Specialist of Specially Designed Instruction

Specialist of Specially Designed Instruction

The Division Specially Designed Instruction Specialist (SDIS) serves as a strategic instructional partner responsible for strengthening the implementation of high-quality specially designed instruction (SDI) across the division. The SDIS partners with school administrators, School Learning Support Teams (Slsts), and instructional staff to build educator capacity, improve instructional systems, and increase equitable outcomes for students with disabilities.

Partner with school administrators, School Learning Support Teams (Slsts), and instructional staff to assess the implementation of specially designed instruction (SDI) and co-teaching practices, identify areas for growth, and develop targeted action plans that improve instructional outcomes for students with disabilities.

Collaborate with school teams to analyze instructional, progress-monitoring, and student achievement data; conduct root cause analyses; prioritize improvement strategies; establish measurable outcomes; and monitor the effectiveness of implemented action plans.

Provide job-embedded instructional coaching, modeling, and consultation to educators to strengthen the implementation of specially designed instruction, evidence-based instructional practices, co-teaching, accommodations, and interventions that support access to the general education curriculum.

Design, facilitate, and evaluate professional learning and technical assistance based on identified school and division needs, and serve as a resource to teachers, school leadership teams, and division staff regarding specially designed instruction, inclusive practices, and co-teaching.

Education Attainment (Required):
Master's degree in Special Education, Curriculum and Instruction, Educational Leadership, or a closely related field from an accredited college/university.

Education Attainment (Preferred):

Relevant Experience (Required):
Minimum of three (3) years of successful full-time experience as a special education teacher in which the co-teaching and specially designed instruction was the predominant responsibility.

Relevant Experience (Preferred):
Experience analyzing student achievement, progress monitoring, and instructional implementation data to guide instructional decision-making and continuous improvement efforts.

Industry Licensure or Certifications (Required):
Hold or be eligible for a Virginia Collegiate Professional or Postgraduate Professional License with an endorsement in Special Education.

Industry Licensure or Certifications (Preferred):

Knowledge of specially designed instructional, high leverage practices supporting students with disabilities, co-teaching development, and current theory and practices.

Knowledge of standardized tests and the procedures in developing corrective strategies.

Knowledge of adult learning theory and incorporating it into professional learning development.

Knowledge of instructional coaching for individuals and groups

Knowledge of the IDEA and the requirements of the Virginia state code.

Demonstrate ability to relate positively to internal and external stakeholders.

Ability to analyze data to determine areas of strength, opportunities for growth, and problems of practice.

Display effective communication skills to interact with others, remain flexible, and collaborate in diverse team environments.

Demonstrated success implementing high-quality specially designed instruction (SDI), inclusive practices, and effective co-teaching models that improve student outcomes.

Engage in ongoing professional development relevant to position.

Respond to written and oral requests for information promptly and thoroughly.

Maintain a clean, neat appearance and dress appropriate to position and duties.

Maintain a record of appropriate attendance and punctuality.

Serve as a role model for students, colleagues, and the general public.

Work in close harmony with supervisor(s) and colleagues.

Comply with all division policies and regulations, including but not limited to…