Instructional Strategist, Grades 6-8

Oxford Hills School District; Paris (ME); On-site; USD 48,000 - 65,000; Full time

Job summary

The Oxford Hills School District seeks an Instructional Strategist for grades 6-8 to evaluate and consult on services for students aged 3-22, aligning with IDEA and Maine regulations.

As a member of the IEP team, you will lead evaluations, chair IEP meetings, and provide staff coaching while guiding RtI/MTSS and 504 initiatives across two campuses and several elementary schools.

Qualifications

• Maine certification in special education.
• Master's degree preferred.
• At least three years of successful teaching experience.

Responsibilities

• Evaluate, consult and provide evaluation/treatment services to school aged children.
• Attend IEP meetings and supervise case management.
• Guide RtI/MTSS processes and support staff.
• Mentor staff and coordinate with administrators.
• Ensure services meet IDEA and Chapter 101 requirements.

Education

Maine certification in special education (#282, #030, #035)

Master's degree preferred

Job description

The Oxford Hills School District is seeking excellent qualified candidates for the position ofInstructional Strategist for grades 6-8. Grades 7 and 8 are in the Middle School, which is on two campuses. Grade 6 is across six elementary schools. Please see below for responsibilities.

TITLE: Instructional Strategist

QUALIFICATIONS

• 1. Maine certification in special education (#282, #030, #035)
• 2. Master's degree preferred
• 3. At least three years of successful teaching experience

REPORTS TO: Director of Student Services

JOB GOAL:

The Instructional Strategist works as part of a team of colleagues to evaluate, consult and provide evaluation/treatment services to school aged children. The Instructional Strategist , as a member of the IEP team, performs assessments and provides consultation services to staff for children ages 3-22. The Instructional Strategist ensures that the services meet the requirements of the Individuals with Disabilities Education Improvement Act (IDEA) of 2004 as set forth in the Maine Department of Education Regulations Chapter 101.

PERFORMANCE RESPONSIBILITIES:

General:

• Ensures the implementation of the District's mission and goals
• Promotes a positive environment and interacts in a positive manner with colleagues, parents, students, and visitors
• Recognizes urgency; can distinguish between the urgent and important vs. merely urgent, and acts accordingly

RtI/MTSS:

• Having knowledge of Response to Intervention/Multi-tiered Systems of Support strategies and best practices
• Assisting teachers in examining teaching practices in order to effectively meet the needs of all students and prevent unnecessary referrals to special education
• Consulting with regular education and special education teachers around scientifically based researched instructional strategies and methodologies
• Guiding and supporting district pre-referral teams to provide information and expertise on Response to Intervention (RtI)
• Providing instructional guidance and leadership within MSAD#17 schools

Section 504:

• Having knowledge of Section 504 regulations and procedures
• Supervising the case management of Section 504 Plans
• Consulting and collaborating with staff to monitor progress and utilize data of students in the pre-referral process.

Special Education:

• Having knowledge of Chapter 101 (MUSER) special education regulations
• Facilitating and chairing Individual Education Plan (IEP) meetings
• Assisting in the supervision and evaluation process of educational technicians
• Completing academic evaluations and classroom observations for the IEP referral process
• Presenting academic and behavioral data
• Participating in the development of IEPs
• Collaborating with administrators on structures within the schools
• Providing staff trainings
• Monitoring special education timelines and paperwork
• Mentoring probationary special education staff
• Case managing out-of-district students
• Participating in committees and/or meetings that the Director or Principals deem necessary
• Assisting case managers to develop and maintain a system of data collection
• Mentor, collaborate, and provide expertise and coaching to improve classroom management strategies
• Performing child find responsibilities

TERMS OF AGREEMENT: Teachers Negotiated Agreement