Curriculum and Instructional Coach (Issaquah

Curriculum and Instructional Coach (Issaquah)

For over 30 years, Gersh Autism has empowered students on the autism spectrum to reach their full potential. Serving individuals aged 5-21 across the U.S. and Puerto Rico, our network of K-12 schools provides personalized education tailored to each student’s unique learning style. We offer comprehensive therapeutic services—speech, physical, occupational therapy, and more—along with vocational training for older students. Our dedicated team collaborates with families to ensure academic, social, and emotional growth, preparing students for success beyond the classroom.
At Gersh Autism, we are committed to helping individuals on the autism spectrum lead fulfilling, independent lives.

The Curriculum and Instructional Coach at Gersh Autism Academy plays a critical role in supporting the professional growth of educators and enhancing instructional practices aligned with the Academy’s ABA-based educational model. This role focuses on mentoring, modeling, and coaching teachers and support staff to ensure high-quality, individualized instruction for students with autism.
This position is located in Issaquah, WA.

Duties and Responsibilities

• Helps to set thevision, strategy, and long-range roadmap foreducationalcurriculumin Washington
• Gather and learn the OSPISpecific needs and implement into the WA schools.
• Collaborate with the SBL and Regional VP toselect, adopt, and lifecycle management of approved curricula and instructional programs organization-wide (e.g., Unique Learning, Edmark, Reading Milestones, Autism Helper, Into Reading, Go Math, Read 180/Math 180, All Things Algebra, CK-12 Science).
• Establish curriculum standards, pacing frameworks, and instructional quality benchmarks that ensure consistency across sites while allowing for individualized student programming.
• Ensure high-quality delivery of training across all school sites.
• Build organizational capacity by developing scalable, sustainable systems for onboarding, coaching, and ongoing professional development of educational teachingstaff.
• Oversee the New Teacher Mentor program and other professional development structures, ensuring they are effective and consistently implemented.
• Establish andmonitortraining standards for core systems and practices, including Power School, curriculum-based assessments (ABLLS, AFLS, Brigance), report writing (45-day and annual reviews), classroom management, and program book development.
• Design and oversee systems to evaluate the effectiveness of curriculum, instruction, and professional development across the organization, using data to drive improvement.
• Ensure special education curriculum and instructional practices comply with applicable state and federal special education laws and regulations.
• Analyze studentoutcomeand program data toidentifytrends, gaps, and opportunities for improvement, and translate findings intoactionablestrategy.
• Prepare reports and recommendations for executive leadership on curriculum effectiveness, training outcomes, and instructional quality.
• Partner with executive leadership, principals, and clinical/therapeutic teams to align curriculum with the organization's broader educational and therapeutic mission.
• Represent curriculum and instructional priorities in organizational planning, budgeting, and accreditation or regulatory processes.
• Stay current with special education research, policy, and best practices, and lead the integration of emerging practices into organizational strategy.
• Travel regularly to school locations across the network to support implementation and evaluate program quality.

Qualifications

• Master s degree in Special Education, Educational Leadership, School Psychology, or a related field(preferred)
• Valid state certification in Special Education(preferred)
• Minimum of eight years of experience in special education, including significant experience in curriculum development, instructional leadership, and staff supervision (required)
• Demonstrated experience leading curriculum or instructional initiatives across multiple sites or at an organizational level.
• Administrative or supervisory certification(preferred)

Physical
Requirements

• Must be able to keep students safe from themselves and others and, in some cases, may need to implement CPI (therapeutic holds) procedures.
• Must be able to remove oneself from potentially harmful situations and, in some cases, be able to lift a child.
• Ability to stand, walk, bend, kneel, and move throughout the workday
• Ability to lift (at least 50-65 pounds), assist, and/or physically support students, which may include lifting or guiding students of varying sizes
• Ability to physically intervene whenrequiredto ensure safety (per CPI training)
• Ability to remove oneself and/or others from unsafe situations quickly
• Ability tomaintainattention and focus in a dynamic, high-stimulation environment
• Ability to multi-task and shift priorities quickly
• Ability to exercise sound judgment and decision-making, particularly in high-pressure or…