Coordinator of Specialized Instruction - Elementary; Academic Design

Coordinator of Specialized Instruction
- Elementary (Academic Design)

Clayton County Public Schools CENTRAL OFFICE
- Jonesboro, Georgia. Open in Google Maps.

Job

Final date to receive applications:
Sep 10, 2026 11:59 PM (Eastern Standard Time)

Posted:
Jun 10, 2026 4:00 AM (UTC)

Starting Date:
Immediately

Position Type: FULL TIME

Salary: $80,071 to $98,131 Paid based on salary scale

Applicants:
Please ensure that you upload all necessary documents and include all relevant information related to the position you are applying for. Please make sure that you are reading the job description in its entirety to align your documents and relevant information with the requirements.

POSITION SUMMARY:

The Coordinator of Specialized Instruction (Design) provides guidance in the design of inclusive instructional frameworks, instructional supports, interventions, and professional learning to ensure students with disabilities have equitable access to rigorous, standards-aligned instruction. This position supports the district’s instructional vision by embedding evidence-based practices, specially designed instruction, accessibility, and differentiated supports within curriculum resources, lesson design, intervention systems, and instructional models.

The Coordinator of Specialized Instruction (Design) collaborates with curriculum leaders, instructional staff, school leaders, and cross-functional academic teams to strengthen instructional practices and improve student achievement outcomes for diverse learners, with a special focus on students with disabilities. Leadership is provided in the areas of instructional design, professional learning and educator capacity building, intervention and support systems, data-informed instructional improvement, and inclusive academic practices.

This position reports to the Executive Director.

KEY RESPONSIBILITIES:

The Coordinator of Specialized Instruction (Design) ensures continuous improvement of instructional frameworks, lesson design expectations, instructional resources, and intervention supports that embed specialized instructional practices and accessibility from the onset of design. Collaborates with curriculum and content leaders to ensure district curriculum, assessments, pacing guides, instructional models, and learning resources are standards-aligned, accessible, and designed to support diverse learners. Supports the integration of evidence-based instructional practices, differentiated instruction, scaffolds, accommodations, and specially designed instruction within district instructional systems.

Conducts reviews and vets instructional materials and intervention resources to ensure alignment with district instructional expectations and the needs of students with disabilities.

The Coordinator of Specialized Instruction (Design) designs, facilitates, and evaluates professional learning focused on inclusive instructional practices, specially designed instruction, intervention strategies, co‑teaching, differentiation, accessibility, and evidence-based instructional methodologies. Develops professional learning resources, toolkits, model lessons, exemplars, and implementation support for teachers, instructional leaders, and support staff. Partners with school leaders and academic teams to strengthen educator understanding and implementation of district instructional expectations for diverse learners.

Designs professional learning in collaboration with content and program coordinators to support co‑teaching models and resource classrooms.

The Coordinator of Specialized Instruction (Design) analyzes district, school, and student performance data to identify instructional trends, opportunity gaps, and priorities related to students with disabilities and other diverse learners. Collaborates with academic leaders to design and refine intervention and acceleration frameworks that provide timely, targeted, and data-informed instructional supports. Supports the development of progress‑monitoring systems and instructional decision‑making processes that close achievement gaps and improve overall achievement outcomes.

Uses research, high‑leverage practices, and…