Special Education Instructional Coach - Anticipated

Position Type:

Student Support Services

Date Posted:

2/25/2026

Location:

District Office

Date Available:

08/24/2026

Closing Date:

Until Filled

 Additional Information:
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The Winnetka Public Schools District 36 has an opening for a full-time Special Education Instructional Coach (Anticipated) for the  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,…