The Winnetka Public Schools District 36 has an opening for a full-time Special Education Instructional Coach (Anticipated) for the 2026-2027 School Year.
 

JOB TITLE:  Instructional Coach (Student Services) - Early Childhood - 8th grade

LOCATION: District 

CHARACTERISTICS:  Certified employee, teacher contract

REPORTS TO: Assistant Superintendent and Director of Student Services, Equity and Inclusion

SUPERVISES: n/a

EVALUATION:  Evaluated annually by the Assistant Superintendent and/or Director of Student Services, Equity and Inclusion

OVERVIEW OF THE POSITION

The Student Services Instructional Coach is a collaborative, hands-on educator responsible for providing targeted support, coaching, and professional development to special education teachers and staff. This role involves working closely with teachers to improve instructional practices, ensure adherence to individualized education plans (IEPs), and promote inclusive and differentiated teaching methods to meet the needs of all students with disabilities.

The Student Services Instructional Coach will work in partnership with general education staff, administrators, and specialists to create an inclusive and equitable learning environment that promotes academic, social, and emotional success for students with disabilities. The role will also focus on supporting the district's commitment to improving educational outcomes and ensuring that students with diverse learning needs are empowered to achieve their full potential.This position will have responsibilities inclusive of providing for consistency by serving as a liaison between the departments of Teaching and Learning, Student Services, and Human Resources/Professional Learning.

RESPONSIBILITIES/DUTIES

Key Responsibilities:

1. Regarding Planning and Preparation / Assessment Management:

• Facilitate the development and implementation of high-quality instructional programming for students with disabilities aligned to district curriculum and special education requirements.
• Work collaboratively with special education and general education teachers to design lessons that integrate differentiated instruction, specially designed instruction, accommodations, and/or  modifications aligned to IEP goals.
• Support alignment between IEP goals, core curriculum, intervention planning, and instructional scope and sequence.
• Assist teachers in developing and refining measurable IEP goals and progress monitoring systems connected to grade-level standards and student growth.
• Support the development and implementation of common curriculum-based and IEP-related assessments.
• Assist staff in collecting, analyzing, and interpreting student data to inform instructional decisions and continuous improvement efforts.
• Contribute to program evaluation and curriculum review processes related to special education services and inclusive practices.
• Provide guidance to ensure accurate and timely documentation aligned with special education requirements in collaboration with administrators.

2. Regarding the Classroom Environment:

• Initiate and build highly respectful, trusting, collaborative relationships with special education and general education staff.
• Promote inclusive classroom environments that support access, belonging, and high expectations for students with disabilities.
• Support co-teaching partnerships and collaborative problem-solving between general and special educators.
• Foster a culture of reflection, professional inquiry, and continuous improvement related to inclusive practices.
• Establish and implement a coaching framework aligned with district coaching practices, maintaining a non-evaluative, growth-oriented stance.

3. Regarding Instruction:

• Implement coaching cycles and related structures to support instructional growth of special education staff and collaborative teams.
• Model evidence-based instructional practices for students with disabilities, including differentiation, scaffolded instruction, executive functioning supports, behavior supports, and engagement strategies.
• Provide classroom-based coaching support through observation, modeling, co-planning, and reflective feedback conversations.
• Support effective implementation of IEP accommodations and modifications within general and special education settings.
• Provide guidance to general education teachers regarding inclusive instructional strategies and access to the core curriculum.
• Participate in IEP meetings, student support meetings, and collaborative problem-solving discussions as needed to provide instructional expertise and ensure alignment between goals, services, and classroom implementation.
• Support implementation of district instructional initiatives, MTSS structures, and District strategic aims as they relate to students with disabilities.

4. Regarding Professional Responsibilities:

• Model professionalism, integrity, confidentiality, and a commitment to equity and inclusion.
• Plan, support, and deliver professional development related to special education instruction, inclusive practices, data collection, and progress monitoring.
• Facilitate or co-facilitate special education-focused PLCs to promote collaboration, shared learning, and instructional consistency.
• Attend district instructional coach meetings and collaborate across content areas to ensure alignment between special education and core instructional priorities.
• Contribute to district-wide initiatives, Summer Institute planning, early release professional learning, and curriculum review processes.
• Collaborate with administrators, related service providers, and instructional leaders to strengthen systems supporting students with disabilities.
• Stay current with research, best practices, and legal requirements in special education and share relevant updates with staff.
• Serve as a liaison between District leadership, building administrators, and staff to strengthen inclusive instructional practices.
• Complete all District compliance training as required.

 The Special Education Instructional Coach serves in a non-evaluative capacity and does not supervise or formally evaluate staff. The role is designed to build instructional capacity, strengthen inclusive practices, and support alignment between special education programming and district instructional priorities.

Qualifications:

Required:

• Education:
  • Illinois Professional Educator License (PEL) with Special Education endorsement, school psychologist endorsement, and/or general education teaching endorsement with prior instructional coaching experience.
  • Bachelor's degree in Special Education (Master's degree preferred).
• Experience:
  • Minimum of 3-5 years of experience as a classroom special education teacher
  • Proven experience in differentiating instruction and implementing accommodations/modifications for students with a variety of disabilities
  • Coaching experience is preferred
• Skills and Knowledge:
  • Strong knowledge of special education laws, including IDEA, 504, and other relevant legislation.
  • Familiarity with Multi-Tiered Systems of Support (MTSS)
  • Demonstrated ability to provide constructive feedback and support to colleagues.
  • Strong communication and interpersonal skills, with the ability to work collaboratively with teachers, administrators, parents, and support staff.
  • Knowledge of assessment tools and methods for tracking student progress.

Preferred:

• Certifications/Experience:
  • Instructional Coach certification or related coaching experience
  • Professional development or coaching certification (e.g., National Board Certification or coaching endorsement)
  • Experience providing professional development to educators
  • Experience with co-teaching models and/or inclusive classrooms
  • Experience working with a range of disabilities (e.g., autism spectrum disorder, learning disabilities, emotional disabilities)

OCCUPATIONAL REQUIREMENTS

1.  FBI Fingerprint clearance required.
2. TB Test within the last 90 days of hire date.
3. Physical Exam within the last year of hire date.
4. Mandatory District-wide Compliance Training, as assigned.
5. Must have strong organizational, communication, and public relations skills.
6. Must have excellent verbal and written communication skills.
7. Must be patient, persistent, and positive.
8. Excellent technical competencies in a variety of area,s including writing and editing, organization, problem-solving, multi-tasking, statistical record keeping, prioritizing, and the like.

EDUCATION/VOCATIONAL PREPARATION

Qualifications: 

1. Illinois Professional Educator License
2. The employee must have foundational knowledge of district curricular standards and targets; State of Illinois learning standards; best practices in teaching; differentiated instruction; successful classroom management strategies; and other related curriculum objectives.
3. Required - Four years of classroom teaching experience with summative evaluation ratings of excellent in the past 2 years
4. Highly positive attitude with excellent work habits
5. Excellent communication and interpersonal skills
6. Ability to serve as a positive role model for staff
7. Highly flexible and professional
8. Ability to maintain confidentiality

PHYSICAL REQUIREMENTS

Moderate degree of physical stamina with occasional lifting of 10 to 60 pounds.  Ability to move freely to various locations within office and school settings.  Frequent standing, walking, sitting, and bending.  Frequent repetitive activities, including hands, arms, and legs, for clerical-related work.  Exposure to noise and activity in a school setting.

TERMS OF EMPLOYMENT

Salary and fringe benefits will be in accordance with the Winnetka Professional Agreement.