Position Type:
Educational Consultants/IDEA Educational Consultant

Date Posted:
7/7/2026

Location:
Waterbury, CT
The State Education Resource Center (SERC) is seeking candidates for a full-time Consultant position responsible for designing and implementing programming under the Individuals with Disabilities Education Act (IDEA). The ideal candidate will have demonstrated knowledge and expertise in school and district leadership, special education instruction, secondary transition, and special education procedures and practices. The Consultant will also support additional SERC initiatives and programs. This position reports directly to the Center Coordinator for CT School Reform.

General Summary

SERC Consultants are instructional leaders who design, deliver, and evaluate high-quality professional development that supports the application of learning, systems change, and capacity building for educators and school leaders. SERC Consultants serve as agency liaisons to the Connecticut State Department of Education (CSDE) and Local Education Agencies (LEAs). Through collaborative internal and external partnerships, Consultants operationalize SERC's vision of Equity-Excellence-Education by applying a lens of equity and 21st-century skills to all programming, technical assistance, and materials development. The Consultant will support and coordinate SERC's multiple internal and external professional learning initiatives that uphold research-based, data-focused, and outcomes-driven best practices in schools, communities, and organizations.

Essential Job Functions

Applicants must have:

• Specific expertise, education, and experience in data-driven decision-making and data teams, curriculum and instruction, and special education, including strong knowledge of effective high-leverage, evidence-based strategies that meet the needs of students with disabilities.
• Demonstrated teaching ability in heterogeneous and inclusive settings, including the necessary knowledge of IEP development, specially designed instruction, accommodations and modifications, assistive technology, accessible educational materials, and instructional and behavioral strategies to support all learners.
• Experience designing, implementing, and facilitating leadership training on Planning and Placement Team (PPT) processes, team leadership, and facilitation skills, as well as professional learning sessions for general and special education administrators that strengthen their leadership knowledge of special education procedures and practices.
• Experience planning and coordinating professional learning programs that are accessible, inclusive, and culturally relevant to participants' needs. Working knowledge of professional learning standards is essential.
• Expertise in transition planning services and supports for students with disabilities, specifically from middle school through postsecondary education.
• Experience implementing and facilitating data teams, multi-tiered systems of support (MTSS), and effective strategies that meet the needs of culturally and linguistically diverse learners in general education settings.
• Strong project development and management skills; excellent interpersonal skills to work with diverse external stakeholders in support of the agency's mission; strong attention to detail; and the ability to work effectively and efficiently as part of an internal team of Consultants.
• Excellent oral, written, and interpersonal communication skills.

Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions of the position.

Responsibilities

SERC's IDEA Consultant will perform a variety of responsibilities in partnership with colleagues, schools, school districts, agencies, and community organizations. Responsibilities include, but are not limited to:

• Build collaborative relationships with internal and external partners, including state agencies, school districts, colleges, universities, and community organizations.
• Assist in the development and implementation of programming for students with disabilities, including logistical planning, scheduling, management, and oversight of professional learning opportunities, services, and programs.
• Coordinate and provide peer coaching, mentoring, modeling, and other forms of educational and instructional support designed to enhance academic success for students with disabilities.
• Assist school administrators with district- and school-level strategic planning and programming that support the academic achievement of students with disabilities.
• Maintain current knowledge of state and national issues, initiatives, and legislation related to the education of students with disabilities.
• Plan and implement comprehensive program evaluations to develop, monitor, and continuously improve professional learning programs.
• Identify the intersection of equity (race, language, culture, and ethnicity) within all aspects of education and schooling to promote seamless connections and ensure coherence with the agency's vision of Equity-Excellence-Education.
• Demonstrate effectiveness in culturally responsive and inclusive educational settings.
• Assist the Connecticut State Department of Education (CSDE) with the facilitation of statewide secondary transition initiatives and workgroups.

Knowledge, Skills, and Abilities

Knowledge of:

• The educational needs of learners with disabilities, including access to academic instruction, secondary transition services, and curriculum.
• Systems change, implementation fidelity, coaching, and professional learning practices that build organizational capacity and ensure sustainability.
• Professional learning standards, adult learning theory, and differentiated learning models used to design and deliver effective professional learning that achieves intended outcomes.
• Federal and state laws, regulations, statutes, and policies related to students with disabilities, with particular emphasis on current laws and regulations governing secondary transition.

Skill in:

• Applying research-based instructional strategies that address the needs of learners with disabilities.
• Using quantitative and qualitative student, educator, and systems data to plan, inform, guide, monitor, and adjust programs and professional learning.
• Providing high-quality customer service and collaborative communication that is culturally responsive and accessible to diverse internal and external stakeholders.
• Facilitating the implementation of state-level policy, research-based practices, and sustainable systems change that support culturally and linguistically diverse learners.
• Communicating professionally and effectively, with strong written and verbal communication skills and exceptional attention to detail.

Ability to:

• Communicate and promote professional learning opportunities, services, products, resources, and programs.
• Develop funding opportunities and collaborate with funders to design and implement professional learning that achieves agreed-upon outcomes.
• Identify the intersection of equity (race, language, culture, and ethnicity) across all aspects of education and schooling to promote seamless connections and ensure coherence with the agency's vision of Equity-Excellence-Education.
• Demonstrate effectiveness in culturally responsive and inclusive educational settings.

The ideal candidate will demonstrate effectiveness in a collaborative, team-oriented environment while possessing initiative, self-motivation, and the ability to manage multiple priorities independently with minimal supervision. Candidates from racially, culturally, and linguistically diverse backgrounds, as well as candidates with disabilities, are encouraged to apply.

Supervisory Responsibility

This position has no supervisory responsibilities.

Work Environment

The IDEA Consultant works in a hybrid environmentthat includes professional office and virtual settings and requires smart business attire. The position routinely uses standard office equipment, including computers, audiovisual equipment, copiers, and telephones. Off-site responsibilities includes work in schools, workshops, conferences, training sessions, and community events. Early mornings, evenings, and weekends may occasionally be required depending on travel and event schedules.

Physical Demands

The physical demands described here are representative of those required to successfully perform the essential functions of this position.

While performing the duties of this position, the employee must be able to communicate effectively; remain mobile; use hands and fingers to operate equipment and handle materials; and reach with hands and arms. The position may require standing for extended periods and occasionally lifting or carrying materials. Access to reliable transportation, or the ability to travel to off-site work locations, is required.

Position Type/Expected Hours of Work

This is a full-time, exempt position. Occasional evening or weekend work may be required. Following six months of employment, employees may be eligible to participate in SERC's Telework Program, which allows for a hybrid schedule with a minimum of two days per week in the office.

Education and Experience

A Master's degree in Special Education or a related field is required, and a Sixth-Year Certificate or Doctorate is preferred, AND experience working in public schools or programs.

*$87,500.00 - $119,506.00

*Salary is non-negotiable. All new hires will begin at the minimum of the salary range.

This position will remain open until filled. To be considered, applicants must submit a current resume, cover letter, and at least three professional references as part of the application package.

Apply online at www.ctserc.org?by selecting Employment under the About tab.

Disclaimer

SERC reserves the right to accept equivalent years of experience in lieu of formal education, certifications, or degrees, where appropriate. The organization may review or verify materials submitted in support of an applicant's candidacy without additional permission from the applicant. SERC also reserves the right to modify compensation, benefits, minimum qualifications, preferred qualifications, desired skills, job duties, and other terms and conditions of employment at any time.

Employment is contingent upon the successful completion of all applicable pre-employment requirements, including, but not limited to, a background check and verification of professional references.

Attachment(s):

• Vacancy Announcement - IDEA Consultant.pdf