Instructional Student Support Specialist 2026 - 2027 SY

Position Type:
Middle School

Date Posted:
5/19/2026

Location:
Sequoyah Middle School
JOB TITLE: Instructional Student Support Specialist

DEPARTMENT: Instructional Services

REPORTS TO: Building Principal

FLSA STATUS: Exempt

EMPLOYMENT STATUS: Full-Time, 200-day contract

MINIMUM JOB REQUIREMENTS:

Education:

Bachelor's degree in Education or related field required; Master's degree preferred. Valid Oklahoma teaching credential preferred.

Experience:

Minimum three (3) years of successful classroom teaching experience required.

Skills:

Strong knowledge of Tier I instructional strategies and effective classroom management practices. Ability to mentor teachers in small-group instruction, data-driven practices, and student engagement. Strong communication and presentation skills for leading professional development and faculty meetings. Ability to analyze student performance and classroom data to inform instruction. Collaborative mindset with the ability to build relationships and influence positive instructional change.

SUMMARY: The Instructional Student Support Specialist provides targeted instructional and behavioral support to teachers and students, with an emphasis on strengthening Tier I instruction and classroom practices. This position collaborates with instructional coaches, presents professional learning to staff, and develops resources that promote effective small-group instruction, behavior strategies, and overall student success.

ESSENTIAL JOB FUNCTIONS: These statements are intended to describe the responsibilities assigned to the position and are not intended to represent an exhaustive list of all responsibilities, duties and skills required.

• Support teachers in implementing small-group instructional strategies that improve student learning outcomes.
• Support teachers in implementing targeted strategies to improve special education student growth and work with targeted students to set individual goals.
• Collaborate closely with instructional coaches to align professional learning with identified teacher needs and building goals.
• Develop and distribute a monthly instructional newsletter highlighting Tier I instructional and behavior strategies.
• Provide modeling, mentoring, and feedback to teachers on classroom instruction and management practices.
• Work with teachers and students to strengthen behavior intervention strategies and promote positive classroom culture.
• Present at faculty meetings on instructional strategies, classroom management, and student engagement.
• Partner with the Executive Director of Instructional Data and Curriculum Development to strengthen Professional Learning Communities (PLCs) by analyzing data, identifying trends, and supporting collaborative instructional planning.
• Facilitate professional development sessions and workshops on instructional best practices, classroom management, and student engagement.
• Assist in identifying instructional materials and resources to support Tier I instruction.
• Maintain records of coaching activities, professional development provided, and instructional resources created.
• Serve as a liaison between administration, instructional coaches, and teachers to ensure alignment of instructional practices and school improvement goals.
• Perform other duties as assigned.

ESSENTIAL BEHAVIOR:

Ability to use sound judgment in any situation. Ability to deal successfully and rapidly with changes in assignments and properly respond to applicable correspondence and communication received. Ability to project a professional district image through in-person, phone, and electronic interaction. Ability to build and foster harmonious rapport and work cooperatively with District staff and the public while achieving the objectives and goals of the position. Ability to handle problematic and/or difficult situations professionally by communicating with the appropriate person.

ATTENDANCE STATEMENT: Able to be in attendance for assigned responsibilities with 95% attendance.

ENVIRONMENTAL CONDITIONS: Primarily inside working conditions; some exposure to environmental conditions during outside duty assignments.

PHYSICAL STANDARDS: The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions