Specialist, Communication and Early Learning Supports

Position Overview

The mission of the Office of Teaching and Learning (OTL) is to provide educators with curricular resources, academic programs, and aligned professional development to ensure rigorous and joyful learning experiences for every student. OTL team members support school-based staff in implementing DCPS's existing academic programs while simultaneously working to rethink and redesign school programming, academic and curricular resources, and educator professional development.

The Division of Specialized Instruction (DSI) with the Office of Teaching and Learning works to provide a high-quality continuum of services in an inclusive environment so every student with disabilities is prepared for success in college, career, and life. The division works with schools to design, implement, and monitor programs and supports for students with disabilities.

Divisions/Teams

• Related Services: The Related Services team (Audiology, Occupational Therapy, Physical Therapy and Speech-Language Pathology) is committed to increasing educational access and independence of every student in our schools by providing quality evidence-based interventions to students through the provision IEP, 504 and RTI services.
• Transition: The Transition team oversees the process of preparing students for life after they leave high school, including participation in post-secondary education or training, employment, and community living.
• Academic Programs: The Academic Programs team oversees all DCPS self-contained special education classrooms, Extended School Year (ESY), and the Home and Hospital Instruction Program (HHIP).
• Inclusion: The Special Education Inclusion Team supports schools in providing students with disabilities the opportunity to succeed in inclusive settings through accommodations, modifications, and high-quality instruction aligned to grade-level expectations.
• Planning & Effectiveness: The Planning & Effectiveness team provides division-wide support in the areas of data- and evidence- driven decision making and progress monitoring, budgeting and procurement, and recruitment and hiring.
• Resolution: The Resolution team provides effective and equitable resolution to concerns and complaints from students, parents, and third parties raised to DCPS.
• Non-Public: The Non-Public team is responsible for monitoring the provision of special education and related services to DCPS students placed in non-public and residential environments.
• Monitoring & School Support: The Monitoring and School Support Team supports schools in complying with federal statutes, state requirements and regulations, and DCPS best practices.

The Specialist, Communication and Early Learning Supports is responsible for developing and maintaining a system for providing evidence-based interventions and instructional strategies that can be used in self-contained classroom settings. The incumbent will collaborate with various Division of Specialized Instruction teams, special education teachers, and school administrators to support instruction and complex student behaviors. The daily work involves modeling of and coaching in ABA methodology for both teachers and teaching assistants and support in the development of Functional Behavior Assessment and Behavior Intervention Plans.

The Specialist, Communication and Early Learning Supports will report to the Manager, Communication and Early Learning Supports.

Essential Duties and Responsibilities

The below statements are intended to describe the general nature and scope of work being performed by this position. This is not a complete listing of all responsibilities, duties, and/or skills required. Other duties may be assigned.

• Builds relationships and liaises with various internal departments to drive collaboration and project success; and interacts with and responds effectively to urgent requests from multiple internal and external DCPS stakeholders.
• Collaborates with special education teachers and paraprofessionals to develop strategies which support academic achievement.
• Plans, organizes, develops, coordinates, recommends, and supports for students who receive IEP services in self-contained special education program classrooms.
• Designs coaching plans for special education teachers in self-contained special education program classrooms.
• Supports the implementation of program specific curriculum and interventions by providing professional development and in-service training to special education teachers.
• Assists teaching staff in implementing high-leverage instructional practices in self-contained special education programs, including: selections of assessments, classroom organization and scheduling, development of programming, instructional decision-making, general behavior management, individual behavior protocols and conducting FBAs and BIPs when needed.
• Models for and give feedback to teachers and teaching assistants on their ability to implement methodologies such as Discrete Trial Instruction, Natural Environment Training, Incidental Teaching, Prompting and Fading, Shaping, Reinforcement, and/or Task Analysis/Chaining.
• Submits daily reports, weekly schedules and co-facilitates professional development activities.
• Conducts informal and formal observations, including through use of standardized program quality assessments, in order to provide feedback to teachers and school administrators on instructional delivery and implementation of best practices in early childhood special education.
• Analyzes student data and supports teachers in making instructional interventions.
• Collaborates with other Specialists to provide professional development for teachers and teaching assistants during pre-service week and the school year.
• Develops a trusting, confidential, and reflective professional partnership with teachers, administrators and other school-based staff.

Qualifications

• Bachelor's degree and three to five years of related work experience.
• Master's degree preferred.
• Previous exposure to or experience in the education sector a plus.

DCPS Values

• STUDENTS FIRST : We recognize students as whole children and put their needs first in everything we do.
• COURAGE : We have the audacity to learn from our successes and failures, to try new things, and to lead the nation as a proof point of PK-12 success.
• EQUITY : We work proactively to eliminate opportunity gaps by interrupting institutional bias and investing in effective strategies to ensure every student succeeds.
• EXCELLENCE : We work with integrity and hold ourselves accountable for exemplary outcomes, service, and interactions.
• TEAMWORK : We recognize that our greatest asset is our collective vision and ability to work collaboratively and authentically.
• JOY : We enjoy our collective work and will enthusiastically celebrate our success and each other.