Special Education Coach

Fitzgerald Public Schools; Fitzgerald (GA); Sur place; USD 55 000 - 75 000; Plein temps

Résumé du poste

Fitzgerald Public Schools seeks a Special Education Coach to build educator capacity and strengthen district-wide supports for students with disabilities. The coach will support IEP development, monitoring, and meeting facilitation across programs including resource rooms and related services.

The role emphasizes instructional coaching, compliance with IDEA and MARSE, data-driven planning, MTSS collaboration, and ongoing professional learning for both special and general education staff.

Qualifications

• Valid teaching certificate with appropriate special education endorsement(s).
• Experience providing special education services in a K–12 setting; coaching experience preferred.

Responsabilités

• Apply current research and evidence-based practices to improve outcomes for students with disabilities.
• Provide instructional coaching to special and general education teachers.
• Meet with teachers regularly to set goals, develop action plans, and evaluate interventions.
• Assist in implementing IEPs with fidelity and progress monitoring.
• Collaborate with staff to support inclusive practices and MTSS processes.
• Provide professional learning and job-embedded training on special education standards and compliance.

Connaissances

Coaching

IEP development

MTSS

Data analysis

Collaboration

Communication

Formation

Michigan Teaching Certificate

Special Education Endorsement

Description du poste

• Position Type:
  Teaching/ Middle School Teaching
  
• Date Posted:
  10/13/2026
  

JOB POSTING

POSITION: Special Education Coach

REPORTING TO: Director of Academic Services

WORK YEAR: 2026-2027School Year

SALARY: Per FEA Contract

Who we are: At Fitzgerald Public Schools, our mission is to inspire, empower and prepare today's learner to become tomorrow's leader. Our vision is to educate our future leaders to beFocused,Progressive andSuccessful. Our strategic plan includes: providing a guaranteed and viable curriculum; a multi-tiered system of supports; considerations for the whole school, whole child and whole community; engaging all families; data-based decision making; communication and collective responsibility.

From our humble beginnings in 1920, Fitzgerald Public Schools is a community of 2,200 students with 350 staff members. We are proud of our early childhood center for grades PreK-K, our two elementary schools, one for lower elementary grades 1-3 and one for upper elementary grades 4-5, our middle school serving grades 6-8 with one of the planetariums in the county, our high school for grades 9-12 with a state of the art automotive service center, and our virtual academy. We have an award winning athletic program, marching band and our own foodservice, transportation, custodial and maintenance teams. Through our partnership with a local provider, we also offer school age child care.

What we offer:

Fitzgerald Public Schools has a competitive salary and benefits package along with opportunities for advancement and leadership. We are small enough to enable us to know each other personally and large enough to maintain high standards that demonstrate our expertise in education. With the passing of our recent bond, we have buildings, classrooms, cafeterias and offices in the process of being transformed for the future.

JOB SUMMARY:

This position will be primarily focused on building educator capacity for special education students through coaching. The position will support all special education programs including specific areas, such as resource room, ASD, CI, EI, SLD, or related services. The coach will provide technical assistance and professional learning while supporting the special education supervisor with formal responsibility for monitoring district and building-level compliance. The coach will assist with IEP development and implementation or directly facilitate IEP meetings.

RESPONSIBILITIES AND DUTIES INCLUDE:

• Apply knowledge of current research, evidence-based practices, special education requirements, curriculum, instruction, assessment, behavior supports, and professional development to improve outcomes for students with disabilities.
• Provide instructional coaching and support to special education and general education teachers in the development and implementation of effective, evidence-based instructional practices.
• Meet with teachers through regular coaching cycles to identify student needs, establish instructional goals, develop action plans, implement strategies, and evaluate the effectiveness of interventions.
• Support teachers in designing and delivering specially designed instruction aligned with students' IEP goals, present levels of academic achievement and functional performance, and individual learning needs.
• Assist teachers in implementing IEPs with fidelity, including accommodations, modifications, supplementary aids and services, and appropriate progress-monitoring practices.
• Guide teachers in analyzing student performance data, IEP goal progress, assessment results, and other relevant information to inform instructional decisions and adjust programming as needed.
• Collaborate with general education teachers to support inclusive practices, access to grade-level curriculum, differentiation, co-teaching, and meaningful participation in the least restrictive environment.
• Provide guidance and support related to the development, implementation, and monitoring of effective academic, behavioral, social-emotional, and functional interventions.
• Support the implementation of positive behavioral interventions and supports, functional behavioral assessments, and behavior intervention plans, as appropriate to the needs of students and staff.
• Assist teachers and teams in identifying student needs and developing appropriate interventions through MTSS, student assistance teams, and other district problem-solving processes.
• Provide professional learning opportunities, workshops, and job-embedded training related to special education instruction, IEP implementation, progress monitoring, compliance, inclusive practices, and evidence-based interventions.
• Model effective instructional strategies, demonstrate the use of appropriate instructional materials and technology, and provide feedback to strengthen teacher practice and student engagement.
• Collaborate with special education staff, related service providers, school psychologists, social workers, administrators, and other district personnel to support coordinated services and student success.
• Support teachers and administrators in understanding and implementing applicable special education laws, regulations, procedural safeguards, and district policies and procedures.
• Assist in the development, review, and implementation of special education programs, services, and instructional supports to ensure alignment with student needs and district goals.
• Support the use of appropriate assessment tools and progress-monitoring systems to evaluate student growth, inform instructional planning, and communicate student progress.
• Build and maintain positive, trusting relationships with teachers and administrators through effective, respectful, and confidential communication.
• Work collaboratively with district instructional coaches, special education leadership, and other district personnel to align instructional practices and promote consistent, high-quality programming.
• Assist in identifying professional learning needs, developing staff capacity, and evaluating the effectiveness of instructional practices and professional development.
• Support school improvement efforts by using student achievement data, IEP progress data, and program effectiveness information to establish goals and identify opportunities for continuous improvement.
• Communicate recommendations, resources, and relevant student performance information to appropriate stakeholders while maintaining confidentiality and complying with applicable requirements.
• Perform other duties as assigned.

QUALIFICATIONS:

• Valid Michigan Teaching Certificate with appropriate special education endorsement(s) in one or more areas of special education.
• Successful experience providing special education services in a K–12 educational setting; experience with program implementation and instructional coaching preferred.
• Strong knowledge of special education laws, regulations, and requirements, including the Individuals with Disabilities Education Act (IDEA), Section 504, Michigan Administrative Rules for Special Education (MARSE), and applicable state and federal requirements.
• Demonstrated expertise in developing, implementing, and monitoring Individualized Education Programs (IEPs), including measurable annual goals, accommodations, modifications, supplementary aids and services, and progress monitoring.
• Knowledge of evidence-based instructional practices, specially designed instruction, differentiation, universal design for learning (UDL), and inclusive educational practices.
• Experience using student data, including state and local assessments, curriculum-based measures, and progress-monitoring tools, to inform instruction and evaluate student progress.
• Demonstrated ability to support teachers in implementing effective instructional strategies, positive behavioral interventions and supports, and individualized interventions to meet diverse student needs.
• Knowledge of multi-tiered systems of support (MTSS), problem-solving processes, and data-based decision-making to support academic, behavioral, social, and emotional student needs.
• Ability to build trusting, collaborative relationships with general education teachers, special education teachers, related service providers, administrators, families, and other stakeholders.
• Demonstrated ability to provide professional learning, model effective instructional practices, and build staff capacity through collaborative coaching.
• Strong organizational, problem-solving, time-management, and self-directed work skills.
• Flexibility and adaptability in responding to the diverse needs of students, staff, and school communities.
• Strong written and verbal communication skills, including the ability to communicate complex information clearly and professionally.
• Ability to maintain confidentiality and handle sensitive student information in accordance with applicable laws, regulations, and district policies.

PHYSICAL DEMANDS/REQUIREMENTS

• Ability to lift and/or carry up to 50 pounds.
• Ability to sit and/or stand for extended periods of time.
• Continuously required to talk and/or listen.
• Occasional pushing/pulling, bending, stooping, kneeling, reaching, and/or twisting.
• Ability to operate a computer, hand-held device, or other office/classroom equipment.
• Ability to travel between district buildings and classrooms as required.
• Subject to indoor/outdoor environmental conditions, noise, and hazards.