• Job Description

  Req#: 1744
  Position Type:
  Certificated, Non Teaching/ Instructional Support Specialist (ISS)
  
  
  Date Posted:
  7/7/2025
  
  
  Location:
  District Office
  
  
  Closing Date:
  07/15/2025
  
  
  Provide direct coaching and instructional guidance to classroom teachers
  Support teachers in California standards and frameworks lesson design, including differentiation and assessment for learning
  Be knowledgeable of and be prepared to model effective use of differentiated instructional strategies for diverse learners
  Assist in the design, development, and update of learning progressions and scope and sequence frameworks, as well as unit planning and pacing
  Develop classroom teachers’ ability to differentiate instruction to meet individual student needs as determined by diagnostic and formative assessment data
  Cultivate teacher leadership structures to engage in a continuous improvement cycle
  Collaborate with district departments to articulate coherent and comprehensive standards-based educational programs to ensure all students access the core curriculum
  Design, implement, and coordinate professional development of the adopted core and intervention curricula
  Knowledge of administration, analysis, and use of the results of student assessments
  Support the integration of educational technology to improve student outcomes
  Facilitate teacher work groups/common planning time or grade level team/department meetings looking at student work or data in order to plan and/or adjust instruction
  Contribute to the cultivation of strong, cohesive professional learning communities (PLCs)
  Participate in and/or facilitate district-wide applicable professional development, including district-wide School Leadership Teams (SLTs) or PLCs
  Observe lessons and provide constructive feedback to teachers, identifying and sharing effective instruction strategies and co-modeling lessons as appropriate
  Meet with teachers by department &/or in PLCs to facilitate discussion on best practices in instruction and analyzing student data in a cycle of inquiry to inform instruction
  With district guidance, facilitate the piloting, adoption, and use of instructional materials
  Work with Directors and principals to coordinate and facilitate site and district professional learning.
  Other duties as assigned
  Ability to contribute to co-construct a long-term vision for instructional practice to help teachers ensure students read, reason, and communicate for college-career readiness
  Deep familiarity with subject-specific standards and proficiencies
  Demonstrated pedagogical expertise
  Use data to inform instruction in a cycle of inquiry
  Demonstrated capacity to integrate technology into instructional design and delivery
  Student-centered, growth mindset
  Ability to function as a lead learner for other adult learners.
  Primarily inside work with little exposure to weather conditions.
  Travel to school sites.
  Hearing and speaking to exchange information in person, via computer, and on the telephone.
  Seeing to read a variety of documents.
  Dexterity of hands and fingers to operate office equipment.
  Ability to work at a desk, conference table or in meetings of various configurations.
  Ability to stand and circulate for extended periods of time.
  Ability to see for purposes of reading laws and codes, rules and policies, and other printed matter and observing students.
  Ability to hear and understand speech at normal speech levels.
  Ability to bend and twist, stoop, kneel. Ability to reach in all directions.
  Ability to communicate so others will be able to clearly understand normal conversation.
  Ability to lift up to 25 pounds.
  Ability to carry up to 25 pounds.
  Moderate to high stress levels.
  Work is predominantly in a school environment.
  Climate is normal; occasional adverse weather conditions.
  Regular Contact with students, teachers, school staff, district staff, parents and community members.
  Knowledge, skills, and experiences that can support implementation of California Common Core State Standards for ELA and Math, History Social-Science Framework, Next Generation Science Standards (NGSS), and/or ELA/ELD Framework
  Successful classroom teaching experience for 5 or more years
  Coaching and/or mentoring experience (preferred)
  Experience with and passion for designing and facilitating professional learning experiences for practicing teachers and administrators
  Experience with and passion for integrating technology with instruction
  Experience using formative and summative assessment results to inform instructional design
  Possess a strong working knowledge of core standards at the content and practice level as connected to local and state policy, state assessments, and/or the PLC process
  Knowledge of strategies to support English Learners and Students With Disabilities
  Cultural proficiency; ability to engage in conversations/actions related to differences in access and achievement for Latinx students
  Demonstrated proficiency with language acquisition/development
  Santa Barbara Unified School District is currently accepting applications from internal candidates for the Instructional Support Specialist - Math position for the 2025/2026 school year.
  
  Title: Instructional Support Specialist (This includes positions in each of the following subjects: 1. English-Language Arts, 2. History/Social Studies, 3. Math, or 4. Science)
  Reports to: Assistant Superintendent, Ed Services
  
  Salary Schedule Range: Depends on experience, from Class I, Step 1 $70,991.52 to highest placement at Class III, Step 13 $119,347.96 of the Teacher B-7 TOSA Salary Schedule: 200 days, available online in the Human Resources section of the District website. Annual stipends for a Master’s and Doctorate degrees.
  Location: Will work at the district-level across multiple sites.
  Benefits: Eligible to participate in District health, vision, dental and term life insurance.
  Purpose of Position: The Instructional Support Specialist supports teachers in both informal and formal coaching cycles around instructional practice, specifically in implementing required state academic standards, Board-adopted curricula, and student performance assessments in relation to cycles of inquiry.
  Essential Functions
  • Provide direct coaching and instructional guidance to classroom teachers

  • Support teachers in California standards and frameworks lesson design, including differentiation and assessment for learning

  • Be knowledgeable of and be prepared to model effective use of differentiated instructional strategies for diverse learners

  • Assist in the design, development, and update of learning progressions and scope and sequence frameworks, as well as unit planning and pacing

  • Develop classroom teachers’ ability to differentiate instruction to meet individual student needs as determined by diagnostic and formative assessment data

  • Cultivate teacher leadership structures to engage in a continuous improvement cycle

  • Collaborate with district departments to articulate coherent and comprehensive standards-based educational programs to ensure all students access the core curriculum

  • Design, implement, and coordinate professional development of the adopted core and intervention curricula

  • Knowledge of administration, analysis, and use of the results of student assessments

  • Support the integration of educational technology to improve student outcomes

  • Facilitate teacher work groups/common planning time or grade level team/department meetings looking at student work or data in order to plan and/or adjust instruction

  • Contribute to the cultivation of strong, cohesive professional learning communities (PLCs)

  • Participate in and/or facilitate district-wide applicable professional development, including district-wide School Leadership Teams (SLTs) or PLCs

  • Observe lessons and provide constructive feedback to teachers, identifying and sharing effective instruction strategies and co-modeling lessons as appropriate

  • Meet with teachers by department &/or in PLCs to facilitate discussion on best practices in instruction and analyzing student data in a cycle of inquiry to inform instruction

  • With district guidance, facilitate the piloting, adoption, and use of instructional materials

  • Work with Directors and principals to coordinate and facilitate site and district professional learning.

  • Other duties as assigned
  Technical skills include:
  • Ability to contribute to co-construct a long-term vision for instructional practice to help teachers ensure students read, reason, and communicate for college-career readiness

  • Deep familiarity with subject-specific standards and proficiencies

  • Demonstrated pedagogical expertise

  • Use data to inform instruction in a cycle of inquiry

  • Demonstrated capacity to integrate technology into instructional design and delivery

  • Student-centered, growth mindset

  • Ability to function as a lead learner for other adult learners.
  Working Conditions & Physical Demands:
  • Primarily inside work with little exposure to weather conditions.

  • Travel to school sites.

  • Hearing and speaking to exchange information in person, via computer, and on the telephone.

  • Seeing to read a variety of documents.

  • Dexterity of hands and fingers to operate office equipment.
  • Ability to work at a desk, conference table or in meetings of various configurations.

  • Ability to stand and circulate for extended periods of time.

  • Ability to see for purposes of reading laws and codes, rules and policies, and other printed matter and observing students.

  • Ability to hear and understand speech at normal speech levels.

  • Ability to bend and twist, stoop, kneel. Ability to reach in all directions.

  • Ability to communicate so others will be able to clearly understand normal conversation.

  • Ability to lift up to 25 pounds.

  • Ability to carry up to 25 pounds.

  • Moderate to high stress levels.

  • Work is predominantly in a school environment.

  • Climate is normal; occasional adverse weather conditions.

  • Regular Contact with students, teachers, school staff, district staff, parents and community members.
  Required Qualifications:
  Must possess a current California teaching credential and either CLAD, BCLAD, BCC, LDS or EL authorization. Desired knowledge, skills and experience include:
  • Knowledge, skills, and experiences that can support implementation of California Common Core State Standards for ELA and Math, History Social-Science Framework, Next Generation Science Standards (NGSS), and/or ELA/ELD Framework

  • Successful classroom teaching experience for 5 or more years

  • Coaching and/or mentoring experience (preferred)

  • Experience with and passion for designing and facilitating professional learning experiences for practicing teachers and administrators

  • Experience with and passion for integrating technology with instruction

  • Experience using formative and summative assessment results to inform instructional design

  • Possess a strong working knowledge of core standards at the content and practice level as connected to local and state policy, state assessments, and/or the PLC process

  • Knowledge of strategies to support English Learners and Students With Disabilities

  • Cultural proficiency; ability to engage in conversations/actions related to differences in access and achievement for Latinx students

  • Demonstrated proficiency with language acquisition/development
  
  
  

• About the company

  The Santa Barbara Unified School District is the main public school district that serves Santa Barbara and Goleta, California.

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