Assistant in Research, 12 Month Salaried - Hybrid (Florida Inclusion Networ

at  Florida State University

QUALIFICATIONS

• Master’s degree in education or related field.
• Minimum five years of experience working with general and special education staff and students with disabilities.

PREFERRED QUALIFICATIONS

• Experience with the development and implementation of inclusive educational practices for students with mild and significant disabilities, including needs assessment, strategic planning, inclusive scheduling, collaborative instructional approaches, evidence-based instructional strategies, systems change, capacity building, adult learning principles, and ongoing technical assistance for individuals and teams.
• Working knowledge of research-based practices for inclusive education and systems change.
• Experience working in collaboration with others, including colleagues, other discretionary project personnel, district and school-level administrators, instructional teams, and families.
• Current certification in a field of Exceptional Student Education by the Florida State Department of Education.
• Experience with developing documents and presentations using the Microsoft Word and PowerPoint computer software.
• Knowledge and experience with web-based professional development applications is desirable.

• Serves as liaison to plan, develop, and provide training and technical assistance to districts, schools, families, institutes of higher education, and communities to facilitate the implementation of policies and research-based practices to improve the achievement of all students with mild and significant disabilities in the general education curriculum.
• Collaborate with FIN state and regional colleagues in the planning, implementation, and monitoring of services and supports to districts and schools.
• Collaborate with families and school, districts, schools, families, other Discretionary Project, and State Department of Education staff to support systemic change and strategic planning efforts for inclusive education in all schools, including public and private schools, serving students with disabilities in pre-kindergarten, elementary, middle, and/or high school general education environments.
• Guide district and school teams in data analysis and data-based decision-making to increase and improve effective inclusive practices across the district and schools.
• Engage teams, including district and school level leaders, other education personnel, and families in activities that build capacity to increase, improve, and sustain the implementation of inclusive best practices in all districts and schools.
• Use multiple sources of data to establish educational goals and deliver professional development and technical assistance resulting in increased achievement of students with disabilities in the Least Restrictive Environment, such as
• Professional Development:
• Best Practices for Inclusive Education
• Collaborative Teaching Partnerships
• Collaborative Planning and Teaching
• Inclusive Scheduling for In-Class Supports
• Least Restrictive Environment Calculation for SPP Indicator 5
• Family Involvement
• Supporting Students with the Most Significant Cognitive Disabilities
• Peers as Partners in Learning
• Integration of a variety of instructional practices for students, teachers, professional staff, and family members for students with disabilities in inclusive settings.
• Technical Assistance:
• Instructional coaching, demonstration, observations, and feedback
• Data chats and conferences
• Instructional planning
• Facilitation of PLCs, study groups, and other job-embedded professional learning
• Problem-solving and ongoing action planning
• Plan, develop, and provide professional development and technical assistance using alternate delivery methods such as teleconference, video conference, online presentations, online collaboration, and other web-based formats.
• Provide resources and consultation on inclusive best practices to families of students with disabilities.
• Disseminate materials and resources to educators that support the continuous implementation and improvement of best practices for educating students with disabilities in general education environments.
• Represent FIN on committees, councils, etc. at the state, district, and/or school levels.
• Identify and develop steps to meet individual professional development goals based on the FIN Leadership Competencies self-assessment.