Exceptional Student Services (ESS) Section
Phoenix Location

Salary: $66000 - $72000

Grade: 21

Closing Date: 02/04/26

This position is part of the Academic Achievement and Inclusive Practice Unit which serves Arizonas educational landscape by planning organizing implementing and analyzing professional learning.
This position will promote the use of High-Leverage Practices (HLPs) Universal Design for Learning and other evidence-based practices that advance achievement outcomes and inclusive education across Arizona schools.
Occasional in-state and rare out-of-state travel is required for this position.

The Arizona Department of Education currently utilizes a hybrid work environment with up to two days of remote work (contingent upon business needs). Candidates should apply with an ability and willingness to work in-office up to five days per week as business needs necessitate.

Plan organize coordinate and develop statewide professional learning that enhances teaching and learning outcomes for students with disabilities including the collection and analysis of data on implementation and impact
Represent the unit at state and national conferences as needed
Support PEAs in developing and implementing data-driven continuous improvement plans that strengthen instructional practices and increase achievement for students with disabilities
Apply adult learning theory coaching models and systems of support to build educator capacity and sustain continuous improvement efforts across the state of Arizona
Provide classroom walkthroughs coaching and technical assistance to instructional coaches general and special education teachers and school and district administrators to promote the implementation of High-Leverage Practices (HLPs) Universal Design for Learning and other evidence-based instructional practices
Participate in the Academic Achievement & Inclusive Practices Units strategic planning processes that use data to identify needs prioritize technical assistance and align professional learning to targeted improvement areas within Arizonas State General Supervision Framework

Knowledge in:
Understanding of the IDEA/FAPE and disability categories
Least restrictive environment
Current Research on Inclusive Practices
Collaborative planning instruction between general and special education
Formative Assessment Practices
(SDI) Specially designed instruction
(UDL) Universal Design for Learning
(MTSS) Multi-Tiered Systems of Support
Data collection and analysis
Coaching Systems
Evidence-Based Practices/High-Leverage Practices for Students with Disabilities
Adult learning theory for virtual learning and in-person professional learning development
Arizona State Standards and English Language Proficiency Standards
Supporting instruction for Dual Labeled Students EL and Special Education
Applicants must have experience teaching students with disabilities and EL endorsement.
A bachelors degree in education or equivalent experience to substitute for the degree is required.

Skills in:
Teaching instructional strategies to adults to support students who are dual labeled special education and English Language Learners
Instructional Coaching
Organization
Oral/written communication: data collection analysis and written reports
Customer service
Presentation to large and small groups
Marketing and development of formal presentations
Project development
Intermediate to advanced skills in using Microsoft Outlook Word PowerPoint and Excel.

Ability to:
Organize prioritize work under time constraints and be flexible in an environment of multiple tasks and changing priorities
Credibility with schools and other stakeholders; demonstrated ability to lead and manage change
Successfully work independently as well as in a team environment
High degree of professionalism integrity and dependability
Communicate with individuals from varied educational and cultural backgrounds
Maintain accurate records
Develop as a professional educator
Communicate effectively and tactfully in both oral and written forms
Prepare a variety of reports and presentations
Use technology for instructional purposes as well as to communicate and create
Presentations and reports collect analyze and use student data to identify learning needs
Meet schedules and timelines

Preference will be given to those applicants with masters degree in special education.

Offers are contingent upon successful completion of all background and reference checks required documents and if applicable a post-offer medical/physical evaluation.

If this position requires driving or the use of a vehicle as an essential function of the job to conduct State business then the following requirements apply:Drivers License Requirements.

All newly hired State employees are subject to and must successfully complete the Electronic Employment Eligibility Verification Program (E-Verify).

The State of Arizona provides an excellent comprehensive benefits package including:

Affordable medical dental life and short-term disability insurance plans
Top-ranked retirement and long-term disability plans
Ten paid holidays per year
Vacation time accrued at 4.00 hours bi-weekly for the first 3 years
Sick time accrued at 3.70 hours bi-weekly
Paid Parental Leave-Up to 12 weeks per year paid leave for newborn or newly-placed foster/adopted child (pilot program).
Deferred compensation plan
Wellness plans

Learn more about the Paid Parental Leave pilot programhere. For a complete list of benefits provided by The State of Arizona please visit our benefits page

You will be required to participate in the Arizona State Retirement System (ASRS) upon your 27th week of employment subject to waiting period. On or shortly after your first day of employment you will be provided with enrollment instructions and effective date.

The State of Arizona is an Equal Opportunity/Reasonable Accommodation Employer. Persons with a disability may request a reasonable accommodation such as a sign language interpreter or an alternative format by calling or emailing Requests should be made as early as possible to allow sufficient time to arrange the accommodation.

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