Professional Development Specialist, Education

POSITION SUMMARY: The Professional Development Specialist, Education, collaborates with the Elwyn Davidson School administrative team, including the Director of Professional Development, to support the ongoing learning and professional growth of the Elwyn Davidson School instructional staff, to provide consultation and guidance that ensures compliance with the Individuals with Disabilities Education act (IDEA) and PA Title 22 Chapter 14 regulations, to promote the use of best practices and principles, and to provide a high-quality experience for children and families entering Elwyn's system of care. The Professional Development Specialist supports a transfer of skills to staff relying on modes of instruction and support rooted in a coaching and consultation model through the development and implementation of individual coaching plans. The Professional Development Specialist develops content, delivers didactic training, administers, scores, and evaluates various forms of assessment to measure competency and application, engages in direct observation of staff, and provides in-the-moment and post-hoc feedback.

DUTIES AND RESPONSIBILITIES:

• Maintains working knowledge of federal and state special education regulations, as rooted in the Individuals with Disabilities Act (IDEA) and PA Title 22 Chapter 14 (Special Education Services and Programs) to ensure compliance of the Davidson School with all necessary regulations and mandates
• Develops and delivers high-quality professional development content in accordance with the regulations, as well as current research on best practice in the field of special education to ensure the capability of all instructional staff to provide high-quality services to children and families
• Develops valid and reliable assessment tools to engage in ongoing measurement of staff growth and utilizes assessment data to drive the development of intensive coaching practices to ensure the application of learned content
• Collaborates with a wide variety of instructional staff, including but not limited to classroom teachers and transition staff, to develop and implement individualized goal-focused coaching plans that includes one-to-one and/or group coaching sessions, instructional plan reviews, formal and informal observations, and review of student achievement data to ensure the application of learned content and the successful transfer of learning
• Evaluates the progress of the coaching plans using data collected through direct observation, file review, and other relevant modes of data collection and evidence, and, if necessary, implements additional techniques and strategies designed to advance instructional staff toward their stated goals
• Provides Elwyn Davidson School administration with written updates on instructional staff progress towards the goals outlined in their individualized coaching plan on an as-needed basis to provide direct supervisors with the information needed to improve their supervisory support of Davidson School staff
• Plans, facilitates, and implements high-quality, fidelity-aligned Professional Learning Communities (PLCs) for Davidson instructional staff to support the ongoing application of learned content through formal professional collaboration, peer support systems, targeted data reviews, etc.
• Models appropriate data collection techniques for instructional staff through collaborative development of data collection tools, in-the-moment transcription of student data, etc., focusing on student progress toward Individualized Education Programs (IEP) goals, as well as interpretation and use of data to drive the development of Specially Designed Instruction
• Models sound instructional practices and reinforces these practices with instructional staff through co-teaching, observations, and feedback sessions
• Utilizes a data-driven, collective problem-solving approach to intervention to target specific areas of need, including, but limited to, individual, departmental, or school-wide support; provides data-informed feedback and recommendations to Davidson School administration for improved program performance
• Responds to requests for consultation from supervisors and provides support, guidance, and clarity on general and specific areas of need for individual staff members or providers through coaching activities including but not limited to direct observation and the provision of in-the-moment and/or post-hoc feedback; file review, etc.; maintains a log of inquiries and analyzes for trends to inform and develop ongoing practice
• Supports instructional staff with the implementation of research-based interventions and curriculum through development of instructional plans and/or direct modeling in the classroom setting
• Provides instructional staff with the necessary resources to aid in and enhance all instructional practices including, but not limited to, instructional planning and lesson preparation, Specially Designed Instruction (SDI), formal and informal assessment, data collection/progress monitoring, IEP development and interpretation, creation of schedules and orchestration of the classroom environment
• Ensures instructional staff have a comprehensive understanding of the IEP process by providing a complete overview of the process, including regulatory requirements, as well as providing instructional staff with guidance and feedback during the IEP development process
• Audits IEPs and other special education-related documents, as it relates to regulatory compliance, and provides staff with feedback and areas for improvement, as well as identify patterns in which additional training or support may be warranted to ensure compliance with special education regulations
• Observes and supports instructional staff during IEP meetings to provide in-the-moment and post-hoc feedback, as well as resources designed to improve quality, instill confidence, and facilitate instructional staff independence in future IEP meetings
• Assesses training needs of instructional staff through individual coaching plans, direct observation, and school-wide quantitative and qualitative data to develop and deliver training for staff on topics including, but not limited to research-based instructional practices, IEPs, data collection/progress monitoring, classroom management, and family engagement to ensure high quality programs for children and families
• Builds collaborative relationships with instructional staff through active listening, clear communication, modeling, co-teaching, constructive feedback, and mentoring to ensure high-quality and effective coaching relationships
• Performs cardiopulmonary resuscitation (CPR) and crisis intervention using agency-trained protocols
• Performs other duties as assigned

IMMEDIATE SUPERVISOR: Director of Professional Development

DIRECT REPORTS: None

CONTACTS: Elwyn staff; students; families/care givers; agency/contracted support staff; Local Education Agency (LEA) representatives

EDUCATION/EXPERIENCE/SKILLS REQUIREMENTS:

• Bachelor's degree in education or related field; Master's degree in field preferred
• Pennsylvania Department of Education (PDE) certification in general education (Elementary, Middle or High School Area of Concentration) and/or Special Education
• Five (5) years' experience in education or related field
• Two (2) years of program administrative experience, including training/curriculum design and staff development experience
• Demonstrated knowledge of best practices/principles for instructing and coaching adult learners
• Knowledge of PA Acts 89, 45, and 48 and PDE regulations preferred
• Ability to assess broad-based education and related service needs
• Demonstrated ability to work effectively as part of a team
• Ability to work in a fast-paced environment and manage and prioritize multiple, often competing, priorities
• Demonstrated strong attention to detail
• Demonstrated strong time management and organizational skills
• Demonstrated excellent judgment with the ability to independently solve problems and make decisions with little or no need for direct supervision
• Demonstrated ability to anticipate future needed changes or identify problem areas and take effective actions
• Must possess excellent customer interaction, collaboration, presentation, and written and verbal communication skills
• Demonstrated intermediate experience with Microsoft Office applications, including Word, Excel, Outlook, and PowerPoint; Publisher preferred
• Experience using/knowledge of electronic record preferred; PowerSchool preferred
• Must be able to perform CPR and crisis intervention using agency-trained protocols
• Must have current, valid driver's license in state of residence, three (3) years driving experience in the United States, and acceptable driving record

2026-4604