Part Time Teacher Consultant

Job | Posted a month ago
Start Date
Position Areas
Special Education


HIgh School- Part Time (.6 FTE ) Teacher Consultant

 Certification/ Qualifications:

  1. The candidate must possess a master’s degree in education or a field of study related to special education.

  2.  The candidate must meet all of the requirements of R. 340.1782 of the Michigan Administrative Rules for Special Education (MARSE).

  3. The candidate must show evidence of a minimum of three years of satisfactory teaching experience, not less than two years of which shall be teaching in a special education classroom. Substitute teaching in general or special education classrooms is acceptable in meeting this requirement.

  4. Ability to write and speak effectively; and

  5. Possess leadership and problem solving skills; coaching experience; and PBIS training/experience.


Districts Job Goal: To work collaboratively with district staff to provide consultative, instructional and evaluative support staff knowledge and student achievement

Deadline for

Applications: Open until position is filled


Applications: Applications must include a letter of application, detailed résumé of training, work experience, references and any pertinent credentials.


Job Summary:  Teacher Consultants are involved in the ongoing refinement and evolution of a Multi-Tiered System of Support (MTSS) from early childhood through high school. Teacher Consultants serve a number of important roles in the MTSS framework including but not limited to: supporting local district teams, educators, paraprofessionals, administrators, transportation, and parents in Positive Behavior Intervention Supports (PBIS) and evidence-based core instruction and academic interventions. 


Performance Responsibilities:

  1. Participate in and support the success of MTSS related activities within the local schools through coaching in the areas of literacy and behavior, attending leadership meetings, coaching training, implementation team meetings, and staffings.

  2. Promote the value of students maintaining placement and succeeding in the general education environment. 

  3. Demonstrate excellent leadership and communication skills.

  4. Demonstrate effective interpersonal communication skills that build trust and relationships among all stakeholders to support implementation and use of an MTSS model and the problem-solving process with fidelity. 

  5. Assist school staff with appropriate data collection methods, evaluation of the data, and participate in the problem-solving process.  

  6. Model and coach district staff in the use of evidence-based Instructional and/or classroom management practices.

  7. Recommend and assist with adaptations, accommodations and modifications to the general education curricula to include assessments, pedagogy, and learning environments to increase student engagement and outcomes. 

  8. Promote the acquisition and knowledge of PBIS and its benefits to the achievement of all students as it is embedded in a MTSS framework.

  9. Collect, analyze and use data for decision making to ensure the use of behavioral data in the problem solving process and support communication of this process to all team members. 

  1. Conduct and provide ongoing technical assistance for functional behavior assessments and the use of assessment in designing effective behavior intervention plans (BIPs). 

  2. Attend all appropriate meetings such as, but not limited to: IEP meetings, MDRs, child study teams and staffings. 

  3. Conduct individual evaluations in order to inform the best possible instruction for a student. Determine the relative impact of pertinent cognitive, academic and behavioral factors on the educational process. 

  4. Facilitate REED meetings, participate in MET and IEP meetings to assist with planning for student intervention and educational programming. 

  5. Keep the building principal, local district Special Education Coordinator/Director, and Associate Superintendent for Special Education informed of any issues that may significantly impact the delivery of special education programs and services.

  6. Provide direct contact with students on an as-needed basis, as well as, providing staff with methods, techniques, and suggestions for accommodating students.

  7. Consult with and/or plan with other outside  agencies, based on the needs of the student involved.

  8. Maintain accurate, complete records as required by law, district policy, and administrative request.

  9. Strive to maintain and improve professional competence by staying up-to-date with current research and practices by attending pertinent conferences when available.

  10. Have no physical or mental restrictions that would, without reasonable accommodation, prevent performance of the essential job functions and responsibilities.



Interested Applicants should apply via Applitrack and include the following information: cover letter, resume, completed online application, transcripts from every university/college attended, all certifications, and at least 5 professional references with email addresses. 

Posted By

Greenville Public Schools

111 North Hillcrest Road , Greenville, MI 48838

At the following locations

Greenville High School

111 North Hillcrest Road , Greenville, MI 48838

Compare with State

Amount per Student


State Average: $12,292

% ELL Students


State Average: 6%

Student Teacher Ratio


State Average: 18.25

% IEP Students


State Average: 13%



State Average: 199