Self-Contained SPED Instructional Coach (2026-27 SY)

Jefferson RISE Charter School Harvey, Louisiana | Grades 6-12 | 2026-2027 School Year School Overview Founded in 2014, Jefferson RISE is a tuition‑free public charter school serving nearly 800 students in grades 6‑12 in Harvey, Louisiana. At Jefferson RISE, we believe every student deserves a real path forward. Whether that means a four‑year university, a skilled trade, the military, entrepreneurship, or something else entirely, our job is to make sure every student graduates prepared and ready. We get there through rigorous academics, strong relationships, consistent accountability, and a genuine commitment to each student's individual success. Our Student Body Reflects the Diversity of the Westbank We have a diverse population of students based on race and ethnicity: 61% Black/African American 16% Hispanic 14% Middle Eastern 6% White (Non-Middle Eastern) 2% Asian 1% Other 87% qualify as economically disadvantaged 13% Students with Disabilities 4% English Learners Recent Achievements Top Gains Award – Louisiana Department of Education (2023‑24 SY) Average graduation rate of 98% since our first graduating class in 2022 #6 for SPS Growth in Louisiana – High School: B rating, Middle School: C rating (2022‑23 SY) Continued SPS growth: 72.5 in 2023‑24 and 73.9 in 2024‑25 School‑Wide Schedule and Calendar As a charter school, Jefferson RISE sets its own academic calendar and daily schedule based on the needs of its students. Workdays are generally 7:00 AM – 3:45 PM, Monday through Friday. Mondays extend to 4:30 PM and include mandatory Professional Development time. Anticipated school hours and days vary annually based on changes to the school calendar. Position Title Self‑Contained SPED Instructional Coach Position Information Department: Instructional Leadership Reports to: Director of Curriculum and Instruction and/or Executive Director Work Schedule: 11‑month Employment Type: Full time, Exempt Location: Harvey, LA Start Date: Immediate Position Summary The Self‑Contained Special Education Instructional Coach is responsible for improving outcomes for students with disabilities by developing highly effective self‑contained special education teachers and paraprofessionals. Reporting to the Director of Curriculum and Instruction and/or Executive Director, the Instructional Coach serves as the primary instructional leader for self‑contained special education, supervising and developing approximately 6–8 teachers and paraprofessionals while also teaching students for approximately 50% of the school day. Instructional Coaches use student work, progress monitoring data, classroom observations, and teacher practice to drive continuous improvement. Through weekly coaching meetings, PLC facilitation, classroom observations, professional development, and instructional planning, they help ensure students with disabilities receive high‑quality instruction and meaningful support. Successful coaches are exceptional educators who can build strong relationships while providing candid feedback, hold themselves and others accountable for results, and use evidence to drive decision‑making. Key Responsibilities Teacher and Paraprofessional Coaching and Development Supervise, coach, and evaluate self‑contained special education teachers and paraprofessionals. Conduct weekly one‑on‑one coaching meetings with direct reports. Observe classrooms regularly and provide actionable feedback aligned to the school’s instructional rubric and NIET evaluation framework. Complete formal observations and evaluations in accordance with school timelines. Develop individualized growth plans for teachers and paraprofessionals. Support implementation of feedback and monitor impact on student outcomes. Serve as a model educator and demonstrate effective instructional practices. Support retention and development of high‑performing staff. Professional Learning and PLC Leadership Plan and facilitate weekly special education PLC meetings. Lead analysis of student work, progress monitoring data, and instructional practices. Develop action plans to address student learning gaps. Design and facilitate professional development related to special education instruction and best practices. Train teachers and paraprofessionals on accommodations, modifications, progress monitoring, and behavior supports. Collaborate with the Instructional Leadership Team to plan and deliver school‑wide professional learning. Lead summer professional development planning and facilitation. Special Education Instruction and Compliance Support Ensure high‑quality instruction in self‑contained classrooms aligned to student needs and IEP goals. Support teachers in lesson internalization, lesson planning, differentiation, and assessment design. Monitor implementation of IEP accommodations, modifications, and services within classrooms. Analyze student achievement data and progress monitoring data to inform instructional decisions. Lead development and refinement of progress monitoring systems. Support teachers in writing and implementing measurable IEP goals. Assist with Functional Behavior Assessments (FBAs) and Behavior Intervention Plans (BIPs). Participate in IEP meetings for students in self‑contained programs. Support communication with families regarding student progress and programming. Coordinate with related service providers to ensure alignment between instruction and services. Stay current on special education best practices and compliance expectations. Teaching Responsibilities Teach self‑contained special education courses for approximately 50% of the instructional day. Maintain exemplary classroom results and instructional practices. Use classroom experience to model effective instruction and maintain credibility as an instructional leader. Demonstrate strong student growth, progress monitoring outcomes, and high‑quality student work. Transition Planning and Community‑Based Learning Support transition planning for students in self‑contained programs. Assist teachers in preparing students for post‑secondary opportunities, employment, and independent living. Help develop and expand community‑based learning opportunities and partnerships with local organizations and businesses. Support implementation of transition goals aligned to students’ IEPs. Leadership and School Culture Participate in weekly Instructional Leadership Team meetings and leadership development. Support hiring efforts through candidate screening, interviews, and hiring recommendations. Assist with onboarding and development of new teachers and paraprofessionals. Communicate effectively with families regarding student achievement and programming when needed. Embody and advance the mission, vision, and values of Jefferson RISE. Measures of Success Strong student growth and achievement outcomes for students with disabilities Growth in teacher and paraprofessional effectiveness High‑quality implementation of IEP‑aligned instruction and supports Strong progress monitoring systems and evidence of student growth toward goals Increasing rigor and quality of student work Successful transition planning and community‑based learning opportunities Retention and development of high‑performing staff Qualifications Required Bachelor’s degree Minimum of two years of successful classroom teaching experience, preferably in special education Demonstrated record of improving student outcomes Strong instructional planning, differentiation, and data‑analysis skills Experience analyzing student work and progress monitoring data Ability to coach, influence, and develop adult learners Strong communication and relationship‑building skills Preferred Master’s degree Teaching certification (especially in special education) Experience in self‑contained special education settings Experience leading PLCs, coaching teachers, or serving in a leadership role Experience with IEP development, progress monitoring systems, FBAs, and BIPs Culture and Fit Ability to give candid feedback while maintaining strong relationships High personal ownership and accountability Strong organization and follow‑through Data‑driven decision‑making Growth mindset and commitment to continuous improvement Deep belief in the potential of students with disabilities Commitment to equitable access to rigorous instruction Position Compensation & Schedule Jefferson RISE offers competitive compensation tied to performance and qualifications. We do not follow a traditional salary schedule — annual salaries reflect the value employees bring to students and the school. Annual Salary Range: $60,000 – $80,000 salary depending on degree level, certification, content, previous student outcomes, and experience Additional Stipends Available: Employees may be eligible for supplemental compensation for approved responsibilities beyond their role Raises and Bonuses: Performance‑based raises and bonuses may be awarded based on results, contributions, and organizational priorities Paid twice monthly on the 15th and last day of each month Includes one additional week of work in June and one additional week of work in July. Summer responsibilities include professional development planning, curriculum work, hiring support, onboarding, and staff development. Benefits Medical: RISE covers 85% of employee‑only premiums; employee covers 15% (spouse and dependent costs are the employee’s responsibility) Dental and Vision: 100% of employee‑only premiums covered Short and Long‑Term Disability: 100% of premiums covered 401(k): 100% employer match on first 3% deferred; 50% match on contributions from 3% to 5%; no vesting period Jefferson RISE reserves the right to offer different or additional benefits at any time. #J-18808-Ljbffr Jefferson RISE Charter School