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Director of Inclusive Learning (2025-2026)

New York, New York, United States

Reports to: Principal
Hours: 8:00am - 4:30pm + some out-of-school responsibilities, after-hours responsibilities (as determined by Principal)
Compensation: $96,408-$129,564 (We believe in compensating staff members fairly in relation to each other. We take into consideration qualifications, credentials, years of experience, and one's impact on behalf of the organization - internal and external equity is taken seriously. East Harlem Scholars Academies also offers a comprehensive benefits package.)
FLSA Status: Exempt 

 

Who We Are

East Harlem Tutorial Program (EHTP) began in 1958 as a children's reading group and has since grown into a multi-site after-school program for traditional public school students and a network of public charter schools focused on significantly increasing the college graduation rate in East Harlem. At EHTP, we envision a world where all young people access an unconditionally supportive education that offers them the freedom to embrace—and build on—their inherent power as learners. We believe that students shouldn’t have to leave their neighborhood to access a great education. East Harlem is a vibrant community that has experienced extreme educational inequities resulting from systemic oppression and historical marginalization — which, in turn, affects college completion and unemployment rates. We work in partnership with students and their families as they harness the limitless potential of East Harlem.

At EHTP we also aim to serve as an agent of change and thoughtfully contribute to the national fight for racial equity. Through our organization-wide commitment to anti-racism work, we prepare our scholars to effect change, challenge the status quo, and thrive in the world around them. As staff members, we face our own racial identities and conscious and unconscious biases. With this in mind, all of our professional development, curriculum, organizational materials, and processes are designed with a goal of racial justice. Read our racial equity statement here.

 

About the Opportunity

The mission of the Director of Inclusive Learning is responsible for leading and overseeing the implementation of inclusive education practices, special education services, and multi-tiered student supports. This role ensures that all students, particularly those with disabilities, English Language Learners (ELLs), and students requiring academic or behavioral interventions, receive high-quality, individualized support to thrive academically and socially. As a key member of the school leadership team, the Director of Inclusive Learning collaborates with teachers, administrators, families, and external partners to foster an inclusive, equitable learning environment. They are responsible for coaching and evaluating teachers and teacher leaders. They take action on school-wide trends on curriculum, assessments, culture systems, and family engagement practices in partnership and consultation with the other members of the school’s leadership team. 

 

Areas of Leadership

  • Serve as the instructional leader of inclusive learning staff, ensuring that all teachers are delivering engaging, standards-aligned, and data-driven instruction.

  • Foster a school culture of joy, high expectations, and inclusivity, ensuring that students feel safe, valued, and challenged.

  • Lead the development and implementation of curriculum and instructional strategies that meet the diverse needs of students, including Multi Language Learners and students with IEPs.

  • Develop and support general education and inclusive learning teachers and staff through coaching, feedback, and professional development.

  • Implement restorative justice and trauma-informed practices to build a positive and supportive school community.

  • Cultivate strong family and community engagement, fostering meaningful partnerships between school, home, and the broader community.

  • Manage the execution of all aspects of student 504 plans and Individualized Education Programs (IEPs,) including: coordinating all related services, testing accommodations, assistive technology, academic goal tracking, quarterly progress reporting, and holding all annual and re-evaluation meetings in coordination with school-based and network compliance teams.

  • Perform education assessments of students, including observations, review of educational history, conferences with teachers and an evaluation and analysis of student academic performance and learning characteristics.

  • Manage all special education needs of students including initial referrals and Special Education Teacher Support Services(SETSS) management in coordination with school-based and network compliance teams.

  • Serve as a manager and/or coach to a portfolio of inclusive learning team members.

  • Collaborate with the Culture Support Team to complete Functional Behavior Assessments and Behavior Intervention Plans of students with IEPs or students in the Initial Referral process

  • Manage all aspects of the Initial Referral process to assess student eligibility for Special Education Services, including the coordination of evaluations, family communication and collaboration with the Committee of Special Education

  • Lead the Student Support Team in the coordination of all Academic Intervention Services using a data-driven referral process and authentic RTI or MTSS model.

  • Oversee professional development opportunities for all staff as it relates to inclusive education, academic and behavioral intervention.

  • Ensure that suspension of students with IEPs meet necessary state and federal regulations including aligning on MDR process.

  • Serve as a visible, present, and engaged leader, modeling professionalism, equity, and a commitment to student success.

 

What Qualifies You

  • Education: A Master’s Degree in Education, Educational Leadership, Special Education or a related field.

  • Certification: Possession of a valid New York State School Building Leader (SBL) certification or willingness to obtain one.

  • At least 5 years of teaching experience in special education, student support services, or a related field

  • At least 2 years of school leadership experience, including coaching teachers, leading instruction, and managing school operations.

  • Deep knowledge of curriculum, instruction, and assessment best practices across K-12 grade levels.

  • Experience in data-driven instruction, using assessment and student performance data to inform decision-making.

  • Expertise in differentiation, co-teaching models, and MLL strategies to support diverse learners.

  • Strong knowledge of MTSS or RTI.

  • A strong believer in anti-racism education, culturally responsive teaching, and trauma-informed practices.

  • Experience implementing restorative justice and social-emotional learning (SEL) initiatives

  • Proven ability to develop and inspire teachers, providing coaching, feedback, and professional growth opportunities.

  • Strong relationship-building skills with students, families, and staff.

  • A strategic thinker who can manage school-wide initiatives, schedules, and resources effectively.

  • Ability to navigate challenges with flexibility, resilience, and a solutions-oriented mindset.

  • Demonstrates timeliness, accountability, and ethical leadership in all responsibilities.

  • Maintains a growth mindset, embracing feedback and continuous improvement.

 

Key Responsibilities & Leadership Areas

Leadership & Professional Growth

  • Serve as a role model for staff and students, demonstrating professionalism and integrity.

  • Continuously engage in professional development and leadership training coming from the network.

  • Actively and thoughtfully engage in coaching cycles with Senior Director of Inclusive Learning

  • Work closely with network leaders to align school goals with organizational priorities.

Instructional Excellence & Teacher Development

  • Partner directly with the principal to support implementation of the instructional vision for the school

  • Provide coaching and professional development to general education and special education teachers on differentiation, Universal Design for Learning (UDL), co-teaching, and evidence-based interventions.

  • Ensure the successful implementation of developmentally appropriate, rigorous curricula and instructional materials

  • Conduct regular classroom observations, provide targeted feedback, and ensure teachers meet high expectations.

  • Provide and oversee instructional professional development, providing targeted support to teachers where needed aligned to schoolwide and network wide priorities

  • Ensure the successful implementation of Individualized Education Programs (IEPs) and 504 Plans in collaboration with teachers, service providers and in partnership with the school leadership team.

  • Monitor student progress and use data-driven strategies to improve academic outcomes for students receiving specialized support.

Special Education & Compliance

  • Oversee the Special Education (SPED) program, ensuring compliance with federal and state regulations (IDEA, Section 504, and NYSED guidelines).

  • Ensure execution of  IEP meetings, ensuring families, teachers, and support staff work collaboratively to create meaningful, student-centered plans.

  • Maintain accurate documentation, track compliance deadlines, and ensure timely evaluations and reevaluations.

  • Serve as the primary liaison with external agencies, related service providers, and network-wide special education teams.

  • For High School Director: Ensure that each student with an IEP has an appropriate graduation plan that is communicated to leadership and all teachers and acts as a guide to ensure timely graduation.

Multi-Tiered Systems of Support (MTSS)

  • Develop and manage a Multi-Tiered System of Supports (MTSS) framework to provide academic and behavioral interventions at different levels.

  • Work closely with the Director of School Culture & Family Engagement to ensure student behavior interventions align with restorative justice and trauma-informed practices.

  • Train and support teachers in identifying students in need of Tier 2 or Tier 3 interventions and implementing effective support strategies.

Multi Language Learner (MLL) Support

  • Ensure effective English as a New Language (ENL) programming for ELL students, supporting language acquisition while maintaining academic rigor.

  • Collaborate with teachers to implement differentiated instruction and assessment for ELL students.

  • Monitor ELL student progress and provide targeted interventions as needed.

Assessments, Data Analysis & Action Planning

  • Ensure a successful school-wide assessment and data analysis program.

  • Oversee the administration, collection, and analysis of qualitative and quantitative data from statewide, interim, and other assessments and ensure that students are getting accommodations for assessments outlined in their IEPs or 504 plans.

  • Facilitate data reflection protocols to support teacher improvement and programmatic changes in partnership with the Assistant Principals & the Director of School Culture & Family Engagement with vision set forth by the Principal.

  • Generate summary student performance reports to be reviewed by Principal, Senior Leadership Team and/or the Board

School Culture & Student Support

  • Partner with the Director of School Culture & Family Engagement to support teachers to build rigorous, nurturing classroom communities that maintain high academic and social expectations for students.

  • Partner with the Director of School Culture & Family Engagement to respond to high-level behavior incidents (e.g. suspensions) and ensure alignment with network policy with the Senior Director of School Culture & Family Engagement and Director of Inclusive Learning

  • Collaborate with school staff to support students' academic and socio-emotional development

  • Foster a positive and inclusive school culture that promotes student engagement, responsibility, and success.

  • Implement restorative justice and trauma-informed practices to support student behavior and well-being.

  • Build strong relationships with students, promoting leadership, growth mindset, and social-emotional learning.

Family & Community Engagement

  • Build relationships with families through frequent communication about student progress

  • In partnership with the Director of School Culture & Family Engagement & the Director of Operations build events that engages families and ensure that they feel part of the overall school community

  • Communicate regularly with families, ensuring they are kept involved with and held accountable for their children's performance, and correspond about school policies, trips, and events

Teacher Hiring, Coaching & Support

  • Partner directly with the principal to hire, coach, and support teachers via a rigorous selection model and robust coaching and professional development program

  • Ensure that instructional staff receives accurate and timely information regarding performance and professional responsibilities

  • Drive system for collection of teacher lesson plans and delivery of feedback. 

  • Conduct observations and formal performance reviews for teachers and staff in coordination with the school leadership team.

  • Implement and oversee performance improvement plans, as necessary

  • Actively contribute to decisions regarding staff retention

Commitment to Out of School Time

  • Collaborate with the Managing Director of OST and school-based Program Directors to ensure alignment between the academic day and OST.

  • Support staff to ensure the smooth administration and effectiveness of OST (Out of School Time)

School-Based Responsibilities

  • Support school wide programs including but not limited to: common picture duties (e.g. lunch, recess, etc.), maintaining a homeroom or advisory, supporting students in field experiences

  • Adapt and prepare to implement duties and responsibilities as outlined by the Principal that align with the scope of the role and contribute to our collective impact

 

Thank you in advance for taking the time to submit an application.

 

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