Job Description: Exceptional Children (EC) Program Facilitator

Position Purpose / Nature of Work 

Provides leadership in the development, coordination, and implementation of special education and related services to ensure consistent access to high quality academic and functional supports for students with disabilities. The EC Program Facilitator serves as a liaison between the central office and schools to promote compliant, inclusive, and responsive programming across all grade levels and educational settings. This role serves as district leadership providing technical assistance, coaching, instructional and compliance monitoring while supporting administrators in decision-making related to Exceptional Children programming. Collaborates with administrators, educators, families, and community partners to strengthen instructional practices, monitor student progress, address systemic barriers, and support decision making that results in appropriate services and supports for all students. Ensures the provision of a Free Appropriate Public Education (FAPE) in the least restrictive environment through data-informed practices and continuous improvement while adhering to special education regulations.

Education, Training, and Experience

• Bachelor’s degree from an accredited college or university in Special Education or a directly related field.

• Multiple years of successful teaching experience or related school-based professional experience.

• Demonstrated leadership experience in assessing student needs, supporting instructional improvement and adhering to special education regulations

• Experience planning, developing, and implementing programs; evaluating program effectiveness; and designing and delivering professional development for staff.

Certification and License Requirements

• Hold or be qualified to hold a North Carolina Professional Educator’s License in Exceptional Children or a directly related field.

• Must hold and maintain a valid motor vehicle operator’s license in accordance with State of North Carolina requirements.

Preferred Qualifications

• Master’s degree from an accredited college or university in Special Education or a directly related field.

• Administrative and/or supervisory experience at the school or central services level.

Performance Responsibilities / Essential Functions

The EC Program Facilitator provides leadership and technical assistance to support effective instructional programming and compliance for students with disabilities, within all levels across the educational environment.

Program Leadership, Administration, and Compliance

1. Provide leadership in the administration of Exceptional Children programs in accordance with state and federal laws, including Policies Governing Services for Children with Disabilities

2. Collaborate with colleagues within the district and school to develop, implement, and monitor programming and inclusive practices.

3. Monitor and support compliance of Exceptional Children records, to include but not limited to IEP documentation, effective monitoring of FAPE, and adhering to special education regulations

4. Support by coaching and modeling the collection and analysis of district, school-level and goal progress data to measure programming effectiveness and student progress

Instructional Support, Coaching, and Professional Learning

1. Serve as a consultant and coach to colleagues and staff regarding instructional strategies, specially designed instruction, and evidence-based interventions.

2. Collaborate to facilitate the design, delivery, evaluation, and monitoring of professional development related to instruction, student achievement, and system goals.

3. Deploy professional learning, coaching, modeling, and fidelity checks for special education programming which includes system goals for processes and procedures.

4. Develop and/or deploy district resources for instruction, assessments, and professional learning using various platforms 

5. Support school-based staff and administrators in planning and implementing professional alignment of inclusive practices and instructional priorities. Adhering to special education regulations.

1. Coordinate and support transitions of programming and services to and from;  Preschool to Kindergarten, Elementary to Middle, Middle to High, High to Post Secondary Environments, in state/out of state and other private or public educational institutions 

Collaboration, Community Engagement, and Systems Alignment

1. Work collaboratively with district and school administrators to implement system goals and evaluate programming effectiveness.

2. Promote strong partnerships with colleagues at district and school levels, families, and community agencies/ partnerships 

3. Participate in meetings, conferences, and professional learning activities to support continuous improvement and system initiatives.

Operational and Additional Responsibilities

1. Maintain inventory and/or manage instructional materials, supplies, and educational tools adhering to special education programming

2. Assist with various grant development/ implementation and resource acquisition to enhance programming for Exceptional Children.

3. Perform other duties as assigned by the supervisor.

Minimum Standards Required to Perform Responsibilities

Physical Requirements

• Ability to operate office equipment including computers, copiers, and other technology resources.

• Ability to operate a motor vehicle.

• Light physical activity including walking or standing for extended periods. Position may require lifting, carrying, pushing, or pulling objects 

Cognitive, Communication, and Interpersonal Requirements

• Data Conception: Ability to compare, evaluate, and analyze data

• Interpersonal Communication: Ability to effectively convey information, provide guidance, and collaborate with staff and families.

• Language Ability: Ability to read, write, and present professional correspondence, reports, and documentation using appropriate conventions.

• Intelligence & Reasoning: Ability to apply logical and analytical thinking to problem-solving and decision-making.

• Interpersonal Temperament: Ability to work effectively under stress, manage multiple priorities, and respond to emergent situations.

Knowledge, Skills, and Abilities

• Extensive knowledge of state and federal regulations, school laws, and district policies adhering to special education regulations

• Extensive knowledge of curriculum, teaching and learning 

• Knowledge of content standards, specially designed instruction, and graduation pathways for students with disabilities.

• Knowledge of district and state assessment tools and data systems used for program planning and monitoring student progress.

• Knowledge of facilitative leadership practices and effective professional development.

• Strong instructional coaching, presentation, and adult learning facilitation skills.

• Proficiency in Microsoft Office (Word, Excel, PowerPoint) and Google applications.

• Excellent oral and written communication skills, with the ability to convey complex information clearly and concisely using multiple communication tools.

• Ability to design, deliver, evaluate, and monitor professional development and ensure fidelity of implementation.

• Effective time management and organizational skills.

• Ability to work collaboratively in team settings and independently with minimal supervision.

• Ability to establish and maintain effective working relationships with staff, families, external agencies, and community partners.

Terms of Employment

• Full-time, 12-month position

• Salary based on state and local salary schedules

Disclaimer

This job description is intended to describe the general nature and level of work performed. It is not intended to be an exhaustive list of all duties, responsibilities, or qualifications required for the position.