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SPED Instructional Coordinator – Autism & Global Developmental Delays
SPED Instructional Coordinator – Autism & Global Developmental DelaysWest Allis-West Milwaukee School District • West Allis, Wisconsin, United States
SPED Instructional Coordinator – Autism & Global Developmental Delays

SPED Instructional Coordinator – Autism & Global Developmental Delays

West Allis-West Milwaukee School District • West Allis, Wisconsin, United States
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Position Summary :

The Special Education Instructional Coordinator – Autism and Global Developmental Delays provides instructional leadership and individual and group coaching cycles to staff who serve students with Autism and other significant developmental delays, primarily within self-contained or intensive service programs. This coordinator supports the implementation of evidence-based practices (EBPs), developmentally appropriate instructional strategies, and high-quality program structures that support access, engagement, and meaningful inclusion. In collaboration with the general Special Education Instructional Coordinator, this role helps build district-wide capacity to design and deliver instruction that meets the complex needs of students with intensive support needs while increasing opportunities for inclusive participation.

Essential Duties and Responsibilities :

Instructional Coaching and Support :

  • Provide ongoing individual and group coaching and modeling for staff in specialized programs serving students with Autism and significant developmental delays.
  • Support the implementation of evidence-based practices (e.g., visual supports, structured teaching, reinforcement, functional communication training, social skills instruction) within instructional routines.
  • Help staff embed High-Leverage Practices (HLPs) within Specially Designed Instruction (SDI) in intensive needs settings.
  • Collaborate with instructional teams to develop, implement, and monitor individualized plans that support skill development and inclusive participation.

Program Development and Improvement :

  • Guide the development and refinement of intensive support programs to ensure environments are structured, predictable, and responsive to student needs.
  • Assist with planning classroom and environmental supports (e.g., visual schedules, sensory tools, communication systems).
  • Support teams with data-based decision-making related to behavioral programming, communication supports, and academic adaptations.
  • Collaborate with building leaders and support staff to ensure programming aligns with district instructional expectations and best practices in Autism education.

    • Professional Learning and Capacity Building :

  • Lead professional development on instructional and environmental strategies that are effective for students with Autism and significant developmental delays.
  • Train staff on evidence-based practices endorsed by national clearinghouses (e.g., National Clearinghouse on Autism Evidence and Practice).
  • Support paraprofessional training and development aligned to the unique needs of students with intensive support needs.
  • Partner with the  Special Education Instructional Coordinator to design learning that promotes inclusive instructional planning.

    • Collaborative Leadership :

  • Collaborate with general and special education teams to design meaningful inclusive opportunities for students with complex needs.
  • Participate in instructional leadership and student services teams to align programming and initiatives across levels and buildings.
  • Support transitions (e.g., early childhood to K, elementary to secondary) with planning that supports student and staff readiness.
  • Serve as a thought partner to building leaders, BCBA, and related service providers in building effective, student-centered systems of support.

    • Qualifications :

    Education & Licensure :

  • Master’s degree in Special Education, Autism Spectrum Disorders, or related field preferred
  • Valid Wisconsin DPI teaching license in Special Education; additional certification or training in Autism, Behavior Intervention (e.g., BCBA coursework), or Assistive Technology preferred.

    • Experience :

  • Demonstrated experience with coaching, program development, or leading professional learning.
  • Deep knowledge of evidence-based practices for Autism and instructional design for intensive needs learners.

    • Knowledge, Skills, and Abilities :

  • Expertise in designing and supporting intensive special education programming, particularly for nonverbal, behaviorally complex, or sensory-sensitive learners.
  • Strong understanding of how to scaffold skill acquisition across communication, behavior, academics, and daily living.
  • Excellent interpersonal skills and the ability to build effective coaching relationships with diverse staff teams.
  • Commitment to equity, dignity, and access for students with the most complex support needs.
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