General Definition of Work

Under limited supervision, performs a variety of administrative tasks in coordination

of the Exceptional Children’s Pre-Kindergarten Services for the Alamance-Burlington Schools. Work involves planning, developing, and implementing a comprehensive program for Pre-Kindergarten age children with disabilities, which assesses the needs of students, establishes objectives and priorities, assigns responsibilities to staff, and develops strategies to achieve stated objectives and program goals. The position is to oversee program compliance and instructional leadership through interpreting changes to the North Carolina Governing Policies for Children with Disabilities and North Carolina Curriculum.  Informing teachers and principals of the implications of those changes, and ensuring that instruction is aligned with standards as it relates to students with disabilities.  The position oversees program implementation, monitors their effectiveness, provides staff development opportunities, and ensures adherence to federal, state, and local policies and procedures. The position is responsible for coaching teachers in developing strategies and techniques for assessing and increasing the achievement of students with disabilities, along with keeping teachers informed on any changes in policies or requirements. 

Education, Training, and Experience

• 3 to 5 years of experience working with special education either as a teacher or in an administrative capacity; or any equivalent combination of training and experience which provides the required knowledge, skills and abilities.
• Licensure in Birth-Kindergarten, Special Education or Related Field. Preferred Master’s degree in special education, psychology, related services, or a related field, .
• Experience navigating Every Child Accountability Tracking System (ECATS) and other student information systems
• Such alternatives to the above as the Board finds appropriate and acceptable

Essential Functions

• Primary duties will align with ensuring compliance, instruction and data utilization for programming within schools for students with disabilities
• Knowledge of North Carolina Standards, Curriculum and Instruction to include Extended Content Standards 
• Knowledge of Governing Policies for Students with Disabilities.  Interprets educational policies and procedures for a variety of audiences.
• Oversee Federal Indicators 7 and 12 along with completion of preschool grant PRC 619/049 in conjunction with the Executive Director of Exceptional Children.
• Supervision of the PreK EC Team along with completion of staff evaluations for itinerant PreK teachers.
• Works collaboratively with various district and school departmental Leads and Specialists to provide leadership for the District’s provision of special education and related services for students with disabilities in the preschool settings.
• Coordinates with partner departments in instructional programming efforts related to the provision of instructional and support services to Pre-Kindergarten age students with disabilities.
• Coordinates with the CDSA the Part C to Part B transition process per state guidelines.
• Ensure all preschool special education services meet federal (IDEA) and state (NC Policies Governing Services for Children with Disabilities) regulations. This includes managing IEP (Individualized Education Program) timelines and data.
• Act as the liaison between the school district and community partners like Head Start, private childcare centers, LLIC, NCPK, and the NC Department of Health and Human Services (DHHS). 
• Attend all regional and statewide Prek EC meetings through NCDPI.
• Provides supervision of district programming and assigned staff supporting implementation of district programming and supports for students with disabilities 
• Assist with difficult cases that may involve an advocate, an attorney and/or a state complaint.  Work toward a resolution which ensures the best possible outcome for the student 
• Provides correspondence within areas regarding all programming and services offered by the EC Department.  
• Ensures teachers and principals are familiar with any changes to the North Carolina policies, procedures, and accountability for students with disabilities 
• Initiates collaboration with various departments in the development and implementation of assessment practices and policies affecting programs for students with disabilities.  Collaborates with other curriculum specialists and academic coaches in special education and general education to provide an integrated programming
• Analyzes and reports on student achievement and behavioral/discipline data regarding students with disabilities within Exceptional Children Departmental school  teams or collaboratively with various district specialists 
• Participates in collaborative relationships with various district departments to conducts assessment activities to determine needs and effectiveness of exceptional children programs; develops and supports short and long-range goals and objectives for instructional and social/emotional improvement for students with disabilities 
• Assists regular and special education teachers with implementation of curriculum and instructional strategies and priorities, supports teams in making programming recommendations, provides teachers with various tools and resources in support of preschool students with disabilities
• Assists administrators with evaluating the effectiveness of initiatives implementation and develops strategies for instruction as it relates to students with disabilities. To include day to day problem solving for specific cases 
• Provides specialized education instructional strategies and various tools to aid the instructional process; model teaching practices 
• Assist with requested observations within schools and provides feedback 
• Assists with the overall evaluation of district and special education department initiatives, programming and develops strategies for improvement as it relates to students with disabilities 
• Assists in coordinating and providing staff development opportunities for teacher assistants, teachers, administrators and other support staff.
• Collaborates on oversight of the placement consideration processes and coordinates placement discussion for intense levels of needs in special education service delivery in collaboration with the IEP teams and other relevant district staff members. 
• Supports communication to parents, administrators and community for informed knowledge about various federal, state, district and department initiatives to resolve special educational issues involving access to special education services. 
• Collaborates on the oversight of  the process of ensuring that each student with a disability is counted for reimbursement purposes (i.e. child count), federal reporting or other required documentation.
• Assists with coordination of Student Enrollment, Transportation and other areas in the planning for students with disabilities entering and throughout the school year.
• Supports principals and school staff in the screening and selection of exceptional children staff as requested. 
• Schedules and conducts meetings, attend IEP meetings as necessary for supporting special education process
• Participates in regularly scheduled departmental or district level  meetings as required. 
• Provides support to teachers in their classrooms through coaching, modeling, and mentoring. To include providing classroom coverage as determined necessary 
• Performs other related work as required.

Knowledge, Skills and Abilities

• Recognize and demonstrate respect for individual differences between culture, religion, gender, and sexual orientation of students with disabilities and their families within verbal and written interactions
• Demonstrate ability to relate in a positive way to include sensitivity to race, creed, color, national origin, gender, sexual/gender identity, class, socioeconomics, ethnicity, sexual orientation, cognitive/physical ability, diverse language fluency, religion, status as an English Language Learner, marital status, pregnancy, parenthood, or other characteristics protected by federal law for the diversity of students, staff, parents and community. 
• Maintain boundaries for relationships and communication with students and their families within the professional and ethical scope of responsibility.  Refer questions about student progress to appropriate licensed professionals 
• Conduct activities with integrity and in compliance with applicable local, state and federal standards, policies and guidelines
• Demonstrate knowledge of current special education program state and federal regulations.
• Maintain the dignity, privacy, and confidentiality of all students with disabilities, families, and school personnel  
• Establish and maintain professional, collegial, and appropriate relationships with school personnel, students, and their families 
• Demonstrates flexibility, cooperation, and openness in scheduling activities throughout the day for growth and willingness to contribute in a team approach
• Demonstrate ability to use conflict resolution and crisis intervention skills. 

Minimum Qualifications or Standards Required to Perform Essential Job Functions

• Physical demands to include but not limited to lifting, pushing and/or pulling equipment
• Sitting, walking, and standing for a range of periods throughout the day
• Supervising indoor and outdoor environments within the work schedule. 

Disclaimer

The preceding job description has been designed to indicate the general nature and level of work performed by employees within this classification. It is not designed to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and qualifications required of employees to this job.