District Instructional Coach Student Support Services-Highly Mobile Populations

• Provide support to teachers, administrators and other campus staff in working with students in Foster Care or other at-risk populations.

• Participate in problem solving teams when dealing with students in Foster Care and other at-risk populations.

• Provide assistance and support to campuses in crisis situations.

• Coordinate and/or provide crisis intervention and preventative support, as well as caregiver training, as needed by students and their caregivers.

• Develop and provide district-wide and campus staff development related to Tier I Best practices and PBIS at all grade levels and all settings.

• Provide support to teachers, administrators and campus problem solving teams in the area of Multi-Tiered Systems of Support including academics, behavior, mental health and trauma informed practices.

• Recommend ways in which curriculum and instruction can be differentiated to meet the special learning needs of struggling learners.

• Provide assistance with drop-out recovery efforts by collaborating with the High School Completion, Attendance and Crisis Intervention Specialists.

• Collaborate with the Assistant Superintendents, Director of Student Support Services, Specialist of Student Support Services, and district staff on issues and concerns.

Education/Certification:

• Bachelor’s degree
• Valid Texas teaching certificate with required endorsements for subject and grade levels assigned
• CPI certification (must obtain within 30 days of hiring and maintain yearly certification)

Special Knowledge/Skills:

• Knowledge of Tier I Best Practices in the area of Differentiated Instruction, and Positive Behavior Interventions & Supports (PBIS) as related to coaching classroom and behavior management for all students
• Knowledge of current laws, regulations, policies, and guidance governing education services in youth foster care and other at-risk populations
• Understanding of the core principles of Multi-Tiered Systems of Support
• Knowledge of Trauma Informed Best Practices and experience working with children who have experienced trauma
• Knowledge of Trust Based Relational Intervention (TBRI)
• Strong collaboration skills for working with administrators, teachers, and students
• Experience working with children who exhibit significant behavior issues
• Understanding of data collection as it pertains to academics, behavior, interventions, and decision making
• Strong knowledge of instructional strategies for at-risk students
• Ability to manage crisis situations
• Strong communication and interpersonal skills
• Experience in development and presentation of Professional Learning

Mental Demands/Physical Demands/Environment Factors: Maintain emotional control under stress. Occasional District travel; occasional prolonged and irregular hours.