About this role
Job Summary State Support Team Consultants with special education skill sets will provide instructional, planning and compliance services to identified educational agencies, ensuring strong instruction is supported by strong learning systems and results in increased student outcomes, especially for students with disabilities.
Essential Functions Support LEAs to identify and support students with disabilities who are at risk of not graduating or at risk of dropping out of school. Assist LEAs in establishing and sustaining internal IDEA monitoring systems. Assist LEAs in determining successful practices to serve students with disabilities in all three tiers of support within a district’s IMTSS framework. Support LEAs in identifying and implementing practices that will allow students with disabilities to receive special education services in the least restricted environment. Qualifications The following are the minimum qualifications: A master’s degree aligned to the area for which an employee has primary responsibility (i.e., instructional improvement, special education, reading and literacy, data analysis, or appropriate related field or evidence of equivalency); A minimum of three to five years of classroom teaching experience, instructional improvement planning and implementation, special education administration, or related experience; A license appropriate to the individual’s profession (special education administration, general education, intervention specialist, related service provider) Knowledge, Skills & Abilities A deep understanding of requirements for all graduation pathways and how to support students at risk of not graduating with their cohort. The ability to analyze student academic performance data and utilize this data to make instructional decisions. Experience in collaborating with other educators to develop supports and interventions for students who struggle to succeed. The ability to integrate academic and non-academic data to identify educational needs of the whole child. Knowledge of High Leverage Practices that positively impact the performance of students with disabilities The ability to clarify expectations for required special education practices, such as Child Find, ETR/IEP process, Transition Planning, Behavioral Supports, Alternate Assessment, Prior Written Notice, parent participation, etc. A general understanding of laws, regulations, and instructional practices for preschool special education. Ability to rapidly acquire and apply new skills and information. Ability to provide and receive effective instructional feedback. Ability to prioritize, schedule, manage, and organize multiple daily tasks to achieve goals. Ability to identify problems and develop appropriate solutions. Use of effective written and oral communication skills, including the ability to engage in difficult and candid conversations with a variety of stakeholders. High degree of professionalism to ensure and protect the confidentiality of educators and students. Strong work ethic, self-directed, and reliable, and the ability to work both independently and collaboratively. High-quality interpersonal skills and the ability to relate to and interact with peers and colleagues. Persistence despite obstacles. Ability to orchestrate change. Value of lifelong learning. Belief that a coach can make a difference, despite the nature of the challenges. Desire to grow professionally. . DEADLINE FOR APPLICATIONS: August 3, 2026 or until filled.