Instructional Support Specialist - Schoolcraft Elementary School

JOB POSTING

Instructional Support Specialist - Schoolcraft Elementary School

April 23, 2026

Job Summary

The Instructional Support Specialist is a full-time, building-level position. This role serves as an in-house resource and collaborative partner, readily available to provide support across various instructional capacities. The Instructional Support Specialist is a resource for the entire SES team, focusing on supporting students and staff, strengthening our systems, and contributing to the conditions where every student can succeed and every educator can do their best work.

Qualifications Required

• Possess a valid Michigan teaching certification

• Master’s degree in Reading, Literacy, Curriculum & Instruction, or a closely related field

• Minimum of three to five years of successful teaching experience

Desired Qualifications

• Experience leading or co-facilitating professional development for adult learners
• Familiarity with the district’s current reading and math curriculum, assessment tools, and instructional frameworks
• Experience with professional learning communities
• Experience working within or supporting a Student Support Team process
• Strong interpersonal, organizational, collaboration, communication, and facilitation skills
• Working knowledge of MTSS framework and tiered intervention models
• Experience using technology as an instructional tool in the classroom and for data analysis
• Experience administering, analyzing, and using student assessment and progress monitoring data
• Ability to work with various personality types and demonstrated ability to coach and build trust with adult learners
• Professional in personal conduct and actions
• Active and continuous learner in the area of elementary education, with research-based instructional strategies

Essential Duties & Responsibilities

The following duties are representative of those required in this position. Other duties may be assigned as needed by building leadership.

• Instructional Consultation and Support

The Instructional Support Specialist will check in with staff members throughout the year. These conversations may lead to direct support, collaborative planning sessions, resource sharing, or simply reassurance that things are going well. The goal is to establish a consistent, trusted presence so that when needs arise, staff members know they can reach out to this person for collaboration.

• Serve as a readily available thought process partner and in-house resource for instructional questions, curriculum support, student planning, and evidence-based practices across content areas
• Provide personalized, as-needed consultation for staff:
• the administration and interpretation of literacy and math assessments
• brainstorming and planning for whole-group and small-group instructional practices and differentiation strategies
• using data diagnostically to adjust reading and math instruction and intervention
• curriculum questions and implementation support for both reading and math
• Assist in the selection, evaluation, and implementation of high-quality instructional materials
• When assigned by the building administration as a support resource for staff working toward instructional growth, serve as a collaborative partner in that process, focused entirely on support rather than evaluation.
• Partner with building administration to identify instructional needs across grade levels (not to report on individuals), but to inform professional development and system-level support
• Support new teachers (Years 1-3) through a structured, consistent coaching cycle

• MTSS Data Coordination & Review
• • In partnership with our MTSS team:
  • coordinate universal screening and benchmark assessment cycles across the building
  • organize and maintain building-level data systems for literacy and mathematics
  • co-facilitate data review meetings and support staff in interpreting and acting on student performance data
  • monitor student progress and data documentation across all three tiers
  • generate data reports for the Student Support Team, teachers, principal, and central office as required

• Student Support Team (SST) Collaboration
• • Serve as a standing member of the brainstorming and problem-solving process of the building's Student Support Team
  • Support the team in developing data-driven, measurable intervention plans
  • Collaborate with teachers in the development of follow-up plans and resources related to SST recommendations

• Student Intervention
• • Work with our teachers, MTSS Team, and Student Support Team to:
  • design individualized intervention plans based on diagnostic assessment data
  • determine which students the person in this role provides direct, intensive intervention services for in the areas of reading and math
  • monitor and document student response to intervention; adjust instruction based on progress data

• Professional Development Leadership
• • Plan and lead building-level professional development in Tier 1 instructional practices
  • Deliver ongoing, job-embedded professional learning through collaborative planning, co-teaching, and instructional modeling (at the invitation and request of staff, new teachers in year 1 -3, or as assigned by administration)
  • Differentiate professional learning experiences based on staff needs and student outcome data
  • Lead and support the building's reading leadership team (R-TFI)
  • Foster a building culture of reflective practice and continuous professional growth

Physical Requirement & Work Environment

This position is primarily performed in an elementary school setting. The employee will regularly move throughout the building. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

Schedule & Work Year (beginning 26/27 school year)

• Full-time position following the school-year calendar. Winter break and spring break are not required workdays. This position is not classified as a teaching position.
• Hours: 7:45 AM - 3:15 PM (*may include additional after-school meetings)
• This position begins one week prior to the start of back-to-school professional development week and concludes two days after the last day of the student school year (approximately 194 days).
• This role includes dedicated days for designing professional development content, followed by the delivery of those sessions during summer training and pre-service weeks (5-10 additional days with approval).

Statement of Discrimination

It is the policy of the Schoolcraft School District that no person shall on the basis of sex, race, color, national origin, or handicap be excluded from participation in, be denied the benefits of, or be subjected to discrimination in employment or any of its programs or activities.

Criminal Records Check

In accordance with state law and board policy, no person shall be hired to work in contact with children prior to being fingerprinted and passing a criminal records review.

The information contained in this job description is for compliance with the American with Disabilities Act (A.D.A.) and is not an exhaustive list of the duties performed for this position. Additional duties are performed by the individuals currently holding this position and additional duties may be assigned.

Application Deadline: May 7, 2026

Employment Dates: 2026-2027 School Year (start)

Salary: Based on experience

Apply To:

Internal Candidates, please submit an online application through

External candidates who are qualified and wish to be considered for this position must submit an

application at that includes a cover letter, resume, references, and transcripts.

Questions : Matt Webster, Assistant Superintendent, HR Director, [email protected]