Special Education Instructional Coach

Job Title: Special Education Instructional Coach

Location: Central Office/Teacher Administrative Center(TAC) 3215 Cuming Street Omaha NE 68131

Reports To: Special Education Teaching and Learning Consultant (TLC)

Work Schedule/FLSA Status:10-month/188 duty days pernegotiated agreement/ Exempt

Start Date: This position starts at the beginning of the 2026-2027 school year

2026-2027 Salary Schedule:

Step 1 with a Bachelors Degree:$% variance ($5138) $56518

Step 1 with a Masters Degree:$% variance ($5802) $63825

Salary credit may be awarded for applicable experience. Placement on the salary schedule will follow the applicablenegotiated agreement.

Position Purpose:The Special Education Instructional Coach provides job-embedded support to special education teachersprimarily at the elementary levelto strengthen instructional practices curriculum implementation and behavioral supports. This role collaborates with teachers families and district teams to improve student outcomes through coaching professional learning and problem-solving while supporting the Special Education Divisions vision mission and goals.

Knowledge Skills and Abilities:

• Minimum of a bachelors degree in education with appropriate course work in the areas of special education from an accredited college or university.
• A valid NE Teaching Certificate or the ability to obtain one with appropriate endorsement(s) in Special Education.
• Experience teaching reading and math interventions within special education settings.
• Experience as an ACP teacher preferred.
• Minimum of 5 years successful special education teaching experience.
• Demonstrates strong reading and math background.
• MANDT certified or willing to become certified preferred.
• Knowledgeable of the Structured Teaching components and experience using them in the classroom preferred.
• Experience in conducting workshops in-services and collaborating with teachers.
• Willing to learn new strategies curriculum methods etc.
• Ability to build trust communicate clearly and positively influence teachers.
• Knowledge of applicable federal and state laws regarding education and special education students.
• A demonstrated philosophy that all students can and will learn.
• Excellent attendance record.
• Demonstrated knowledge and understanding of Special Education best instructional practices.
• Positive interpersonal skills.
• Excellent oral and written communication skills.
• Professional verification of successful classroom teacher performance and/or student teaching experience.
• Evidence of the willingness and the ability to comply with the standards for ethical and professional performance established by the State Board of Education.
• This individual will exhibit skills pertinent to foster positive human relationships and the ability to work effectively with students staff parents community agencies members of the instructional staff classroom teachers and administrators.

Essential Performance Responsibilities:

• This position primarily supports elementary teachers but does occasionally support at the secondary level.
• Supporting special education teachers in the training implementation and use of adopted curriculum behavioral supports and special education practices and procedures.
• Providing lesson plan development modeling of strategies coaching visits andprofessional learning.
• Collaborating with and supporting teachers while problem solving strategies and supports for students.
• Participating in IEP reviews.
• Collaborating with Special EducationTeaching and Learning Consultants (TLC) and coordinators in providing support for all special education staff.
• Providing direct student support as requested.
• Working with and understanding a diverse student population.
• Maintaining open lines of communication with teaching staff parents and administrators.
• Working collaboratively to support the Special Education Division and Districts vision mission and goals.

*NOTE: The statements herein are intended to describe the general nature and level of work being performed by people assigned to this classification. They are not intended to be construed as an exhaustive list of all responsibilities duties and skills required of personnel so classified.