Inclusive Learning & Systems Improvement Coordinator (215 Days)**

The NWESD aspires to be a racially and culturally inclusive staff that reflects the diversity of those we serve. We believe this strengthens our organization, stimulates creativity, promotes the exchange of ideas, and enriches staff engagement.

Summary:

The Inclusive Learning & Systems Improvement Coordinator collaborates with NWESD staff, OSPI, and local districts to build, implement, and sustain equitable, inclusive systems of support through high-quality professional learning, coaching, and technical assistance aligned with Washington State’s Multi-Tiered System of Supports (MTSS) framework. The coordinator supports districts and schools by providing training and coaching in one or more focus area; Multi-Tiered Systems of Support (MTSS), Inclusionary Practices, Multilingual Learners, language acquisition, evidence-based instructional practices, intervention strategies, data systems, and other areas aligned to district and school needs to improve academic, social-emotional, and behavioral outcomes for every student.

Essential Functions:

Duties listed are intended to provide a summary of the major duties and responsibilities of the position. Employee(s) may not perform all duties listed and may be required to perform additional duties not listed but within the general scope of the position. Specific duties may vary based on the employee’s assigned area of expertise and operational needs.

• Collaborate and work effectively as part of the NWESD Teaching and Learning team.
• Actively participate in the NWESD Teaching & Learning Team for the purpose of coordination of efforts, planning regional assistance to schools, ensuring equity, and contributing to successful information sharing.
• Build capacity in school teams to work in school buildings to increase the inclusionary practices in the general education classroom.
• Utilize the Inquiry Cycle (Plan, Do, Study, Adjust) to support school teams with needs assessments, school improvement plans and progress monitoring.
• Provide tailored coaching and consultation to general educators, special educators, instructional coaches, paraprofessionals, school and district administrators.
• Build educator capacity to utilize high-leverage, evidence-based practices in inclusive classrooms, rooted in Universal Design for Learning (UDL) and implementation science.
• Develop deep knowledge of WA School Improvement Framework (WSIF) to aid schools in understanding their improvement status.
• Offer professional learning for all schools identified for improvement supports in the area of data review and data coaching.
• Provide training aligned with the priorities of district, NWESD Vision and Mission, and funding source as applicable.
• Support district and school teams in developing effective teaming structures, communication plans, data systems, and implementation strategies to sustain inclusive practices and MTSS.
• Provide district and school level support through peer-to-peer networking, technical assistance, and connecting districts to one another to share examples and learning.
• Coordinate as needed with the other Regional Coordinators across the State in the development and facilitation of training to districts, schools, and other partners in alignment with statewide MTSS Framework and relevant areas of focus.
• Regularly disseminate information between NWESD local districts, including NWESD staff and school district personnel.
• Create learning opportunities inclusive of in-person and virtual, both synchronous, asynchronous formats, to support region-wide professional learning.
• Attend all scheduled training and collaborative meetings.

Required knowledge, skills, and abilities:

• Knowledge of professional development/training practices appropriate to an adult audience.
• Ability to collaborate, work within teams, and lead educational reform at the school, district, Educational Service District or state level.
• Knowledge of inclusive instructional practices, Universal Design for Learning, and WA State Multi-Tiered System of Supports (MTSS).
• Knowledge of special education.
• Knowledge of differentiation strategies in the general education classroom.
• Knowledge of early learning programs and systems preferred.
• Knowledge and experience in data collection, analysis, or use in problem solving.
• Knowledge of issues regarding disproportionality, overidentification, the intersection of race and disability, as well as the historical exclusion of students with significant disabilities.
• Understanding of Implementation Science and systems change processes.
• Successful leadership skills in school reform and/or effective educational practices.
• Ability to successfully coach practicing teachers.
• Ability to deliver professional development/training in research-based instructional or assessment practices.
• Ability to work flexibly and communicate effectively with diverse individuals and/or groups in a wide variety of circumstances, backgrounds and educational levels.
• Ability to manage multiple complex projects simultaneously, prioritize tasks, and meet deadlines.
• Ability to be flexible, working some evenings and weekends.
• Ability to maintain confidentiality.

Qualifications:

Bachelor’s Degree; Master’s Degree preferred. Significant successful experience teaching required. Demonstrated experience providing professional development and coaching support for leaders and teachers to improve systems and student learning outcomes.  WSP/FBI criminal history background clearance required.

Working Conditions/Physical Requirements:

Work is performed in an office or telecommute environment; however, travel is required for on-site support of schools and districts, workshops or conference attendance. Lifts and carries a maximum of 30 pounds. Adequate manual and finger dexterity, hearing, speech, and vision are necessary to perform the essential functions of this position. This position is telecommute-eligible per Policy 5225.

Hazards: Those present in a normal office environment. Lifting and moving tables and chairs for workshop setup is a potential hazard if proper safety procedures are not adhered to. Potential hazards may include traveling in inclement weather, varied road conditions, rush hour traffic, etc.

It is the policy of the Northwest Educational Service District No. 189 to not discriminate against any person with regard to age, sex, race, ethnicity, creed, religion, color, national origin, honorably discharged veteran or military status, sexual orientation, gender expression, gender identity, homelessness, immigration or citizenship status, marital status, the presence of any sensory, mental, or physical disability, neurodivergence, or the use of a trained dog guide or service animal by a person with a disability. Reasonable accommodation may be made to enable individuals with disabilities to perform the essential functions of this position. Changes to the position description may be made at the discretion of the employer.