Specialist of Specially Designed Instruction

Stafford County Public Schools; Stafford (VA); On-site; USD 55,000 - 85,000; Full time

Job summary

Stafford County Public Schools seeks the Division Specially Designed Instruction Specialist to strengthen SDI implementation district-wide. This role partners with administrators, SLSTs, and staff to build capacity and improve outcomes for students with disabilities.

The position emphasizes coaching, instructional leadership, data analysis, and professional learning design to advance inclusive practices and high-quality SDI. Requires a Master’s in Special Education and Virginia licensure.

Qualifications

• Master's degree in Special Education from an accredited college/university.
• Virginia Collegiate Professional or Postgraduate Professional License with an endorsement in Special Education.
• Minimum of three years as a special education teacher with co-teaching and SDI responsibility.
• Experience analyzing student achievement, progress monitoring, and instructional data to guide decisions.

Responsibilities

• Partner with school admin, SLSTs, and staff to assess SDI and co-teaching practices and develop targeted action plans.
• Collaborate to analyze instructional and progress data; conduct root-cause analyses and monitor outcomes.
• Provide job-embedded coaching, modeling, and consultation to strengthen SDI and inclusive practices.
• Design, facilitate, and evaluate professional learning and support for teachers and leaders.

Skills

SDI implementation

Co-teaching

Adult learning theory

Instructional coaching

Data analysis

Communication skills

Education

Master's degree in Special Education

Job description

Job Information

• Job Title: Specialist of Specially Designed Instruction
• Department: Student Services
• Reports To: Director of Special Education
• FLSA Status: Exempt
• Work Calendar: Licensed 200 Days
• Salary Scale: Teacher Salary Scale

Job Summary And Purpose

The Division Specially Designed Instruction Specialist (SDIS) serves as a strategic instructional partner responsible for strengthening the implementation of high-quality specially designed instruction (SDI) across the division. The SDIS partners with school administrators, School Learning Support Teams (SLSTs), and instructional staff to build educator capacity, improve instructional systems, and increase equitable outcomes for students with disabilities.

Work Objectives/Essential Functions

• Partner with school administrators, School Learning Support Teams (SLSTs), and instructional staff to assess the implementation of specially designed instruction (SDI) and co-teaching practices, identify areas for growth, and develop targeted action plans that improve instructional outcomes for students with disabilities.
• Collaborate with school teams to analyze instructional, progress-monitoring, and student achievement data; conduct root cause analyses; prioritize improvement strategies; establish measurable outcomes; and monitor the effectiveness of implemented action plans.
• Provide job-embedded instructional coaching, modeling, and consultation to educators to strengthen the implementation of specially designed instruction, evidence-based instructional practices, co-teaching, accommodations, and interventions that support access to the general education curriculum.
• Design, facilitate, and evaluate professional learning and technical assistance based on identified school and division needs, and serve as a resource to teachers, school leadership teams, and division staff regarding specially designed instruction, inclusive practices, and co-teaching.

Education and Experience

Education Attainment (Required)

Master's degree in Special Education, Curriculum and Instruction, Educational Leadership, or a closely related field from an accredited college/university.

Relevant Experience (Required)

• Minimum of three (3) years of successful full-time experience as a special education teacher in which the co-teaching and specially designed instruction was the predominant responsibility.

Relevant Experience (Preferred)

• Experience analyzing student achievement, progress monitoring, and instructional implementation data to guide instructional decision-making and continuous improvement efforts.
• Experience analyzing student achievement, progress monitoring, and instructional implementation data to guide instructional decision-making and continuous improvement efforts.

Industry Licensure or Certifications (Required)

Hold or be eligible for a Virginia Collegiate Professional or Postgraduate Professional License with an endorsement in Special Education.

Additional Knowledge, Skills, And Abilities

• Knowledge of specially designed instructional, high leverage practices supporting students with disabilities, co-teaching development, and current theory and practices.
• Knowledge of standardized tests and the procedures in developing corrective strategies.
• Knowledge of adult learning theory and incorporating it into professional learning development.
• Knowledge of instructional coaching for individuals and groups
• Knowledge of the IDEA and the requirements of the Virginia state code.
• Demonstrate ability to relate positively to internal and external stakeholders.
• Ability to analyze data to determine areas of strength, opportunities for growth, and problems of practice.
• Display effective communication skills to interact with others, remain flexible, and collaborate in diverse team environments.
• Demonstrated success implementing high-quality specially designed instruction (SDI), inclusive practices, and effective co-teaching models that improve student outcomes.

Core Expectations of All Stafford Schools Employees

• Engage in ongoing professional development relevant to position.
• Respond to written and oral requests for information promptly and thoroughly.
• Maintain a clean, neat appearance and dress appropriate to position and duties.
• Maintain a record of appropriate attendance and punctuality.
• Serve as a role model for students, colleagues, and the general public.
• Work in close harmony with supervisor(s) and colleagues.
• Comply with all division policies and regulations, including but not limited to guidelines for confidentiality and professional conduct, as well as all site-based procedures and protocols.

Weight Demands

Weight Demands Rarely Occasionally Frequently Lifting - 1-25 lbs X Lifting - 26-50 lbs X Lifting - 50+ lbs X Carrying - 1-25 lbs X Carrying - 26-50 lbs X Carrying - 50+ lbs X Pushing/Pulling - 1-25 lbs X Pushing/Pulling - 26-50 lbs X Pushing/Pulling - 50+ lbs X

Physical Demands

Physical Demands Rarely Occasionally Frequently Standing X Sitting X Walking X Reaching X Turning/Twisting X Balancing/Climbing X Stooping/Kneeling X Crouching/Crawling X

Classification Details (Completed by Human Resources)

Job Family: TEACHER 10 Calendar: LICENSED 200 DAYS Pay Structure: TEACHER SALARY SCALE Position: 907059481 FLSA Status: EXEMPT Job Grade: T10-T31 Job Code: 2010 Status: ACTIVE

This description is intended to describe the general nature, essential functions, and requirements of the job. It is not intended to be an exhaustive list of all duties and tasks, the inclusion of which are considered for job classification purposes.