Special Education Instructional Coach - Special Education (2025-2026)

Primary Purpose:

Support and provide training and coaching to Special Education Teachers in order to improve classroom instruction that leads to improved student achievement. Assist with closing the student achievement gap and accelerated learning for all students by building teacher capacity through job-embedded professional learning and implementation of effective instructional and behavioral practices while ensuring the appropriate development and implementation of IEPs. Support others in building their teaching skills, assist in the application of new knowledge, and provide ongoing learning and sustainment. Increase the overall quality of effective classroom instruction and student growth.

Qualifications:

Education/Certification:

Bachelor’s degree from accredited university

Valid Texas Teaching Certification and/or Board-Certified Behavior Analyst (BCBA)

Master’s Degree preferred

Special Knowledge/Skills:

• Ability to build strong, collaborative relationships with all stakeholders
• Experience leading professional development and learning initiatives
• Expertise in implementing the Professional Learning Community (PLC) process
• Demonstrated ability of leading effective interventions and accommodations
• Strong collaboration skills with a focus on team-based work
• Exceptional organizational, communication, and interpersonal skills
• Strong understanding of instructional strategies, including effective use of instructional technology tools
• Extensive training in curriculum, instructional, and behavioral strategies
• Expertise in IEP development and implementation
• Strong understanding of Specially Designed Instruction (SDI)
• In depth knowledge of the Texas Legal Framework
• Ability to collaborate effectively with campus teams
• Comprehensive understanding of the full spectrum of special education services
• Familiarity with the administration of STAAR ALT 2 state assessment
• Knowledgeable in classroom structure, instructional programming, assessment, data collection, and reinforcement systems
• Proficient in guiding student program development from assessment to IEP implementation

Experience:

Three or more years of special education experience

Experience serving students in a variety of classroom settings, preferred

General and special education teaching experience, preferred

Major Responsibilities and Duties:

Instructional Management

1. Serve as the lead learner through modeling and facilitating learning opportunities for campus staff.

2. Support the implementation of state standards using district-adopted curricula and effective instructional and behavioral strategies.

3. Assist Special Education staff in understanding, planning, and delivering Specially Designed Instruction (SDI).

4. Enhance classroom instruction quality by collaborating, co-planning, completing coaching cycles, fostering trust, and supporting the learning process.

5. Build team capacity through a gradual release model, facilitating team collaboration to inform instructional and behavioral decisions.

6. Conduct classroom observations and model effective instructional and behavioral strategies to improve student outcomes.

7. Provide coaching and support to classroom teachers in developing classroom systems, structures, schedules, reinforcement systems, and SDI.

8. Participate in discussions on placement recommendations and provide expertise in decision-making.

9. Offer training on behavior management techniques and evidence-based practices to campus staff.

10. Provide behavior coaching and support to campus staff and CORE teams.

Student Growth and Development

11. Assist staff in developing IEPs, including present levels, goals, accommodations, and service recommendations.

12. Help teachers create classroom systems, including master schedules, instructional arrangements, data collection and interpretation, and lesson planning.

13. Collaborate with instructional staff and school psychologists to create and revise Behavioral Intervention Plans (BIPs).

14. Work with campus and instructional staff to design and implement campus crisis plans for students displaying maladaptive behaviors.

Communication

15. Maintain professional relationships and open communication with parents, students, colleagues, and community members.

16. Assist in the delivery of district-wide communications related to the Special Education Department.

Professional Growth and Development

17. Commit to continuous professional learning and development.

18. Engage in ongoing collaboration between Special Education and Curriculum and Instruction Departments.

Other

19. Adhere to all federal, state, and local regulations.

20. Support the mission and vision of Prosper ISD and the Special Education Department.

21. Follow district safety protocols and emergency procedures.

Supervisory Responsibilities:

None.

Mental Demands/Physical Demands/Environmental Factors:

Tools/Equipment Used: Personal computer and peripherals; standard instructional equipment;

Posture: Prolonged standing; frequent kneeling/squatting, bending/stooping, pushing/pulling, and twisting

Motion: Frequent walking

Lifting: Frequent light lifting and carrying (less than 15 pounds); Occasional heavy lifting (45 pounds or over) and positioning or students with physical disabilities, controlling behavior through physical restraint, assisting non ambulatory students, and lifting and moving adaptive and other classroom equipment

Environment: Work inside, may work outside; regular exposure to noise

Mental Demands: Maintain emotional control under stress; work prolonged or irregular hours