Job description

AIR is seeking a Technical Assistance Consultant to strengthen state, district, and school capacity to implement and sustain evidence-based mathematics intervention within Multi-Tiered System of Supports (MTSS) and special education frameworks. The position focuses on systems-level coaching, implementation science, professional learning, continuous improvement, and data-based decision making to support educators and leaders in translating research into practice and improving outcomes for students with disabilities. This position has the flexibility to work remotely within the United States (U.S.) or from one of our U.S. office locations. This does not include U.S. territories. About AIR: Founded in 1946 and headquartered in Arlington, Virginia, the American Institutes for Research (AIR) is a nonpartisan, not-for-profit organization that conducts behavioral and social science research and delivers technical assistance to address some of the most pressing challenges in the United States and globally. We generate evidence and apply data-driven solutions that expand opportunities and improve lives for all. Responsibilities: The responsibilities for the position include: Provide intensive and targeted technical assistance to state education agencies, districts, schools, and leadership teams to strengthen the implementation of evidence-based mathematics intervention within MTSS frameworks. Design and deliver professional learning, leadership coaching, implementation support, and communities of practice focused on mathematics intervention, data-based individualization (DBI), specially designed instruction (SDI), and MTSS implementation. Support educational systems in strengthening the essential components of MTSS, including screening, progress monitoring, multi-level prevention systems, and data-based decision making. Facilitate systems-level coaching with district and school leadership teams to support implementation planning, problem solving, continuous improvement, and sustainability of evidence-based practices. Develop implementation tools, coaching protocols, fidelity measures, professional learning resources, and technical assistance materials aligned with project goals and evidence-based frameworks. Provide expertise in mathematics intervention, intensive intervention, and supports for students with disabilities to inform technical assistance, research, product development, and implementation activities. Support implementation and evaluation efforts for federally funded projects, including development of measures, data collection activities, implementation studies, and interpretation of findings. Analyze and use implementation and student outcome data to inform coaching, guide decision making, and support continuous improvement efforts. Collaborate with researchers, developers, and project teams to translate research into practical tools and supports that improve educator implementation and student outcomes. Represent AIR in meetings and partnerships with national centers, state agencies, districts, professional organizations, and other stakeholders. Contribute to proposal development, business development efforts, and growth opportunities related to MTSS, mathematics intervention, special education, and implementation science. Lead project tasks and supervise junior staff, with increasing responsibility for project leadership and strategic direction. Qualifications: Education, Knowledge, and Experience Master's degree in education, special education, educational leadership, school psychology, mathematics education, curriculum and instruction, or a related field, with a minimum of 4 years of relevant experience; or Bachelor's degree with at least 6 years of relevant experience. Deep knowledge of evidence-based mathematics instruction, mathematics intervention, and supports for students with disabilities. Demonstrated expertise in evidence-based mathematics intervention and supports for students with disabilities or students requiring intensive intervention. Experience supporting implementation of MTSS, Response to Intervention (RTI), Data-Based Individualization (DBI), or related tiered support frameworks. Demonstrated commitment to improving outcomes for all students including those with intensive academic needs and students with disabilities. Experience providing systems-level coaching, technical assistance, or implementation support to district and school leadership teams. Experience using implementation data, readiness assessments, progress monitoring, and continuous improvement processes to guide systems change efforts. Knowledge of implementation science, adult learning principles, and strategies for scaling and sustaining evidence-based practices. Experience supporting state education agencies, districts, regional service agencies, or large-scale educational initiatives. Experience contributing to federal technical assistance centers, research projects, or large-scale implementation initiatives. Familiarity with special education policy and practice, including specially designed instruction and intervention systems. Skills Demonstrated ability to build trusting coaching relationships with educators, school leaders, and system leaders. Demonstrated ability to build implementation capacity through systems-level coaching. Strong facilitation skills and ability to adapt technical assistance to varied audiences and organizational contexts. Ability to think strategically about systems change while supporting practical implementation with leaders, educators, and multidisciplinary teams. Self-directed learner who actively seeks feedback, demonstrates professional growth, and effectively manages complex projects with limited supervision. Strong problem-solving skills and ability to work independently in evolving project environments. Ability to translate research and evidence-based practices into practical implementation supports for educators and leaders. Willingness and ability to travel locally and nationally as needed. Strong organizational skills and ability to manage multiple projects simultaneously. Effective communication skills with the ability to collaborate efficiently in a virtual work environment. Disclosures: Applicants must be currently authorized to work in the U.S. on a full-time basis. Employment-based visa sponsorship (including H-1B sponsorship) is not available for this position. Depending on project work, qualified candidates may need to meet certain residency requirements. American Institutes for Research is an equal employment opportunity/affirmative action employer. All qualified applicants will receive consideration for employment without discrimination on the basis of any characteristic protected by applicable federal, state or local law, including, but not limited to, actual or perceived race (including traits historically associated with race, such as hair texture, hair type, and protective hairstyles such as braid, locs, and twists), creed, color, religion, alienage or national origin, ancestry, citizenship status, age, physical or mental disability, medical condition (e.g., cancer), sex, gender, gender identity or expression (including transgender status), sexual orientation, marital status, civil union status, pregnancy, childbirth or related medical conditions, genetic information, or military or veteran status. AIR adheres to strict child safeguarding principles. All selected candidates will be expected to adhere to these standards and principles and will therefore undergo reference and background checks. AIR maintains a drug-free work environment. ACCESSIBILITY NOTICE: If you need a reasonable accommodation for any part of the employment process due to a physical or mental disability, please send an email to Taliba Boone at tboone@air.org or call 202.403.5000. Fraudulent Job Scams Warning & Disclaimer: AIR is aware of individuals falsely presenting themselves as AIR representatives. Fraudulent job scams seek to extract sensitive information or money from victims. To protect yourself, please be aware that AIR recruitment will only email you from an “@air.org” domain. Please take extra caution while examining the email address, for example jdoe@air.org is correct and jdoe@aircareers.org is not a legitimate AIR email address. If you are unsure of the legitimacy of a communication you have received, please reach out to recruitment@air.org. If you see a job scam, or lose money to one, report it to the Federal Trade Commission (FTC) at ReportFraud.ftc.gov. You can also report it to your state attorney general. Find out more about how to avoid scams at ftc.gov/scams . #LI-DP1 #LI-REMOTE AIR’s Total Rewards Program, is designed to reward our staff competitively and motivate them to achieve our critical mission. This position offers the anticipated annual salary as listed. Salary offers are made based on internal equity within the institution and external equity with competitive markets. Please note this is the annual salary range for candidates that are based in the United States. Anticipated Annual Salary Range $87,000 — $101,000 USD

Requirements

Must-haves

This position has the flexibility to work remotely within the United States (U.S.) or from one of our U.S. office locations. This does not include U.S. territories.
Support educational systems in strengthening the essential components of MTSS, including screening, progress monitoring, multi-level prevention systems, and data-based decision making.
Facilitate systems-level coaching with district and school leadership teams to support implementation planning, problem solving, continuous improvement, and sustainability of evidence-based practices.
Develop implementation tools, coaching protocols, fidelity measures, professional learning resources, and technical assistance materials aligned with project goals and evidence-based frameworks.
Provide expertise in mathematics intervention, intensive intervention, and supports for students with disabilities to inform technical assistance, research, product development, and implementation activities.
Support implementation and evaluation efforts for federally funded projects, including development of measures, data collection activities, implementation studies, and interpretation of findings.
Analyze and use implementation and student outcome data to inform coaching, guide decision making, and support continuous improvement efforts.
Collaborate with researchers, developers, and project teams to translate research into practical tools and supports that improve educator implementation and student outcomes.
Represent AIR in meetings and partnerships with national centers, state agencies, districts, professional organizations, and other stakeholders.
Contribute to proposal development, business development efforts, and growth opportunities related to MTSS, mathematics intervention, special education, and implementation science.
Lead project tasks and supervise junior staff, with increasing responsibility for project leadership and strategic direction.
Education, Knowledge, and Experience
Deep knowledge of evidence-based mathematics instruction, mathematics intervention, and supports for students with disabilities.
Demonstrated expertise in evidence-based mathematics intervention and supports for students with disabilities or students requiring intensive intervention.
Experience supporting implementation of MTSS, Response to Intervention (RTI), Data-Based Individualization (DBI), or related tiered support frameworks.
Demonstrated commitment to improving outcomes for all students including those with intensive academic needs and students with disabilities.
Experience providing systems-level coaching, technical assistance, or implementation support to district and school leadership teams.
Experience using implementation data, readiness assessments, progress monitoring, and continuous improvement processes to guide systems change efforts.
Knowledge of implementation science, adult learning principles, and strategies for scaling and sustaining evidence-based practices.
Experience supporting state education agencies, districts, regional service agencies, or large-scale educational initiatives.
Experience contributing to federal technical assistance centers, research projects, or large-scale implementation initiatives.
Familiarity with special education policy and practice, including specially designed instruction and intervention systems.
Demonstrated ability to build trusting coaching relationships with educators, school leaders, and system leaders.
Demonstrated ability to build implementation capacity through systems-level coaching.

Nice-to-haves

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