Instructional Strategist/IEP Coordinator, Grades K-5

ServingSchools; Paris (ME); On-site; USD 55,000 - 75,000; Full time

Job summary

Servingschools is seeking an Instructional Strategist for grades K-5. The role collaborates with a team to evaluate and provide evaluation and treatment services for school-aged children, serving on the IEP team to perform assessments and consult with staff.

The position emphasizes aligning with IDEA 2004 and Maine regulations, and leads RtI/MTSS initiatives while supporting district staff in implementing effective instructional strategies.

Qualifications

• Maine certification in special education required by state rules.
• Master's degree preferred for advanced preparation.
• At least three years of successful teaching experience.

Responsibilities

• Evaluate, consult, and provide evaluation and treatment services to school-aged children.
• Perform assessments as part of the IEP team and provide consultation to staff.
• Ensure services meet IDEA 2004 requirements per Maine regulations.
• Support RtI/MTSS with district guidance and staff coaching.
• Chair and facilitate IEP meetings and supervise related staff.

Skills

RtI/MTSS knowledge

Education

Maine certification in special education

Master's degree preferred

Job description

Instructional Strategist for grades K-5.

TITLE:

Instructional Strategist

QUALIFICATIONS:

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

• Master's degree preferred
• 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.

General

PERFORMANCE RESPONSIBILITIES:

• 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

EVALUATION:

Annual Performance Review