Position Type: Special Education/Inclusion Coach K-12Date Posted: 11/11/2024Location: Location VariesClosing Date: Until FilledBay-Arenac ISD Position DescriptionJOB TITLE: Inclusion Coach K-12 - Bay City Public Schools/Bay-Arenac ISD DEPARTMENT: Special Education REPORTS TO: Director, Special Education PREPARED BY: Becky Smith DATE: 09/30/2021 FTE: 1 APPROVED BY: Deb Kadish DATE: 09/30/2021 SUMMARY The Inclusion Coach will work alongside instructional personnel within local K-12 settings to support all learners. The Inclusion Coach will focus on individual and group professional learning that will expand and refine the understanding and implementation of research and evidence-based practices that promote inclusion of all learners. In order to meet this purpose, the Inclusion Coach will provide support that is based on the identified goals and needs of individual staff members, instructional teams, and districts. ESSENTIAL DUTIES AND RESPONSIBILITIES include the following. Other duties may be assigned.
- Facilitate intellectual and professional learning to improve educator effectiveness.
- Create positive relationships with teachers and administrators.
- Communicate and demonstrate research and/or evidence-based instructional practices that result in increased student performance within inclusive K-12 settings.
- Communicate effectively with stakeholders, supervisors, members of the school district and community.
- Embrace system and belief change productively, and support others through the change process.
- Facilitate coaching cycle and professional learning.
- Develop and sustain a continuous improvement process that involves analyzing and synthesizing data to inform decisions.
- Provide coaching and consultation to facilitate team teaching/co-teaching between the special and general education teachers.
- Establish a peer support system with all classroom staff.
- Plan, develop, conduct, and evaluate staff development activities for students, parents, teachers, and administrators that support high quality instructional programs.
- Mentor teachers/ teaching assistants/ instructional assistants in adopting education programs and instructional procedures to promote the inclusion of students with significant disabilities.
- Locate materials and equipment needed by various teachers to address the diverse needs of students.
- Serve as a curriculum analyst to assist in modifying and adapting curriculum to facilitate inclusion of students with disabilities.
- Maintain awareness of current developments in the area of special education through participation in activities such as conferences, in service programs, professional organizations and university course work.
- Be informed of current issues and research related to educating students with disabilities in inclusive settings.
- Provides support on district technical assistance plan development and implementation
- Develop and maintain a system for collecting, analyzing and communicating data over time.
- Conducts program evaluation that includes the collection and analysis of classroom, school level, and district level data as part of a comprehensive, ongoing program evaluation process.
- Be present in buildings with regular and continued attendance and punctuality.
- Follow all Board Policies, Staff Handbook and Administrative Guidelines.
SUPERVISORY RESPONSIBILITIES: None QUALIFICATION REQUIREMENTS: To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.EDUCATION and/or EXPERIENCE: Bachelor degree or higher in a special education related field with training and/or field experience in practice-based coaching. Holds a valid Michigan Department of Education credential. Additional requirements include:
- At least Three (3) years successful experience in a school setting with preference given to candidates who have experience and in providing direction in an inclusive setting.
- Strong content knowledge in the history, data and practices related to K-12 inclusion.
- Demonstrated history of building collaborative professional relationships with adult learners and experience in developing structures to support the competencies of various stakeholders.
- Preference given to candidates with experience in developing/facilitating professional learning and developing procedures to sustain learning through professional learning communities, classroom learning labs, and/or other forms of collaboration.
- Implementation experience with evidence-based models for systems support, such as Multi-Tiered Systems of Support (MTSS), including Positive Behavioral Intervention Supports (PBIS) for preschool settings preferred.
CERTIFICATES, LICENSES, REGISTRATIONS: Valid driver's license. LANGUAGE SKILLS: Ability to read, analyze, and interpret general periodicals, professional journals, technical procedures, or governmental regulations. Ability to write reports, correspondence, and procedure manuals. Ability to effectively present information and respond to questions from groups, clients, and the general public. MATHEMATICAL SKILLS: Ability to work with mathematical concepts such as probability and statistical inference, and fundamentals of algebra and geometry. Ability to apply concepts such as fractions, percentages, ratios, and proportions to practical situations. REASONING ABILITY: Ability to define problems, collect data, establish facts, and draw valid conclusions. Ability to interpret an extensive variety of technical instructions in mathematical or diagram form and deal with several abstract and concrete variables. OTHER SKILLS and ABILITIES: Ability to apply knowledge of current research and theory to instructional program; ability to plan and implement lessons based on program and district objectives and the needs and abilities of students to whom assigned. Ability to establish and maintain effective working relationships with students, peers, parents and community; ability to speak clear and concisely in written or oral communication. PHYSICAL DEMANDS: The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. While performing the duties of this job, the employee is frequently sitting and standing while performing the duties of this job. The employee may occasionally bend or twist at the neck and back while performing the duties of this job. Specific vision abilities required by this job include close vision such as to read typewritten material. The employee may occasionally lift up to 50 pounds to assist students in bath rooming, positioning or to assist disruptive students and equipment and wheelchairs. WORK ENVIRONMENT: The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. The noise level in the work environment is usually what would be found in a typical home or classroom environment. The employee is frequently required to interact with the public, parents, and other staff. The employee is directly responsible for the safety, well-being and work out- put of students.Policy Against Discrimination and Retaliation (Title II, Title VI, Title VII, Title IX, Section 504) The District Board of Education complies with all federal, state and local statutes and laws prohibiting discrimination and retaliation and expressly prohibits unlawful discrimination or unlawful retaliation in any form. Specifically, Bay-Arenac ISD provides equal employment opportunity and treatment regardless of race, religion, color, gender, age, national origin, disability, height, weight, or any other orientation status protected by federal, state or local law. Grievance Procedure: If any person believes the Bay-Arenac ISD or any part of the school organization is in some way discriminating on the basis of race, religion, color, sex, age, national origin, handicap or disability, height, weight, marital status or any other status protected by federal, state or local law, in providing instructional opportunities, job placement assistance, employment practices, policies governing student conduct and attendance, or in any other services provided by the Bay-Arenac ISD, he/she may bring forward a complaint which shall be referred to as a grievance, to the Bay-Arenac ISD Civil Rights Coordinator at the following address: Becky Smith, Director of Human Resources, Civil Rights Coordinator, Bay-Arenac ISD, 4228 Two Mile Road, Bay City, MI 48706, 989-###-####.