Coordinator IV, Inclusion and Specialized Learning

Coordinator IV, Inclusion and Specialized Learning

The Coordinator IV, Inclusion and Specialized Learning is responsible for supporting the implementation and continuous improvement of high-quality, inclusive instructional practices for students with disabilities across the district. This role ensures that students with disabilities have consistent access to grade-level curriculum, high-quality instructional materials, and specially designed instruction within Tier 1 settings, aligned to district instructional priorities. In close collaboration with other Curriculum & Instruction departments especially Core Content the Coordinator supports campuses in strengthening inclusive instructional practices embedded within the general education classroom. The role works directly with campus leadership and teachers to support the effective implementation of inclusion models, including co-teaching and embedded supports, while reinforcing alignment to the district's instructional framework, use of data, and expectations for student learning. The Coordinator supports monitoring of instructional quality, provides targeted coaching and professional learning, and ensures that inclusion practices are implemented with fidelity to accelerate outcomes for students with disabilities.

Essential Job Functions:

• Supports the implementation of high-quality, inclusive instructional practices aligned to district Curriculum & Instruction priorities, ensuring students with disabilities have access to grade-level curriculum, high-quality instructional materials, and specially designed instruction within Tier 1 settings.
• Collaborates with campus administrators to establish and sustain inclusive service delivery models, including co-teaching, embedded supports, and supplementary aids and services.
• Provides real-time, in-class coaching and technical assistance to general and specialized learning teachers to strengthen specially designed instruction aligned to Tier 1 curriculum, the FWISD Instructional Framework, and high-quality instructional materials.
• Supports the implementation and internalization of high-quality instructional materials (HQIM) within inclusive classrooms to ensure instructional coherence across settings.
• Engages in real-time coaching cycles with teachers, including modeling, co-planning, and immediate feedback during instruction to improve the quality of inclusive practices and student outcomes.
• Collaborates with campus teams to support strong PLC practices, including lesson internalization, anticipation of student misconceptions, and alignment of instructional strategies to meet the needs of students with disabilities.
• Participates in and supports lesson rehearsals with teachers and campus teams to strengthen execution of inclusive instruction aligned to the FWISD Instructional Framework.
• Assists campuses in addressing instructional challenges related to inclusion, including barriers to access, implementation gaps, and parent concerns.
• Monitors the quality and consistency of inclusive instructional practices across campuses, ensuring alignment to district expectations and the FWISD Instructional Framework.
• Analyzes student achievement data, progress monitoring, and inclusion-related indicators to evaluate the effectiveness of instructional practices and identify areas for improvement.
• Supports campuses in using data to develop, implement, and refine action plans to improve outcomes for students with disabilities.
• Prepares reports and provides regular updates to Specialized Learning and Curriculum & Instruction leadership regarding program implementation, instructional trends, and areas for improvement.
• Collaborates with Curriculum & Instruction departments, especially Core Content, to ensure Instructional Planning Calendars, lesson materials, and instructional resources include embedded supports aligned to high-quality instructional materials and the FWISD Instructional Framework.
• Supports the development and delivery of professional learning focused on inclusion, co-teaching, specially designed instruction, and access to grade-level curriculum.
• Communicates research-based practices, tools, and strategies to strengthen inclusive instruction across campuses.
• Collaborates with district departments and Specialized Learning teams to ensure inclusive practices are aligned with curriculum, instructional strategies, and assessment systems.
• Supports campuses in aligning inclusive instructional practices with federal, state, and district requirements, including Least Restrictive Environment (LRE).
• Assists with monitoring IEP implementation to ensure instructional decisions support access to the general education curriculum.
• Collaborates with compliance staff and Specialized Learning leadership to address identified concerns related to inclusive practices and ensure alignment with all requirements and expectations.
• Demonstrates flexibility in scheduling and availability, including extended or adjusted work hours during peak instructional support periods, campus needs, and critical implementation timelines, to ensure timely and high-quality execution of responsibilities.

Personal Work Relationships:

All Fort Worth ISD employees must maintain a commitment to the District's mission, vision, and strategic goals. Exhibits high professionalism, standards of conduct and work ethic. Demonstrates high quality customer service; builds rapport/relationship with the consumer. Demonstrates cultural competence in interactions with others; is respectful of co-workers; communicates and acts as a team player; promotes teamwork; responds and acts appropriately in confrontational situations.

Other Duties as Assigned:

Performs all job-related duties as assigned and in accordance to the Board rules, policies and regulations. All employees are expected to comply with lawful directives in rare situations driven by need where a team effort is required.

Knowledge, Skills & Abilities:

Knowledge of best-in-class instructional frameworks and their application within inclusive classrooms to ensure students with disabilities access grade-level, Tier 1 instruction. Knowledge of high-quality instructional materials (HQIM) and how to embed scaffolds and specially designed instruction to support students with disabilities within core content instruction. Knowledge of inclusive instructional practices, including co-teaching models, embedded supports, and supplementary aids and services that promote access in the least restrictive environment. Knowledge of lesson internalization, PLC practices, and lesson rehearsal structures that strengthen instructional delivery and student outcomes. Knowledge of data-driven instruction, including strong data literacy to analyze student performance, identify gaps in learning, and support the development of targeted plans to address those gaps and improve outcomes. Knowledge of federal, state, and district requirements related to students with disabilities, including Least Restrictive Environment (LRE) and IEP implementation expectations.

Skill in providing real-time, in-class coaching, including modeling, co-planning, and delivering immediate feedback to improve instructional practice. Skill in supporting teachers to implement specially designed instruction aligned to Tier 1 curriculum and high-quality instructional materials. Skill in facilitating PLCs and supporting campus teams to analyze student data, identify trends and gaps, anticipate misconceptions, and adjust instruction accordingly. Skill in monitoring instructional implementation across classrooms and campuses and identifying gaps in practice that impact student outcomes. Skill in designing and delivering professional learning aligned to district priorities and inclusive instructional practices. Skill in collaborating effectively with campus leadership, Curriculum & Instruction departments, and Specialized Learning teams to ensure alignment and coherence of instructional practices. Skill in analyzing and interpreting student achievement data to support action planning, progress monitoring, and continuous improvement. Ability to manage multiple priorities and timelines in fast-paced, campus-based environments requiring responsiveness and flexibility. Ability to communicate clearly and effectively, both orally and in writing, with a variety of stakeholders, including teachers, administrators, and families. Ability to build and maintain strong working relationships that support collaboration, trust, and consistent implementation across campuses. Ability to apply instructional and compliance expectations in practical settings to support both high-quality instruction and adherence to requirements. Ability to engage in continuous professional learning and reflect on practice to improve effectiveness.

Travel Requirements:

Travels to school district buildings, community-based sites, and professional meetings as required. Additional travel requirements may be assigned as appropriate to meet the demands of the job.

Physical & Mental Demands, Work Hazards Tools/Equipment Used:

Standard office equipment, including computer and peripherals; standard instructional equipment.

Posture: Moderate standing; occasional stooping, squatting, kneeling, bending, pushing/pulling, and twisting.

Motion: Frequent repetitive hand motions, including keyboarding and use of mouse; occasional reaching; moderate walking.

Lifting: Regular light lifting and carrying (less than 40 pounds); may lift and move textbooks and classroom equipment; may also be required to pick up and/or restrain students as needed; may be required to lift and transfer students to and from wheelchair or assist with positioning of students with disabilities.

Environment: Works inside and outside (exposure to sun, heat, cold, and inclement weather); exposure to noise; may require occasional irregular and/or prolonged hours; regular districtwide travel to student homes; this position may involve rare exposure to blood or body fluids.

Attendance: Regular and punctual attendance at the worksite is required for this position.

Mental Demands: Maintains emotional control under stress; works with frequent interruptions.

Hazards: May be subject to adverse and hazardous working conditions, including violent and armed confrontations; ability to control sudden violent or extreme physical acts of others and exhibit rapid mental and muscular coordination simultaneously.

Minimum Required Qualifications:

Education: Bachelor's degree required. Master's degree in Education, Special Education, Educational Leadership, or a related field preferred.

Certification/License: Valid Texas teaching certification preferred. Valid Texas certification in Special Education preferred.

Experience: Minimum of 3 years of experience teaching or providing direct instructional services to students with disabilities required, with a demonstrated, verifiable track record of accelerating outcomes

Fort Worth Independent School District