can succeed, and foster excellence in teaching and learning.
Perform other duties as assigned by the superintendent or designee that are necessary and appropriate to District goals and objectives.
Demonstrate ongoing professional growth and fulfill professional responsibilities established by the school district.