Nationally Board Certified Teacher, Mentor, Author, & Podcast Host
Hi, I'm Antoine McCoy
25+ years supporting students with disabilities.
18 years in the classroom. 8 years mentoring teachers.
Countless campuses helped.
I've spent my career identifying where inclusion systems break down and building the systems that make support consistent, measurable, and sustainable.
Experience Working with School and District Leaders
When I left the classroom to become a district instructional mentor, I started working closely with principals, assistant principals, and special education coordinators across a district of 65 schools in Oregon.
My role was to support new SpEd teachers in their first two to three years, but I quickly realized that teacher support couldn't happen in isolation. Campus leaders needed to understand what their teachers were facing and how to build systems that worked.
As an educational consultant, I've worked with:
- Two Educational Service Districts in Oregon, one serving 21 school districts and another serving 16
- A full two-day professional development with an entire school district, from librarians and custodians to principals and teachers
- North Carolina colleges supporting new special education teachers through teacher induction programs
- Campuses ranging from large urban districts to small rural schools
What I Kept Seeing
This pattern probably sounds familiar:
You'd walk from classroom to classroom and see wildly different levels of support for students with disabilities. Some teachers were doing incredible work. Others were struggling. And it wasn't because some cared more than others.
It was because there wasn't a system in place.
Gen Ed and SpEd teachers needed to collaborate, but they didn't have time or a clear process. So collaboration became reactive. Tension built. Communication broke down.
And who suffered? The students.
That's why we need systems. So that no matter who walks into the system, Gen Ed teacher or SpEd teacher, veteran or brand new, they can get the support they need and students can make progress.
What School Leaders See After Working With Me
The feedback I get most often from campus and district leaders:
A different way of thinking about how to support students with disabilities across classrooms
Practical strategies teachers can implement immediately to help students access grade-level learning
Co-teaching and collaboration strategies that reduce tension and improve outcomes
Greater confidence in supporting students and implementing accommodations consistently
What Makes This Approach Different
This isn't a one-off professional development session where teachers get inspired for a week and then fall back into old patterns.
This is about building systems that last.
When you work with me, we:
Train broadly with Gen Ed and SpEd teachers together so everyone understands the system
Train specifically with Gen Ed teachers, SpEd teachers, and support staff on what their role looks like in practice
Work with leadership to create a vision for inclusion, identify where breakdowns are happening, and put sustainable interventions in place over time
It's not about adding more to teachers' plates. It's about creating clarity so the work they're already doing actually moves the needle.
Masters Degree in Special Education
K-12 Special Education certification
18 years teaching SpEd in private, public, Title I, and rural schools
District Instructional Mentor mentoring new SpEd teachers
University supervisor for new teachers entering the field
What You CanExpect
I'm not going to give you another run of the mill professional development program.
I'm going to give you strategies that I know work because I've done them myself and helped other campuses implement them successfully across big districts, small districts, and rural schools.
I'm not going to waste your time or your budget.
And I'm going to talk about mindset, because building inclusive systems starts with how your campus thinks about supporting students with disabilities, creating collaboration between Gen Ed and SpEd teams, and partnering with families as part of the work.
Your campus needs a clear vision to lead this work forward.
Let's build systems that work for your teachers, your students, and your campus.
Ready to Strengthen Inclusion Systems?
Start with the free checklist: "Is Inclusion Breaking Down Across Your Classrooms?"
This 10-minute assessment helps you identify where systems are strong and where gaps exist.
Or book a 15-Minute Inclusion Clarity Call to discuss where systems may be breaking down on your campus and what stronger support could look like.