Instructional Strategist, Grades 6-8

RSU17-MSAD17 Oxford Hills; Paris (ME); On-site; USD 65,000 - 90,000; Full time

Job summary

Oxford Hills School District seeks an Instructional Strategist for grades 6-8 to evaluate, consult, and provide services aligned with IDEA. The role supports IEP teams and works across multiple campuses to meet student needs.

The position emphasizes collaboration with the Director of Student Services to ensure compliance with special education regulations and data-driven practices.

Qualifications

• Certification in Maine special education required (#282, #030, #035).
• Master’s degree preferred for instructional leadership roles.
• Minimum of three years of successful teaching experience.

Responsibilities

• Knowledge of RtI/MTSS strategies and best practices to support students.
• Assist teachers in examining classroom practices to meet diverse needs and prevent unnecessary referrals.
• Consult with regular and special education teachers on evidence-based instructional strategies.
• Guide district pre-referral teams with information and expertise on RtI.
• Provide instructional guidance and leadership within MSAD#17 schools.
• Facilitate and chair IEP meetings under Chapter 101 (MUSER) regulations.
• Mentor and coach staff to improve classroom management and instructional delivery.
• Case manage 504 plans and monitor progress using data.

Skills

RtI/MTSS knowledge

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 of Instructional 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:

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

RtI/MTSS:

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

Section 504:

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

Special Education:

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

TERMS OF AGREEMENT:

Teachers Negotiated Agreement

EVALUATION:

Annual Performance Review