Self-Contained SPED Instructional Coach; SY

Position Title

Self-Contained SPED Instructional Coach

• Department:
  Instructional Leadership
• Reports to:
  
  Director of Curriculum and Instruction and/or Executive Director
• Work Schedule:
  
  11-month
• Employment Type:
  
  Full time, Exempt
• Location:
  
  Harvey, LA
• Start Date:
  
  Immediate
• Workdays: 7:00 AM – 3:45 PM, Monday‑Friday (Mon 4:30 PM includes PD)

The Self-Contained Special Education Instructional Coach is responsible for improving outcomes for students with disabilities by developing highly effective self-contained special education teachers and paraprofessionals. Reporting to the Director of Curriculum and Instruction and/or Executive Director, the Instructional Coach serves as the primary instructional leader for self-contained special education, supervising and developing approximately 6–8 teachers and paraprofessionals while also teaching students approximately 50% of the school day.

Instructional Coaches use student work, progress monitoring data, classroom observations, and teacher practice to drive continuous improvement. Through weekly coaching meetings, PLC facilitation, classroom observations, professional development, and instructional planning, they help ensure students with disabilities receive high‑quality instruction and meaningful support. Successful coaches are exceptional educators who can build strong relationships while providing candid feedback, hold themselves and others accountable for results, and use evidence to drive decision‑making.

• Teacher and Paraprofessional Coaching and Development
  • Supervise, coach, and evaluate self-contained special education teachers and paraprofessionals.
  • Conduct weekly one‑on‑one coaching meetings with direct reports.
  • Observe classrooms regularly and provide actionable feedback aligned to the school’s instructional rubric and NIET evaluation framework.
  • Complete formal observations and evaluations in accordance with school timelines.
  • Develop individualized growth plans for teachers and paraprofessionals.
  • Support implementation of feedback and monitor impact on student outcomes.
  • Serve as a model educator and demonstrate effective instructional practices.
  • Support retention and development of high‑performing staff.
• Professional Learning and PLC Leadership
  • Plan and facilitate weekly special education PLC meetings.
  • Lead analysis of student work, progress monitoring data, and instructional practices.
  • Develop action plans to address student learning gaps.
  • Design and facilitate professional development related to special education instruction and best practices.
  • Train teachers and paraprofessionals on accommodations, modifications, progress monitoring, and behavior supports.
  • Collaborate with the Instructional Leadership Team to plan and deliver school wide professional learning.
  • Lead summer professional development planning and facilitation.
• Special Education Instruction and Compliance Support
  • Ensure high‑quality instruction in self‑contained classrooms aligned to student needs and IEP goals.
  • Support teachers in lesson internalization, lesson planning, differentiation, and assessment design.
  • Monitor implementation of IEP accommodations, modifications, and services within classrooms.
  • Analyze student achievement data and progress monitoring data to inform instructional decisions.
  • Lead development and refinement of progress monitoring systems.
  • Support teachers in writing and implementing measurable IEP goals.
  • Assist with Functional Behavior Assessments (FBAs) and Behavior Intervention Plans (BIPs).
  • Participate in IEP meetings for students in self‑contained programs.
  • Support communication with families regarding student progress and programming.
  • Coordinate with related service providers to ensure alignment between instruction and services.
  • Stay current on special education best practices and compliance expectations.
• Teaching Responsibilities
  • Teach self‑contained special education courses for approximately 50% of the instructional day.
  • Maintain exemplary classroom results and instructional practices.
  • Use classroom experience to model effective instruction and maintain credibility as an instructional leader.
  • Demonstrate strong student growth, progress…