Instructional Coach (Special Education)

ROLE OVERVIEW

DreamHouse ‘Ewa Beach continues to expand its teaching team of instructional leaders (our “Coaches”) as we grow into a 500-student 6th, 7th, and 8th grade middle school, and launch a 200-student 9th and 10th grade high school for the 2023-24 school year.  

The Special Education Instructional Leader will work closely with and is coached and supported by the Academic Coach, Student Success Manager, with additional support and services from the Chief Student Success Officer.

ROLE DESCRIPTION

The Student Success & Special Education Instructional Leader will oversee the daily student experience by ensuring that every child’s special needs are met, while also resourcing teachers, the school, and parents with adequate information and support strategies.  Key areas include, but are not limited to the following:

• Support a culture of high expectation, differentiation, and encouragement through clear academic expectations and support strategies;

• Achieve dramatic and consistent improvement in student academic performance, actively closing any achievement gaps that may exist;

• Manage IEP and 504B accommodations in line with state and federal law;

• Engage with and support parents in the IEP process while handling logistics, administrative duties, liaising with state agencies, and showing unwavering support to every child through the process;

• Design innovative support structures and systems for a diverse range of learners;

• Support in the design and implementation of coherent, research-based social-emotional learning and behavior support programs;

• Actively manage and implement the school’s response to intervention model;

• Support educators in the implementation of support systems on a daily basis.

• Oversee and respond to grade level behaviors 

• Create, develop and implement lead/seel content for grade level 

• Co-teach and/or lead lessons 

SKILLS

• Dynamic, energetic instructional leader;

• Ability to work in a fast paced environment

• Flexible, adaptable, and entrepreneurial spirit;

• Team-oriented collaborator and partner;

• Self-reflective, open to feedback, and committed to improvement;

• Empathetic and appreciative of the perspectives and experiences of all.

• Maintain accurate records of students goals and progress.

KNOWLEDGE

• At least two years of instructional experience preferred;

• Pedagogical and philosophical alignment to inquiry-based learning;

• Familiarity with Common Core, Smarter Balanced Assessment; 

• Ability to analyze behavioral, cognitive, and academic trends for students with exceptional needs 

• Deep appreciation for ‘Ewa Beach, O‘ahu, and/or Hawaiian Islands;

• Data analysis and application of improvement strategies.

MINDSETS

• Committed to and believe in potential of all children;

• Committed to equity and equitable outcomes for all children;

• Appreciative of and respectful to Hawai‘i, and specifically the Honouliuli Ahupua‘a, as demonstrated by words, actions, and mindset; 

• Alignment to vision, mission, educational philosophy, core beliefs, and academic values of the school;

• Believe that student achievement outcomes are a function of the teacher, school, and community investment in each child and that a teacher can dramatically impact and improve these outcomes;

• Understanding quantitative and qualitative data is critical to school performance.

• Ability to be aware of their own awareness

• Willingness to rise to own individual excellence and support others when they notice they are not rising to the occasion.