1.0 FTE Evaluation Team Supervisor

Position Title:      Evaluation Team Supervisor (ETS)

FLSA:                    Exempt

Reports to:           Building Principal and the Director of Special Education

Immediate start date.  ALA – Category IV  ALA Salary Schedules FY26 (salary prorated based on start date). 

TERMS OF EMPLOYMENT:

ALA – Category IV

Salary:  Salary is commensurate with educational attainment and experience as specified by the Association of Lexington Administrators’ Salary Schedule Category IV.  Salary and days may be prorated based on date of hire.

Work Year:  10 months – 196 days (184 school days and 12 additional days as
determined by the Director of Special Education)

Benefits as per ALA contract
 

Major Responsibilities:

Manages the IEP process:

• Monitors and enforces timelines for evaluation and IEP completion.
• Schedules all IEP Team meetings.
• Edits and signs all IEPs.
• Sends IEPs to Central Office for transmission to parents.
• Effectively addresses concerns of staff, parents, advocates, and outside evaluators.
• Monitors and tracks the implementation of IEP-based services.
• Identifies and requests authorization for any service not provided by Lexington employees.

Supervises and contributes to evaluation of staff members engaged in Team meetings.

• Participates in the hiring process of special education staff as directed by principal or supervisor.
• Directs and supervises work of the special education Team members, reviews schedules and sets expectations for them.
• Serves as primary and contributing evaluator to provide performance feedback to Team members and specific evaluative input.
• Is responsible for maintaining Team expectations including compliance with state and federal regulations, establishing norms for professionalism in meetings, and meeting IEP guidelines.
• Works with Team members in collecting data, producing high quality reports, that are completed on time and collaborating with colleagues, as needed.
• Supervises Team member effectiveness through modeling, feedback, and coaching.
• Supports school and district-wide initiatives by working with staff within the department.
• Provides training to special education Team members and general education staff.

Provides support to general education and special education teachers and administrators regarding needs of students, instructional strategies, and the evaluation process.

• Provides technical assistance and training to staff. Topics include but are not limited to, IEP writing, electronic IEP software, high performing teams, assessments, data collection, etc.
• Coordinates with principals to ensure pre-referral activities have been implemented.
• Apprises principals and supervisors about difficult cases.
• Works with Team members to articulate and design effective service delivery models.
• Furnishes school data for October 1st and March 1st DESE reporting, and all other local, state, and federal reporting as necessary.
• Communicates high expectations for student achievement and behavioral performance based on the Team meeting decisions.
• Works with Team members, principals and supervisors to identify professional development needs for special education and general educators.
• Provides data to supervisors regarding data trends.
• Collaborates with Team members to develop and implement strategies and accommodations in the IEP to promote high student performance.
• Interacts sensitively and effectively with parents, staff and other professionals.

Qualifications:

• Has a proven record of school leadership; Experience chairing special education team meetings preferred
• Exhibits ability to collaborate, think critically, and problem solve around complex, emotionally charged issues.
• Demonstrates exemplary organizational skills.
• Brings experience in multi-tasking and effectively can manage his/her/their own and other people’s time.
• Evidences the ability to manage conflict among and between staff, parents, administrators, and outside evaluators.
• Demonstrates excellent communication, editing and writing skills.
• Demonstrates competency in special education procedures and practice.
• Evidences professional integrity and decision-making, negotiation, and case   management skills.
• Demonstrates a comprehensive knowledge of eligibility determination, special education regulations, laws and paperwork, and the Team meeting process.
• Exhibits skills in working effectively with parents and school personnel. 
• Shows the ability to deal with challenging situations and people in a professional and non-judgmental manner.
• Demonstrates sophisticated conflict management, mediation skills and consensus building.
• Demonstrates high level skills in team building.
• Demonstrates the ability to think globally and proactively about issues and their impacts while not losing sight of the details.
• Understands and prioritizes student’s right to a Free and Appropriate Public Education (FAPE).

Licensure:

• Master's degree in Special Education and has demonstrated experience in special education practice
• Holds MA licensure as a special educator and/or in a related special education field
• Holds or is eligible for MA licensure as a Supervisor/Director or SPED Administrator (desirable); if license as a SPED Administrator is not held, candidates will also be considered if SPED Administrator license is pursued within the first year of employment.

PHYSICAL DEMANDS:

The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

The employee must occasionally lift and/or move up to 25 pounds. Specific vision abilities required by this job include close vision and the ability to adjust focus.

Experience and commitment to working in a racially and culturally diverse teaching and learning community.

Applicants for employment are considered without regard to age, disability, race, religion, sexual orientation, gender identity, marital status, national origin, or military status.