Instructional Support Specialist; FTE - Fremont High School

Instructional Support Specialist (0.8 FTE) – Fremont High School (2026-27)

Oakland Unified School District – Fremont High School, Oakland, California

Job : 5743704

Final date to receive applications: Posted until filled

Posted: May 28, 2026 7:00 AM (UTC)

Starting Date: Immediately

As part of the instructional team under an assigned supervisor, the Instructional Support Specialist performs a variety of specialized educational supports, including implementation of behavioral interventions, increased access to the common core curriculum, and providing physical and health support services to students with disabilities. This role specializes in supporting students to move into less restrictive environments and provides a pathway to a certificated position for interested employees.

The position may be used to identify potential teacher and other educational professional candidates, and the district will provide direct support to Instructional Support Specialists seeking to become teachers by assisting them in completing educational and credentialing requirements.

Essential Functions:

• Under the guidance of a certificated teacher, provide core curriculum instruction and behavior intervention to students with disabilities (Pre‑K through young adult) in an assigned classroom or program; support students meeting goals and objectives including those with IEPs.
• Participate in IEP meetings; read IEP goals to support instruction; support implementation of behavior intervention plans for all special education students; provide positive reinforcement to special and non‑special education students experiencing behavior difficulties.
• Follow the schedule of activities for implementing student instruction and behavior plans; participate in staff development programs to reinforce interventions.
• Help prepare for periodic inspections of classroom environments to assure established standards are maintained.
• Confer with Behavior Specialist, school administrators, teachers and site staff concerning individual student progress toward behavior plan goals.
• Help manage behavior of students; intervene in crisis/emergency situations involving aggressive or uncontrolled behavior; restrain disruptive or dangerous students when certified, only when a danger is present.
• Work cooperatively with classroom teachers, interpreting the abilities and disabilities of students, assisting in classroom intervention strategies, modifying general education curricular as necessary and assisting students with class assignments.
• Assure compliance with governmental regulations, codes and reporting requirements concerning special education students; notify appropriate personnel and agencies for suspicions of substance abuse, child neglect, severe medical or social conditions or potential suicide.
• Provide data to teachers and other staff that will inform student progress reports for parents.
• Support teachers and administrators in coordinating and monitoring student behavior contracts; verify completion of appropriate interventions and consequences.
• Prepare and maintain detailed records, files and data logs.
• Monitor response to behavior intervention and instruction for students who receive special education services.
• Perform clerical duties such as duplicating instructional materials, scoring papers and recording grades; assist with attendance; maintain files and reports regarding student discipline, interventions and consequences.
• Provide support to teachers by setting up work areas and displays, operating audio–visual equipment, and distributing and collecting papers, supplies and materials; confer with teachers regarding programs and materials to meet student needs.
• Administer, monitor and score tests and assignments to comply with established test criteria and provide a reliable testing environment; rephrase materials and explain instructions and words.
• Maintain confidentiality of student records and information.
• Communicate expectations, provide guidance and show an active interest in student progress.
• Facilitate self‑reliance, problem‑solving, critical‑thinking, creativity and performance skills.
• Actively supervise in…