Special Education Support Specialist

Tuloso-Midway ISD; Corpus Christi (TX); On-site; USD 42,000 - 64,000; Full time

Job summary

Tuloso-Midway ISD is seeking a Special Education Support Specialist to assist campuses with implementing special education services, supports, and compliance. The role involves guiding administrators, teachers, and staff in best practices per District guidance and IEP goals, with emphasis on behavior interventions and MTSS.

Qualifications

• Bachelor's degree from accredited university.
• Valid Texas teaching certificate with required special education endorsements for assignments.
• Valid Texas teaching content certificate, or BCBA preferred.
• Knowledge of MTSS, 504, special education, and latest pedagogy when working with students who demonstrate behavioral and academic deficits.
• Ability to develop and deliver training to adult learners.
• Three (3) years of experience as a special education teacher or related field.
• Experience delivering professional learning to staff.

Responsibilities

• Collaborate with administrators and teachers to design and develop research based behavioral intervention plans (BIP) and support instructional staff in implementing BIPs.
• Monitor effectiveness of BIPs and recommend changes as needed.
• Conduct functional behavioral assessment (FBA) based on observation of students and work with staff and parents on teaching socially acceptable behaviors.
• Participate in ARD/IEP meetings and MDR meetings as needed.
• Manage student behavior and administer discipline per IEP, including crisis intervention when necessary.
• Provide staff training on behavior management and intervention strategies.

Skills

Special education

ARD/IEP knowledge

Behavior intervention

Training delivery

MTSS familiarity

Communication

Organizational skills

Education

Bachelor's degree

Texas teaching certificate with special education endorsements

BCBA preferred

Tools

IEP development tools

Job description

Job Number 0000765393

Start Date

Open Date 08/17/2026

Closing Date

Primary Purpose:

The Special Education Support Specialist is responsible for supporting the implementation of special education services and supports directly to campuses. Staff will guide campus administrators, teachers, and staff in best practices and District guidance with regards to special education service implementation, instructional and behavior supports, program management, and legal compliance.

Qualifications:

Education/Certification:

Bachelor's degree from accredited university

Valid Texas teaching certificate with required special education endorsements for assignments

Valid Texas teaching content certificate, or Board Certified Behavior Analyst (BCBA) preferred

Special Knowledge/Skills:

Knowledge of special needs students in assigned area

Knowledge of ARD committee process and IEP goal setting process and implementation

Knowledge of behavior and social skill intervention techniques and methodology

Ability to work with students with pervasive developmental disabilities

Ability to develop and deliver training to adult learners

Strong organizational, communication, and interpersonal skills

Working knowledge of Multi-Tiered System of Support (MTSS), Section 504, special education, and latest pedagogy when working with students who demonstrate behavioral and academic deficits Specialized training in behavior intervention strategies for all students

Depth of knowledge in instructional strategies and PreK-12 grade level TEKS

Specialized training and understanding of identifying deficits and related recommendations in the FIE to support appropriate IEP development

Ability to professionally and effectively communicate and collaborate with campus and District entities to improve student, teacher, and campus outcomes

Experience delivering professional learning individually, and in small or large groups

Experience:

Three (3) years of experience as a special education teacher, in related social work, or in work related to the certified field.

Experience working with students including implementing behavior management strategies.

Major Responsibilities and Duties:

Instructional and Program Managment

• Collaborate with administrators and teachers to design and develop research based behavioral intervention plans (BIP), provide support to instructional staff in implementing BIPs, and classroom management strategies.
• Monitor the effectiveness of behavior intervention plans and recommend changes as needed.
• Conduct functional behavioral assessment (FBA) based on observation of students in school, home, and community environments. Work with school staff and parents in teaching socially acceptable behaviors to students based on individual needs.
• Participate in admission, review, and dismissal (ARD) committee meetings. Work collaboratively with parents, teachers, and other staff members to ensure success in meeting individual educational plan (IEP) goals. Participate in Manifestation Determination Review (MDR) meetings as needed.
• Manage student behavior and administer discipline including intervening in crisis situations and physically restraining students as necessary according to IEP.
• Assist teachers with lesson planning, lesson modeling, classroom management, and behavior management.
• Develop and maintain effective behavioral management and intervention techniques with individual and/or groups of students and provide assistance in meeting educations, occupational, and personal needs.
• Provide individual and small group activities designed to improve interpersonal relationships and social skills for students attending an Alternative Education Program (AEP).
• Model direct instruction with special education students to improve behavior, individually or in small groups, in order to build capacity of staff.
• Support and guide campus staff in the development of IEP goals and objectives for students receiving special education services
• Consult with the Transportation Department regarding the behavior of students on buses.
• Conference with parents, administrators, and teachers concerning school and student issues.
• Conduct home visits as needed.

Training and Staff Development

• Identify staff development needs, develop and present training, and coach campus personnel to continually develop and enhance behavioral assessment and intervention skills.
• Provide behavior management training for parents as needed.
• Pursue continuous improvement and growth in knowledge of behavior intervention strategies, methodologies, and analysis.

Other

• Consult with district and outside resources regarding education, social, medical, and personal needs of students.
• May serve on campus behavioral threat assessment and safe and supportive schools team.
• Follow district safety protocols and emergency procedures.
• Take all necessary and reasonable precautions to protect students, equipment, materials, and facilities.
• Compile, maintain, and file all physical and computerized reports, records, statistical data, and other documents required.
• Keep informed of and comply with federal, state, district, and school regulations and policies for special education.
• Provide special education director, campus administration and staff with a regular schedule for accountability purposes.
• Perform other duties as assigned by the campus principal, director of special education, assistant superintendent, and the Superintendent of Schools.
• Other duties as assigned.

Communication

• Provide consultation including design and implementation of services for students.
• Establish and maintain open communication by conducting conferences with parents, students, principals, and teachers.
• Maintain a professional relationship with colleagues, students, parents, and community members.
• Use effective verbal and written communication with students, parents, and colleagues.
• Maintain confidentiality of student, parent, and school information and records.

Supervisory Responsibilities: None

Working Conditions:

Mental Demands/Physical Demands/Environmental Factors:

Tools/Equipment Used: Personal computer and peripherals, and other instructional equipment

Posture:Prolonged standing; frequent kneeling/squatting, bending/stooping, pushing/pulling, and twisting

Motion:Frequent walking

Lifting:Regular light lifting and carrying (less than 15 pounds); may require occasional heavy lifting (45 pounds or more) and positioning of students with physical disabilities, control behavior through physical restraint, assist non-ambulatory students, and lift and move adaptive and other classroom equipment

Environment:Work inside; may work outside; regular exposure to noise; exposure to biological hazards

Mental Demands:Maintain emotional control under stress; may work prolonged or irregular hours