The filling of this position is based upon continued funding in the Board of Education budget.

Note: Teachers dually certified in TESOL, Bilingual Education or ESL, with experience in Sheltered Instruction or fluency in a language other than English, will be given preference for all Stamford Public School positions.


General Statement:
The Assistant Director of Special Education and Related Services is responsible for managing special education programs and related services throughout the school district.

The Assistant Director of Special Education and Related Services reports to the Director of Special Education and Related Services. 

Major Responsibilities:

Lead and manage all aspects of the following areas:

1. Delivery of Special Education and Related Services (30%)
   1. Implement Requirements of Special Education and Related Services – Implements rules and regulations for special education and related services; supports development of needs assessment for special education and related services; implements clear processes for identifying student needs for special education and related services; assists with monitoring fidelity of implementation of special education supports and services; supports all students with disabilities to have access to core curriculum and specialized instruction.
   2. Implement Criteria for Special Education and Related Services – Implements criteria for referral, entrance and exit; implements and evaluates the effectiveness of intervention programs; implements systems to identify Least Restrictive Environment (LRE) for special education students; ensures prior to evaluations students have access to strategies and supports; ensures IEP compliance with state and federal law; coordinates systems for student transition between locations and grade levels.
   3. Professional Development and Training – Participates in planning and training of educators in strategies and processes related to special education and related services; supports identification of professional development (PD) needs related to special education at the district and school level; supports special education teachers’ knowledge of general education and special education curriculum and instructional practices; provides leadership for developing and implementing student Individualized Educational Plans (IEP); implements procedures to ensure that parents and families understand the IEP process; supports principals, teachers, and staff in implementing and monitoring fidelity of all special education services; provides program and procedural orientation to new special education staff; assists SPS with community affairs and interpretation of special education programing within the schools.
2. Program Operations (25%)
   1. Operational Programming – Serves on Planning and Placement Teams (PPT) for high needs cases as needed; contributes to processes regarding litigation associated with special education due process procedures; assist school attorney in all matters related to due process procedures; assists in preparation and oversight of special education budget and monitors cost-effectiveness; assist with the recruitment and hiring of special education staff; assists with monitoring of staffing levels to ensure special education staff are hired and deployed effectively and efficiently to support students and schools; coordinates regulatory compliance; plans and conducts department meetings; assists with corrective actions presented by the State Department; provides regularly updates regarding special program expenditures; coordinates, monitors the effectiveness of, and continually improves Extended School Year (ESY) services.
3. Program Evaluation (15%)
   1. Assess Student Achievement – Implements systems to monitor student progress resulting from pre-referral intervention; assists with evaluation of services to meet students’ needs; assists with monitoring the effectiveness of special education supports and services via student outcome data to ensure student growth; keeps well informed about current trends and best practices for special education; communicates trends throughout the district; collects and analyzes data.
4. Specialized Duties (20%)

• Monitors to ensure that all special education evaluations are completed in a thorough, efficient, and effective manner; monitors to ensure that all 504s evaluations are completed in a thorough, efficient, and effective manner; monitors to ensure all IEPs are compliant; oversees state reporting practices to ensure compliance with federal requirements; provides supervision and support to special education data analyst. 

• Develops, supports, and assists with evaluations, as necessary, of related service providers (Speech/Language Pathologist, Occupational Therapist, Physical Therapist), psychologists, and social workers; coordinates and monitors the effectiveness of, and continually improves related services (SLP, OT, PT); coordinates and monitors the effectiveness of, and continually improves psychology and social work services; coordinates and monitors the effectiveness of, and continually improves Assistive Technology/Augmentative Communication services; coordinates and monitors the effectiveness of, and continually improves vision and hearing screening process.

• Coordinates and monitors the effectiveness of, and continually improves specialized, and self-contained special education programs; provides leadership for developing quality IEP goals and objectives for students with severe disabilities and evidenced based instructional practices; ensures that students with severe disabilities have access to core curriculum as appropriate; monitors and supports school-based staff in transition planning for students with severe disabilities; coordinates and monitors the effectiveness of, and continually improves student health services; coordinates outsourced services (e.g., child psychologist, BCBAs).

• Ensures that all special education teachers have knowledge of general education and special education curriculum, instruction, and assessment best practices; provides leadership for developing quality IEP goals and objectives for students with mild to moderate disabilities aligned with CT standards and evidenced based instructional practices; ensures that all students with mild-to-moderate disabilities have access to core curriculum; leads the identification of professional development (PD) needs related to special education at the district and school level; coordinates and monitors the effectiveness of, and continually improves all out-of-district services.

1. Other Duties (10%)
   1. Coordinates with Board of Education and departments, including but not limited to, Teaching and Learning, SRBI, and Alternative Education.
   2.  Performs additional duties as assigned.
2. Supervises the following:
   1. Special Education teachers and support staff as required.

Physical and Mental Demands, Work Hazards:
Works in standard office and school building environments.

Knowledge and Skills:

• Knowledge of and experience in special education and related services.
• Ability to collaborate as part of an integrated team and develop a collegial environment within the school to support learning for students.
• Knowledge of learning theory, program implementation, best practices in instruction of students, and assessment processes specifically related to special education and related services.
• Use of data-driven decision making to determine effectiveness of programs and initiatives.
• Ability to use technology to support systems and programs.
• Excellent conceptual, analytical, problem solving, organization, and leadership skills.
• Knowledge of federal, state, and local laws, policies, and procedures related to public schools, specifically related to special education and related services.
• Ability to analyze and synthesize information, develop and monitor a plan and produce data-focused reports.
• Strong record budget development/administration & understanding financial resources.
• Self-directed with attention to detail and excellent time management skills.
• Exceptional oral and written communication skills and a proven track record of working collaboratively with multiple and diverse constituencies.
• High standards of ethics, honesty, and integrity.
• Knowledge of and/or demonstrate the ability to learn and implement Operating Systems (i.e. Windows); Office suites (i.e. Microsoft Office, Google Docs); Presentation Software (i.e. PowerPoint, Keynote); Spreadsheets (i.e. Excel, Google Spreadsheets); Communication and Collaboration tools (i.e. Skype); Accounting Software (i.e. QuickBooks); Student Information Systems (i.e. Naviance, Power School); or any other technology deemed relevant for this position.

Qualifications:

• CT CSDE Intermediate Administration or Supervision certification (092).
• CT CSDE certification in Special Education [Comprehensive Special Education, PK–12 (065) or Comprehensive Special Education, K–12 (165)] or Special Service Area [Speech and Language Pathologist (061); School Counselor (068), School Psychologist (070) or School Social Worker (071)].
• Minimum of three (3) years of experience in a leadership position relating to special education and related services.
• Minimum of three (3) years of experience in special education and/or related services.
• Experience in an urban district, preferred.
• Such alternatives to the above qualifications as the Superintendent and/or Stamford Board of Education may find appropriate.

Board Approved 04/16/2018; Revised 03/02/2022

Union:
Stamford Administrative Unit (SAU)

Work Year:
In keeping with contracts for SAU

Salary:
Per SAU Contract

Procedure for Filing an Application:
Online application is required.

Internal Applicants: Please upload a cover letter (summarizing your interest in and qualifications for the position) and resume as part of your Internal Application. In addition, be prepared to provide a three letters of reference to the interview committee.