Special Education Continuum Coach - 25/26 SY

WELCOME TO INDIANAPOLIS PUBLIC SCHOOLS!

At IPS, we believe in the transformative power of education. We work collectively every day to prepare our students for success in the classroom and in life by providing equitable, high-quality educational experiences across our family of schools. IPS is a place to make an impact, grow your career, and ensure every student has access to a high quality education, all while earning a good living in a district on the move. While the work is challenging, it is deeply meaningful and impactful. We seek innovators and trailblazers who bring varying experiences and expertise and share our belief that every child deserves access to an exceptional education. As part of TeamIPS, you’ll create lasting connections, find a sense of belonging, and feel supported to make a meaningful difference in students’ lives.

In return, no matter your role here, we expect a commitment to excellence and accountability. You’ll be held to high standards. Resilience and passion are key—you must be adaptable, handling adversity with flexibility while putting students at the heart of everything you do. Ethical conduct, clear communication, and mutual respect are fundamental. Being a dependable, collaborative team player who builds meaningful relationships is essential.

Together, we are Proving What’s Possible by building a community where everyone belongs and each student has the opportunity to fulfill their potential.

A TEACHING CAREER IN IPS OFFERS…

Purpose and Impact:

• Students First: Teaching for IPS is a rewarding opportunity to support bright, curious students as they shape their futures. We hold ourselves to the highest expectations of excellence, focusing on students’ holistic needs during their educational journey with us.
• Community: Working in a school means it is your home away from home, and you have a school family who supports you and leads with empathy and vision.

Professional and Personal Growth:

• Grow Your Career: We offer professional development and career advancement opportunities, including dedicated mentorship programs for early career teachers.
• Generous Compensation: We’re proud to offer the highest teacher starting pay in Indianapolis and one of the most competitive in the state, with teachers earning $53,460 - $94,000 depending on experience, plus a generous benefits package. Our teacher salaries are continually on the rise, as IPS regularly advocates for stronger teacher compensation.
• Access to Financial Benefits: Working in IPS makes it possible to benefit from federal programs such as Public Service Loan Forgiveness (PSLF) or Teacher Loan Forgiveness (TLF), helping reduce the financial burden of student loans.

Work-Life Balance and Well-being:

• Comprehensive Health Insurance: Access top-tier health plans covering medical, dental, and vision needs, plus IPS offers a private clinic for staff and their families through our partners at Ascension St. Vincent.
• Flexible Wellness Leave: Take the time you need to care for yourself and your family with our generous leave policies. Teachers receive 70 hours of sick leave in their first year (56 hours annually after) for illness, family, or mental health, plus three personal days, two floating holidays, and school breaks. Unlimited accumulated sick leave adds flexibility, supporting teachers’ health and work-life balance.
• Incentivized Discounts through IPS Wellness Program: Opportunities to earn hundreds of dollars off your medical premium by participating in proactive and simple health screenings, plus discounted group fitness classes, health and fitness assessments, personal training, and more.

WHAT WE EXPECT...

Commitment to Excellence:

• High Standards: Strive for the very best in all you do, maintaining high standards for yourself, your students, and your colleagues. Embrace lifelong learning and adapt to new teaching methods and challenges.
• Educational Equity: IPS is deeply committed to breaking down systemic inequities. We do this by “walking the walk” on new policies and practices, building diverse and inclusive classrooms and staff teams, and ensuring our environments are grounded in our values of respect, inclusivity, and educational equity.

Resilience and Passion:

• Dedication to Students: Put students at the heart of your work. Be passionate about their success and well-being.
• Adaptability: Handle adversity with resilience and flexibility. Be prepared for a dynamic work environment.

Professional Integrity:

• Ethical Conduct: Uphold the highest standards of professionalism and integrity. Act responsibly and respectfully toward all individuals, communicate with candor and care.
• Team Player: Be dependable, punctual, and collaborative, contributing positively to our supportive work environment.

JOIN US!

Indianapolis Public Schools is more than a workplace; it’s a community where purpose, impact, and belonging come together to help Prove What’s Possible – in your career and in your school. If you’re ready to embrace challenges, strive for excellence, and make a meaningful impact, IPS is the place for you.

SUMMARY OF ESSENTIAL JOB FUNCTIONS:

The Unified Student Supports team is looking for a skilled professional who has experience serving as an instructional champion for students with disabilities within Indianapolis Public Schools. The SPED Continuum Coach provides direct instructional and behavioral support to their assigned schools to increase student achievement of IPS students with special needs. This is a 10-month position with the ability to earn compensation for additional hours work beyond the teacher contract time.

QUALIFICATIONS:

• Certification or ability to be fully certified by the Indiana Department of Education in special education or hold or eligible for Indiana administrator and/or special education director license
• 3 to 5 years of experience as a skillful practitioner and evidence of the knowledge, skills, and abilities required to execute this role at a high level
• Working knowledge of federal and state special education laws, rules, and practices including IDEA and Article 7
• Working knowledge of federal and state special education rules, regulations, and practices (Article 7 and IDEA)
• Broad knowledge of the theories, principles, practices and methodology of special education
• Working knowledge of Indiana and IPS special education policies, procedures and programs

ESSENTIAL DUTIES AND RESPONSIBILITIES:

Serve as the first and strongest advocate for racial and ableness equity and student-centered approaches to teaching, learning, service, and support.

• Provide specific feedback, support, and suggestions to principals to strengthen teaching and learning for students with disabilities, regardless of LRE.
• Assist principals with decision-making and problem-solving as it pertains to intensive programming.
• Ensure MTSS is the backbone of all special education programming, intervention planning and monitoring, etc.
• Lean into a unique and specialized skillset within the special education continuum and disability eligibility areas in order to promote all students’ access to the least restrictive setting.
• Provide day-to-day logistical and instructional support to teachers serving in self-contained or more restrictive settings.
• Support the assignment, distribution, and management of student caseloads, per the direction of the special program coordinator.
• Work collaboratively with district and department coaches, teachers and classroom assistants with implementation of Individual Education Plans.
• Strengthen special education staff (teachers, coaches, administrators) knowledge and application of best practices aligned to your area of expertise
• Support special education leaders with the creation of professional development highlighting best practices to support universal design for learning.
• With the support of the Special Education Compliance Monitor, review data to inform decision making: service logs, behavior data, FBA/BIP, progress monitoring, school suspensions, expulsions, seclusion and restraints, academic data, and Child Count for students with special needs in assigned buildings and develop action plans as needed.
• Attend and contribute to Results Driven Accountability Meetings.
• Empower teachers to write strong IEPs that accurately reflect each student’s needs and serve as tool to increase achievement of our students with disabilities. As such, every IEP will exemplify data driven goals with corresponding specially designed instruction. In addition, each IEP will have strategically designed special education and related services so that ALL students may be educated in their least restrictive environment;
• Support all stakeholders with essential tools to accelerate learning and protect the rights of students with disabilities and their families;
• Consistently shares the vision of the Unified Support Staff team and collaboratively seeks innovative solutions to support students and their families;
• Proactively and consistently revisits special education program and service procedures to ensure continuity services and foresight of potential issues.
• Communicate effectively, and in a timely manner, with parents and guardians of special needs students to address complaints, issues and concerns.
• Supports USS administrators with evaluation in day to day operations.
• Oversee special program rosters.
• Consistently contribute to a positive team culture by being direct and transparent, helpful and collaborative while prioritizing a customer service orientation
• Understand and models positive behavioral intervention supports.
• Possesses knowledge of procedures, policies and laws pertaining to special education.
• Consistently contribute to a positive team culture by being direct and transparent, helpful and collaborative while prioritizing a customer service orientation
• Chair and facilitate weekly PLC/Staffing meetings.
• Consistently revisit special education program and service procedures to ensure continuity services and foresight of potential issues;
• Communicate effectively, and in a timely manner, with parents and guardians of special needs students to address complaints, issues and concerns.
• Perform other duties as assigned by USS administration.

“Day In the Life” Overview

On a regular day, as a USS SPED Continuum Coach, you may:

• Spend the majority of your time in collaborative work with special education teachers, school leaders, and other experts to improve learning outcomes for students with disabilities in their least restrictive environment. This collaboration includes but is not limited to direct instructional coaching, professional development, analysis of progress data, seeking out academic and behavioral instructional strategies, and assisting with implementation.
• Model systems and interventions designed to keep students in their least restrictive environment

On a regular day, as a SPED Continuum Coach in our Programs for Young Children (PYC), you may:

• Spends the majority of his/her time in collaborative work with special education teachers, school leaders, and other experts to improve learning outcomes for students with disabilities using the IPS Coaching Framework. This collaboration includes but is not limited to direct instructional coaching, professional development, analysis of progress data, seeking out academic and behavioral instructional strategies, and assisting with implementation.
• The Continuum Coach for PYC has broad understanding of all early childhood learners and a strong grasp of students with a range of disabilities. On a typical day you work alongside our extensive team as a thought partner, problem solver and collaborator to meet the needs of our students and their families.

On a regular day, as a SPED Continuum Coach for our elementary intensive academic programs, you may:

• Spends the majority of his/her time in collaborative work with special education teachers, school leaders, and other experts to improve learning outcomes for students with disabilities using the IPS Coaching Framework. This collaboration includes but is not limited to direct instructional coaching, professional development, analysis of progress data, seeking out academic and behavioral instructional strategies, and assisting with implementation.
• The SPED Continuum Coach has a broad understanding of all disabilities and a specialized knowledge of working with students with moderate to severe disabilities. On a typical day you work alongside our special program staff as a thought partner, problem solver, and resource to collaborate and ensure that the needs of our staff, students, and families are met.
• The SPED Continuum Coach works collaboratively with building administrators, staff, and USS staff to support student observations, reports, strategy suggestions, plan implementation, and program placement.

On a regular day, as a SPED Continuum Coach for our secondary intensive academic programs, you may:

• Spends the majority of his/her time in collaborative work with special education teachers, school leaders, and other experts to improve learning outcomes for students with disabilities using the IPS Coaching Framework. This collaboration includes but is not limited to direct instructional coaching, professional development, analysis of progress data, seeking out academic and behavioral instructional strategies, and assisting with implementation.
• The Continuum Coach has a broad understanding of all disabilities and a specialized knowledge of working with students with mild to severe disabilities. On a typical day you work alongside our special program staff as a thought partner, problem solver, and resource to collaborate and ensure that the needs of our staff, students, and families are met.
• The Continuum Coach works collaboratively with building administrators, staff, and USS staff to support student observations, reports, strategy suggestions, plan implementation, and program placement.
• The Continuum Coach supports the Applied Unit Course of Study, post secondary planning (i.e. Vocational Rehabilitation Services, Waiver services), and community work based curriculum.
• The Continuum Coach supports Employment Training Specialist and community based instruction.

On a regular day, as a SPED Continuum Coach for our secondary transitional programs, you may:

• Spends the majority of his/her time in collaborative work with special education teachers, school leaders, and other experts to improve learning outcomes for students with disabilities using the IPS Coaching Framework. This collaboration includes but is not limited to direct instructional coaching, professional development, analysis of progress data, seeking out academic and behavioral instructional strategies, and assisting with implementation.
• The Continuum Coach has a broad understanding of all disabilities and a specialized knowledge of working with students with mild to severe disabilities. On a typical day you work alongside our special program staff as a thought partner, problem solver, and resource to collaborate and ensure that the needs of our staff, students, and families are met.
• The Continuum Coach work collaboratively with building administrators, staff, and USS staff to support student observations, reports, strategy suggestions, plan implementation, and program placement.
• The Continuum Coach supports the Applied Unit Course of Study, post secondary planning (i.e. Vocational Rehabilitation Services, Waiver services), and IPS ARCHES Program.
• The Continuum Coach supports IPS Post Secondary Transition Programs IUPUI SITE and Project SEARCH.
• The Continuum Coach supports Employment Training Specialist and community based instruction.

On a regular day, as a SPED Continuum Coach in our Intensive Intervention and Supportive Behavioral Programming, you may:

• Spends the majority of his/her time in collaborative work with special education teachers, school leaders, and other experts to improve learning outcomes for students with disabilities using the IPS Coaching Framework. This collaboration includes but is not limited to direct instructional coaching, professional development, analysis of progress data, seeking out academic and behavioral instructional strategies, and assisting with implementation.
• The Continuum Coach has a broad understanding of all disabilities and a specialized knowledge of working with students with mild to severe disabilities and a particular interest/expertise in behavior management. On a typical day you work alongside our special program staff as a thought partner, problem solver, and resource to collaborate and ensure that the needs of our staff, students, and families are met.
• The Continuum Coach work collaboratively with building administrators, staff, and USS staff to support student observations, reports, strategy suggestions, plan implementation, and program placement.

On a regular day, as a SPED Continuum Coach in our Autism Programming, you may:

• Spends the majority of his/her time in collaborative work with special education teachers, school leaders, and other experts to improve learning outcomes for students with Autism. This collaboration includes but is not limited to direct instructional coaching, professional development, analysis of progress data, seeking out academic and behavioral instructional strategies, and assisting with implementation.
• The Continuum Coach has a broad understanding of the Autism Spectrum and ABA principles and a specialized knowledge of working with students with behavior management needs. On a typical day you work alongside our special program staff as a thought partner, problem solver, and resource to collaborate and ensure that the needs of our staff, students, and families are met.
• The Continuum Coach work collaboratively with building administrators, staff, and USS staff to support student observations, reports, strategy suggestions, plan implementation, and program placement.
• The Continuum Coach for autism programs would support Autism observation needs and student transitions out of ABA centers.

SUPERVISORY RESPONSIBILITIES: None.

LANGUAGE SKILLS: Ability to read and comprehend simple instructions, short correspondence, and memos. Ability to effectively present information in one-on-one, small group, and large group situations.

MATHEMATICAL SKILLS: Ability to add, subtract, multiply, and divide in all units of measure, using whole numbers, common fractions, and decimals. Ability to compute rate, ratio, and percent and to draw and interpret bar graphs.

REASONING ABILITY: Ability to apply common sense understanding to carry out detailed but written or oral instructions. Ability to deal with problems involving a few concrete variables in standardized situations.

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 regularly required to sit and use hands to find, handle, or feel. The employee frequently is required to talk or hear. The employee is required to stand; walk; reach with hands and arms; climb or balance; and stoop, kneel, crouch, or crawl. The employee must frequently lift and/or move up to 20 pounds and occasionally lift and/or move up to 50 pounds. Specific vision abilities required by this job include close vision, depth perception, and ability to adjust focus.

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.

While performing the duties of this job, the employee is occasionally exposed to wet and humid conditions and outside weather conditions. The noise level in the work environment is usually moderate.

DISCLAIMER:

The above job description is designed to denote the general nature and level of work performed by employees within this classification. It is not designed to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and qualifications of employees assigned to this job.