Director of Instructional Support and Intervention

POSITION: Director of Instructional Support and Intervention

EMPLOYMENT: 12 Months

REPORTS TO: Assistant Superintendent of Academic Services and Accountability

SALARY GRADE: State Salary Schedule commensurate with degree certification and experience.

NATURE OF WORK:

The Director of Instructional Support and Intervention provides strategic leadership for the development implementation monitoring and continuous improvement of districtwide systems that strengthen instructional practice and improve student outcomes. The Director leads the districts Multi-Tiered System of Supports (MTSS) and instructional intervention framework ensuring that schools have the systems structures practices and capacity necessary to provide high-quality instruction and appropriately targeted supports to all students.

The Director works collaboratively with Academic Services Student Services school leaders instructional staff and other district stakeholders to establish coherent systems of instructional support intervention progress monitoring and data-informed decision-making across Pre-K12. The position provides leadership in the development of district expectations professional learning implementation supports monitoring processes and continuous improvement strategies designed to increase the effectiveness and fidelity of instructional and intervention practices. The Director analyzes district and school-level data to identify trends determine areas of need evaluate the effectiveness of instructional and intervention systems and support strategic decision-making. The Director builds the capacity of administrators and school-based teams to implement evidence-based practices and uses monitoring and feedback processes to promote consistency accountability and improved outcomes for students.

ESSENTIAL RESPONSIBILITIES:

District Leadership and Strategic Planning

• Leads the continuous improvement of district systems and special programs designed to identify and address student academic needs.
• Provides strategic leadership for districtwide instructional support intervention and MTSS systems.
• Supports stakeholders to develop communicate and monitor district expectations structures and processes for instructional support and intervention.
• Aligns instructional support and intervention priorities with district strategic goals school improvement priorities state requirements and evidence-based practices.
• Collaborates with district leaders to identify systemic barriers to student achievement and develop strategies to address identified needs.
• Provides leadership in the development and implementation of district initiatives related to instructional improvement intervention and student support.
• Serves as a district-level resource and thought partner for administrators and instructional leaders regarding instructional systems intervention and student performance.
• Provides leadership for district-level MTSS structures meetings implementation priorities and continuous improvement efforts.

Instructional Support and Capacity Building

• Leads district efforts to strengthen evidence-based instructional practices across Pre-K12.
• Develops and implements systems for providing coaching consultation technical assistance and professional learning to administrators teachers and school-based leadership teams.
• Collaborates with district leadership and supports schools in strengthening Tier I instruction and developing effective Tier II instructional interventions.
• Collaborates with all stakeholders to close achievement gaps and support schools with federal and state designations as guided by the academic services
• Uses school visits observations learning walks PLCs data reviews and other monitoring structures to assess implementation and identify opportunities for improvement.
• Develops and disseminates guidance resources tools and protocols to support consistent implementation of evidence-based practices.
• Promotes research-based instructional practices that support language development early literacy mathematics and other identified district priorities.

Multi-Tiered Systems of Support and Intervention

• Provides district-level leadership for implementation and continuous improvement of the Multi-Tiered System of Supports (MTSS) framework.
• Establishes and monitors systems that support effective academic and behavioral interventions across all tiers. Ensures alignment among Tier I instruction Tier II interventions and Tier III intensive supports.
• Monitors the fidelity effectiveness and sustainability of MTSS implementation across schools.
• Uses and integrates all data sources to contribute to problem solving (i.e. not using a single data source for all decision making)
• Supports schools in establishing effective processes for identifying students requiring additional support and matching students with appropriate instructional interventions.
• Ensures that intervention systems include clearly defined processes for implementation progress monitoring data review and instructional adjustment.
• Identifies systemic needs and recommends improvements to district and school intervention practices.

Data Accountability and Continuous Improvement

• In collaboration with academic services monitors student achievement progress monitoring and intervention data to evaluate the effectiveness of instructional support systems.
• Supports administrators and school teams in using data to identify student needs group students for instruction determine interventions and monitor response to support.
• Establishes and monitors expectations for effective progress monitoring and data review.
• In collaboration with others evaluates the implementation and impact of instructional and intervention initiatives and makes recommendations based on findings.
• Develops and monitors measures of implementation and effectiveness for district instructional support and intervention priorities.
• Provides reports presentations and recommendations to district leadership regarding instructional support intervention MTSS implementation and student outcomes.

Professional Learning and Organizational Development

• Leads the design and implementation of professional learning aligned to identified instructional and intervention needs.
• Reviews current research state guidance and professional literature to identify promising and evidence-based practices.
• Facilitates district and school-based learning opportunities that promote collaboration reflection and continuous improvement.

Collaboration and Cross-Departmental Leadership

• Collaborates with Student Services School Psychologists BAIT leaders and other appropriate personnel to strengthen systems of intensive intervention and student support.
• Establishes and maintains strong collaborative relationships across Academic Services Student Services and other district departments.
• Establish communication between general education and specialized educational programs to ensure necessary data is being collected across curriculums (exceptional children migrant EL AIG etc.) to meet the needs of all students.
• Leads cross-functional work to ensure that academic behavioral and student support systems are aligned and responsive to student needs.
• Serves as a liaison among district departments and schools on matters related to instructional support intervention and MTSS behavior and schoos with state and federal designations.
• Represents the district at applicable state regional and professional meetings and communicates relevant information to district and school personnel.

KNOWLEDGE SKILLS AND ABILITIES

Knowledge

• Extensive knowledge of evidence-based instructional practices and intervention systems.
• Comprehensive understanding of the Multi-Tiered System of Supports framework.
• Knowledge of effective systems for academic and behavioral intervention and progress monitoring. Knowledge of research-based literacy and mathematics practices including the Science of Reading.
• Knowledge of data analysis continuous improvement processes and data-informed instructional decision making.
• Knowledge of professional learning adult learning coaching and organizational capacity-building practices.
• Knowledge of applicable state and federal requirements related to instruction intervention and student support.

Skills

• Strong strategic planning and systems-thinking skills. Strong analytical and problem-solving skills.
• Ability to interpret and communicate complex student achievement and implementation data.
• Exceptional written oral facilitation and presentation skills.
• Strong organizational and project-management skills. Ability to develop systems establish priorities monitor implementation and evaluate outcomes.
• Ability to build trust and productive relationships across departments and organizational levels.

Abilities

• Ability to influence and build capacity without relying solely on positional authority.
• Ability to lead complex districtwide initiatives and manage multiple priorities.
• Ability to translate research policy and data into actionable strategies for schools.
• Ability to facilitate difficult conversations and support leaders in addressing implementation challenges.
• Ability to establish clear expectations while maintaining collaborative relationships.
• Ability to exercise sound professional judgment and make recommendations based on evidence and data.
• Ability to lead change and support sustainable implementation across diverse school contexts.

REQUIRED EDUCATION AND EXPERIENCE

• Minimum of a Masters degree in educational leadership school administration curriculum and instruction or a related field.
• Minimum of five years of successful classroom experience and demonstrated experience in teacher leadership instructional coaching school administration or district-level instructional leadership.
• Demonstrated expertise in research-based instructional and intervention practices including the Science of Reading.
• Demonstrated understanding and application of the Multi-Tiered System of Supports framework.
• Demonstrated experience leading professional learning coaching or capacity-building initiatives.
• Demonstrated ability to lead district or school-level improvement initiatives.
• Strong organizational communication facilitation and interpersonal skills.

EVALUATION

Performance in this position will be evaluated regularly by the supervisor in accordance with Board Policy.

PHYSICAL DEMANDS

While performing the duties of this job the employee is regularly required to sit talk and hear. The employee frequently is required to walk and use fingers tools or controls. The employee is occasionally required to stand and reach with hands and arms. Specific visual abilities required include close vision color vision depth perception and the ability to adjust focus. Occasionally the employee may lift up to 50 pounds such as files paper school supplies books or other materials.

WORK ENVIRONMENT

The work environment characteristics described are representative of those the employee encounters while performing the essential functions of the job. The noise level is usually moderate to loud. The employee continuously interacts with district staff school personnel and other stakeholders.

Interested persons should contact Melissa Dancy-Smith Assistant Superintendent of Academic Services and Accountability at

Required Experience:

Director