Program Specialist - Special Education

Waco ISD; Ojai (CA); On-site; USD 60,000 - 80,000; Full time

Job summary

Waco ISD in California is seeking an Instructional Specialist to facilitate instructional improvements and promote student success through collaboration with teachers and the leadership team. This role requires a strong background in special education and instructional strategies.

The ideal candidate will have at least three years of teaching experience and be willing to lead professional development sessions for teachers across the district. The position emphasizes data-driven practices in educational settings.

Qualifications

• Three years of successful teaching experience.
• Experience in teacher mentoring/coaching.
• Knowledge of multi-tiered systems of support for students.

Responsibilities

• Coordinate implementation, monitoring, and support for teaching and learning.
• Serve as an instructional liaison between the district and campus.
• Develop and deliver professional development and coaching.

Skills

Knowledge of instructional leadership competencies

Ability to lead change

Strong core content knowledge

Experience in team leadership

Knowledge of effective instructional strategies

Demonstrated success in teacher coaching

Effective presentation skills

Exceptional communication skills

Education

Bachelor’s degree

Valid Texas teaching certificate

Master’s Degree in content assignment preferred

Job description

Job Details

• Position Title: Instructional Specialist - Campus
• Position Type: Professional/Program Specialist - Special Education
• Wage/Hour Status: Exempt/Contract
• Reports to: Principal
• Pay Grade/Days: 103/202
• Department/School: Assigned Campus & Curriculum and Instruction
• Date Posted: 6/29/2026
• Location: Special Education Office
• Date Revised: March 2021

Primary Purpose

Systematically facilitate instructional improvement and student success by working with the campus leadership team, teachers, and district level curriculum and instruction leaders to diagnose and respond to the needs of teachers and students by utilizing data‑driven practices to facilitate teacher development through lesson planning, observation and coaching, and job‑embedded professional development that lead to sustained implementation of effective instructional practices and instructional transformation.

Qualifications

• Education/Certification:
  • Bachelor’s degree
  • Valid Texas teaching certificate
  • Master’s Degree in content assignment preferred
• Special Knowledge/Skills:
  • Knowledge of instructional leadership competencies and willingness to lead in such a way.
  • Ability to use experience and leadership abilities to influence others and lead change.
  • Strong core content knowledge in associated content.
  • Experience successfully leading and managing a team of adults to accomplish goals.
  • Knowledge and experience with classroom implementation of rigorous curriculum and instructional strategies in associated content area.
  • Knowledge of effective instructional strategies and research‑based best practices including standards‑based lesson planning, unit planning and pacing, writing objectives, formative assessment, creation of exemplars and success criteria, response to intervention and differentiated instruction for tiered intervention and special student populations, and student assessment and data‑driven instruction.
  • Demonstrated evidence and success with providing observation and coaching for teachers.
  • Demonstrated evidence in ability to create and deliver professional development for teachers at the campus and district level, and to use data from student learning and teacher observations to effectively create, deliver, and support job‑embedded professional development at the campus level.
  • Demonstration of effective presentation skills when working with and leading adult learners.
  • Knowledge of curriculum writing, alignment, and assessment creation to support curriculum and instruction departments with curriculum development at the district level and implementation at the campus level.
  • Exceptional communication skills.
  • Willingness to participate in professional development that supports the roles and responsibilities of this position.
  • Commitment to carrying out the mission and vision of the district and to be a champion for the work.
  • Relentless desire to implement a growth mindset for increasing student learning and teacher knowledge and effectiveness.
• Minimum Experience:
  • At least three years of successful teaching experience, with effective experience defined as being rated at least proficient or above on all dimensions within each of the four domains of the Texas Teacher Evaluation and Support System (T‑TESS) or equivalent ratings.
  • Experience in teacher mentoring/coaching.
  • Experience using student and teacher level data to support lesson planning and to implement and differentiate instructional methods designed to meet each student’s individual needs.
  • Knowledge of multi‑tiered systems of support for students.
  • Experience designing and leading professional development at either the district or campus level.
  • Evidence of leadership activities at the campus level, with examples and artifacts.

Major Responsibilities and Duties

• Work with the campus principal and district level leadership to coordinate implementation, monitoring, and ongoing support for all areas of teaching and learning across the curriculum and to support programs including ELL, BE, MTSS, and Special Education, and At‑Risk.
• Serve as an instructional liaison between the district and campus.
• Conduct needs assessment to identify teaching and learning strengths and opportunities on the campus and work with the campus principal to develop and deliver professional development and coaching to support growth in identified areas.
• Develop, deliver, and support high quality professional development and coaching that include but are not limited to lesson planning, data‑driven instruction, effective delivery of instruction, and response to intervention and differentiation.
• Monitor the effects of professional development using a teacher tracker and/or other tools, assess implementation and ongoing needs, and use this data to develop a plan for next steps including differentiated support for teachers and job‑embedded professional development.
• Design and implement a personal calendar that supports carrying out regular observation and coaching cycles with teachers, data disaggregation and meetings, lesson planning support, ongoing professional development, and district level commitments.
• Ensure that assessment data are available to teachers as soon as possible and use data to prepare for data meetings.
• Develop a system to track student progress aligned to curriculum units, taught curriculum assessments, BOY, MOY, and EOY progress monitoring, and response to intervention.
• Facilitate reflective conversations based upon data and analysis of student work with teachers through the use of PLCs or other meeting structures and assist teachers with developing strategic reteach plans and intervention plans that encourage rapid response, innovative practices, and discontinuation of ineffective approaches.
• Work with teachers (in teams or individually) to refine their knowledge and skills using modeling effective instruction with a gradual release structure, co‑teaching, peer observation and in‑class coaching.
• Assist teachers with structuring common planning time and determine accountability measures to ensure effective use of common planning time.
• Facilitate the implementation of protocols for assessment of student work to drive instructional decisions.
• Assist with the design and implementation of lesson planning and common assessment.
• Assist the district curriculum and instruction department in developing local curriculum documents and assessments aligned to state standards and district expectations.
• Facilitate the district in carrying out the design and implementation of job‑embedded professional development for teaching and planning.
• Participate in all professional development required by the district for your position, and use knowledge to develop campus level professional development and/or support campus implementation aligned to district expectations.
• Work under the guidance of district level coordinators, the executive directors for secondary and/or elementary education, and the assistant superintendent for curriculum and instruction to facilitate effective campus implementation of district initiatives with fidelity.
• Work under the guidance of district level coordinators, the director of 504, dyslexia, and intervention, and the assistant superintendent for curriculum and instruction to facilitate effective campus implementation of the framework for multi‑tiered system of student supports.
• Respond promptly to telephone and email inquiries from teachers and administrators.
• Perform other duties as assigned.

Supervisory Responsibilities

None. This role performs duties through instructional leadership by providing observation and coaching, professional development, and implementation support to teachers as identified by need, outlined by the district, or requested by campus level administration. Campus level administration will serve as supervisors and respond to any teacher or staff concerns.

Working Conditions

Maintain emotional control under stress. Ability to think clearly and meet deadlines, sometimes under stressful circumstances. Ability to manage oneself and effectively complete tasks without constant supervision or redirection. Ability to work collaboratively and coordinate with team members on campus, across campuses, and at the district level. Maintain high physical stamina and extended amount of walking and time on feet. Travel between district and campus required; occasional district‑wide and statewide travel; frequent prolonged and irregular hours may be required. Use of computers, spreadsheets, Google tools, and related equipment necessary. Occasional lifting up to 35 pounds.

Note

This is not necessarily an exhaustive or all‑inclusive list of responsibilities, skills, duties, requirements, efforts, functions or working conditions associated with the job. This job description is not a contract of employment or a promise or guarantee of any specific terms or conditions of employment. The school district may add to, modify or delete any aspect of this job (or the position itself) at any time as it deems advisable.

Non Discrimination Statement

The Waco Independent School District is an equal opportunity educational provider and employer and does not discriminate on the basis of race, color, national origin, sex, religion, age, disability, or genetic information in educational programs or activities that it operates or in employment matters. The District is required by Title VI and Title VII of the Civil Rights Act of 1964, as amended, Title IX of the Education Amendments of 1972, the Age Discrimination Act of 1975, Section 504 of the Rehabilitation Act of 1973, the Americans with Disabilities Act, and Board policy not to discriminate in such a manner.