Primary Purpose:

Direct and manage the district’s special programs: special education, 504, dyslexia, social emotional learning, and gifted and talented. Ensure that services are provided for students within special programs, such as students with individualized education plans, other disabilities, advanced needs, and social emotional support. Warrant compliance with all state, federal, and local requirements.

Qualifications:

Education/Certification:

Master’s degree

Principal Certification

Special Knowledge/Skills:

Knowledge of federal and state special education, GT, 504, and other applicable laws

Understanding of the individual needs of special needs students

Ability to communicate with all levels of special needs students and their parents

Ability to implement policy and procedures

Ability to interpret data

Ability to manage budget and personnel

Strong organizational, communication, and interpersonal skills

Capacity, willingness, and active work at building organizational

systems

Experience:

4 years of relevant experience in special education

3 years of administrative experience

Major Responsibilities and Duties:

Instructional and Program Management

1. Oversee the development and delivery of special education 504, dyslexia, social emotional learning, and gifted and talented curriculum and instructional programs that incorporate district goals and support student achievement. Ensure that curriculum renewal is continuous and responsive to student needs.
2. Develop and implement an effective special education 504, dyslexia, social emotional learning, and gifted and talented referral processes and ensure that student assessments and recommendations regarding placement and program management for individual students are completed in a timely manner.
3. Monitor the admission, review, and dismissal (ARD) process districtwide, as well as processes and systems for 504, dyslexia, social emotional learning, and gifted and talented. Participate in committee meetings as needed to ensure that students are placed appropriately and development of individual education plans for students are consistent with district procedures. Ensure that student progress is evaluated on a systematic basis.
4. Obtain and use evaluative findings (including student achievement data) to gauge special education 504, dyslexia, social emotional learning, and gifted and talented program effectiveness. Make changes when warranted.
5. Ensure that the necessary time, resources, materials, and technology to support accomplish educational goals are available. Encourage and support the development of innovative instructional programs.
6. Direct transition services for special education 504, dyslexia, and gifted and talented students entering and exiting public school programs.
7. Take an active role in the formulating and implementing contracts for special education students (or other special program students) receiving services outside of the district.

Student Management

1. Demonstrate support for the district’s student management policies and expected student behavior related to all special programs.

Policy, Reports, and Law

1. Implement the policies established by federal and state law, State Board of Education rule, and local board policy in area of all special programs. Recommend sound policies and procedures to improve programs.
2. Compile, maintain, and file all reports, records, and other documents required.
3. Follow district safety protocols and emergency procedures.

Budget and Inventory

1. Develop and administer the special programs’ budgets based on documented needs and ensure that operations are cost effective and funds are managed wisely.
2. Maintain a current inventory of supplies and equipment and recommend the replacement and disposal of equipment when necessary.

Personnel Management

1. Prepare, review, and revise job descriptions in special education department.
2. Select, train, supervise, and evaluate staff and make recommendations relative to assignment, retention, discipline, and dismissal.

Communication and Community Relations

1. Establish and maintain a professional relationship and open communication with principals, teachers, staff, parents, and community members.
2. Serve as district liaison to community agencies providing services to students and notify parents and students of available services.
3. Articulate the district’s mission and goals in the area of special programs to the community and solicit its support in realizing the mission.
4. Demonstrate awareness of district-community needs and initiate activities to meet those needs.
5. Use appropriate and effective techniques to encourage community and parent involvement.

Supervisory Responsibilities:

Supervise, evaluate, and recommend the hiring and firing of special education support staff.

Mental Demands/Physical Demands/Environmental Factors:

Tools/Equipment Used: Standard office equipment including personal computer and peripherals

Posture: Prolonged sitting; occasional bending/stooping, pushing/pulling, twisting

Motion: Repetitive hand motions, frequent keyboarding and use of mouse

Lifting: Occasional light lifting and carrying (less than 15 pounds)

Environment: Frequent districtwide travel; occasional statewide travel

Mental Demands: Work with frequent interruptions; maintain emotional control under stress