Director of Instructional Support and Intervention

Nash County Public Schools - NC

Nashville (NC)

On-site

USD 85,000 - 110,000

Full time

14 days+

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Job summary

Nash County Public Schools seeks a Director of Instructional Support and Intervention to lead MTSS and districtwide instructional systems. You will guide data-informed decision making, monitor interventions, and build capacity at district and school levels.

The role emphasizes collaboration with Academic Services, Student Services, school leaders, and instructional staff to improve student outcomes and ensure fidelity of practices with targeted supports.

Qualifications

Master's degree in educational leadership or a related field.
Minimum of five years of classroom experience and demonstrated experience in teacher leadership, instructional coaching, school administration, or district-level instructional leadership.
Demonstrated expertise in MTSS and intervention practices (e.g., data-informed decision making).
Demonstrated ability to lead professional learning, coaching, or capacity-building initiatives.
Strong organizational, communication, facilitation, and interpersonal skills.
Knowledge of data analysis and progress monitoring within instructional systems.

Responsibilities

Lead district MTSS and intervention framework implementation and continuous improvement.
Develop and monitor districtwide instructional support systems and professional learning.
Collaborate with Academic Services, Student Services, and schools to align expectations and processes.
Provide coaching, technical assistance, and resources to administrators and leadership teams.
Use data reviews, visits, and learning walks to assess implementation and drive improvement.
Communicate with district leadership and stakeholders about MTSS progress and outcomes.
Support schools in closing achievement gaps through effective instructional interventions.

Skills

MTSS Leadership

Data-informed decision making

Educational Leadership

Professional learning design

Collaboration

Stakeholder engagement

Budgeting & reporting

Communication skills

Education

Master's degree in educational leadership

Five years of classroom and district-level instructional leadership

Job description

Director of Instructional Support and Intervention

Nash County Public Schools NCPS Central Office - Nashville, North Carolina Open in Google Maps

Job Details

Job ID: 5912676
Application Deadline: Oct 02, 2026 8:00 AM (Eastern Standard Time)
Posted: Sep 02, 2026 4:00 AM (UTC)

Starting Date: Immediately

Job Description

POSITION: Director of Instructional Support and Intervention

EMPLOYMENT: 12 Months

REPORTS TO: Assistant Superintendent of Academic Services and Accountability

SALARY GRADE: State Salary Schedule commensurate with degree, certification, and experience.

NATURE OF WORK:

The Director of Instructional Support and Intervention provides strategic leadership for the development, implementation, monitoring, and continuous improvement of districtwide systems that strengthen instructional practice and improve student outcomes. The Director leads the district's Multi-Tiered System of Supports (MTSS) and instructional intervention framework, ensuring that schools have the systems, structures, practices, and capacity necessary to provide high-quality instruction and appropriately targeted supports to all students.

The Director works collaboratively with Academic Services, Student Services, school leaders, instructional staff, and other district stakeholders to establish coherent systems of instructional support, intervention, progress monitoring, and data-informed decision-making across Pre-K–12. The position provides leadership in the development of district expectations, professional learning, implementation supports, monitoring processes, and continuous improvement strategies designed to increase the effectiveness and fidelity of instructional and intervention practices. The Director analyzes district and school-level data to identify trends, determine areas of need, evaluate the effectiveness of instructional and intervention systems, and support strategic decision-making. The Director builds the capacity of administrators and school-based teams to implement evidence-based practices and uses monitoring and feedback processes to promote consistency, accountability, and improved outcomes for students.

ESSENTIAL RESPONSIBILITIES:

District Leadership and Strategic Planning

Leads the continuous improvement of district systems and special programs designed to identify and address student academic needs.
Provides strategic leadership for districtwide instructional support, intervention, and MTSS systems.
Supports stakeholders to develop, communicate, and monitor district expectations, structures, and processes for instructional support and intervention.
Aligns instructional support and intervention priorities with district strategic goals, school improvement priorities, state requirements, and evidence-based practices.
Collaborates with district leaders to identify systemic barriers to student achievement and develop strategies to address identified needs.
Provides leadership in the development and implementation of district initiatives related to instructional improvement, intervention, and student support.
Serves as a district-level resource and thought partner for administrators and instructional leaders regarding instructional systems, intervention, and student performance.
Provides leadership for district-level MTSS structures, meetings, implementation priorities, and continuous improvement efforts.

Instructional Support and Capacity Building

Leads district efforts to strengthen evidence-based instructional practices across Pre-K–12.
Develops and implements systems for providing coaching, consultation, technical assistance, and professional learning to administrators, teachers, and school-based leadership teams.
Collaborates with district leadership and supports schools in strengthening Tier I instruction and developing effective Tier II instructional interventions.
Collaborates with all stakeholders to close achievement gaps and support schools with federal and state designations as guided by the academic services
Uses school visits, observations, learning walks, PLCs, data reviews, and other monitoring structures to assess implementation and identify opportunities for improvement.
Develops and disseminates guidance, resources, tools, and protocols to support consistent implementation of evidence-based practices.
Promotes research-based instructional practices that support language development, early literacy, mathematics, and other identified district priorities.

Multi-Tiered Systems of Support and Intervention

Provides district-level leadership for implementation and continuous improvement of the Multi-Tiered System of Supports (MTSS) framework.
Establishes and monitors systems that support effective academic and behavioral interventions across all tiers. Ensures alignment among Tier I instruction, Tier II interventions, and Tier III intensive supports.
Monitors the fidelity, effectiveness, and sustainability of MTSS implementation across schools.
Uses and integrates all data sources to contribute to problem solving (i.e., not using a single data source for all decision making)
Supports schools in establishing effective processes for identifying students requiring additional support and matching students with appropriate instructional interventions.
Ensures that intervention systems include clearly defined processes for implementation, progress monitoring, data review, and instructional adjustment.
Identifies systemic needs and recommends improvements to district and school intervention practices.

Data, Accountability, and Continuous Improvement

In collaboration with academic services, monitors student achievement, progress monitoring, and intervention data to evaluate the effectiveness of instructional support systems.
Supports administrators and school teams in using data to identify student needs, group students for instruction, determine interventions, and monitor response to support.
Establishes and monitors expectations for effective progress monitoring and data review.
In collaboration with others, evaluates the implementation and impact of instructional and intervention initiatives and makes recommendations based on findings.
Develops and monitors measures of implementation and effectiveness for district instructional support and intervention priorities.
Provides reports, presentations, and recommendations to district leadership regarding instructional support, intervention, MTSS implementation, and student outcomes.

Professional Learning and Organizational Development

Leads the design and implementation of professional learning aligned to identified instructional and intervention needs.
Reviews current research, state guidance, and professional literature to identify promising and evidence-based practices.
Facilitates district and school-based learning opportunities that promote collaboration, reflection, and continuous improvement.

Collaboration and Cross-Departmental Leadership

Collaborates with Student Services, School Psychologists, BAIT leaders, and other appropriate personnel to strengthen systems of intensive intervention and student support.
Establishes and maintains strong collaborative relationships across Academic Services, Student Services, and other district departments.
Establish communication between general education and specialized educational programs to ensure necessary data is being collected across curriculums (exceptional children, migrant, EL, AIG, etc.) to meet the needs of all students.
Leads cross-functional work to ensure that academic, behavioral, and student support systems are aligned and responsive to student needs.
Serves as a liaison among district departments and schools on matters related to instructional support, intervention, and MTSS, behavior, and schoos with state and federal designations.
Represents the district at applicable state, regional, and professional meetings and communicates relevant information to district and school personnel.

Knowledge, Skills, and Abilities

Knowledge

Extensive knowledge of evidence-based instructional practices and intervention systems.
Comprehensive understanding of the Multi-Tiered System of Supports framework.
Knowledge of effective systems for academic and behavioral intervention and progress monitoring. Knowledge of research-based literacy and mathematics practices, including the Science of Reading.
Knowledge of data analysis, continuous improvement processes, and data-informed instructional decision making.
Knowledge of professional learning, adult learning, coaching, and organizational capacity-building practices.
Knowledge of applicable state and federal requirements related to instruction, intervention, and student support.

Skills

Strong strategic planning and systems-thinking skills. Strong analytical and problem-solving skills.
Ability to interpret and communicate complex student achievement and implementation data.
Exceptional written, oral, facilitation, and presentation skills.
Strong organizational and project-management skills. Ability to develop systems, establish priorities, monitor implementation, and evaluate outcomes.
Ability to build trust and productive relationships across departments and organizational levels.

Abilities

Ability to influence and build capacity without relying solely on positional authority.
Ability to lead complex districtwide initiatives and manage multiple priorities.
Ability to translate research, policy, and data into actionable strategies for schools.
Ability to facilitate difficult conversations and support leaders in addressing implementation challenges.
Ability to establish clear expectations while maintaining collaborative relationships.
Ability to exercise sound professional judgment and make recommendations based on evidence and data.
Ability to lead change and support sustainable implementation across diverse school contexts.

REQUIRED EDUCATION AND EXPERIENCE

Minimum of a Master's degree in educational leadership, school administration, curriculum and instruction, or a related field.
Minimum of five years of successful classroom experience and demonstrated experience in teacher leadership, instructional coaching, school administration, or district-level instructional leadership.
Demonstrated expertise in research-based instructional and intervention practices, including the Science of Reading.
Demonstrated understanding and application of the Multi-Tiered System of Supports framework.
Demonstrated experience leading professional learning, coaching, or capacity-building initiatives.
Demonstrated ability to lead district or school-level improvement initiatives.
Strong organizational, communication, facilitation, and interpersonal skills.

Performance in this position will be evaluated regularly by the supervisor in accordance with Board Policy.

While performing the duties of this job, the employee is regularly required to sit, talk, and hear. The employee frequently is required to walk and use fingers, tools, or controls. The employee is occasionally required to stand and reach with hands and arms. Specific visual abilities required include close vision, color vision, depth perception, and the ability to adjust focus. Occasionally, the employee may lift up to 50 pounds, such as files, paper, school supplies, books, or other materials.

The work environment characteristics described are representative of those the employee encounters while performing the essential functions of the job. The noise level is usually moderate to loud. The employee continuously interacts with district staff, school personnel, and other stakeholders.

Interested persons should contact Melissa Dancy-Smith, Assistant Superintendent of Academic Services and Accountability at mydancy-smith@ncpschools.net.

Position Type: Full-Time

Job Requirements