Program Specialist - Special Education (Low Incidence)

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POSITION SUMMARY:

Works collaboratively with others to achieve special education performance and compliance goals.  Provides support with Individual Education Program (IEPs) plans such as evaluating development, monitoring, and implementation.  Monitors and supports the compliance of schools alongside Lead Teacher of Special Education (LTSE) with timelines, state and federal regulations. Monitors, observes, and supports the appropriate instruction of students with specialized disabilities ensuring access to the general education curriculum and related services. Possesses specialized expertise in instructional and behavioral supports for students with disabilities in program-based locations (speech, low incidence, and/or preschool). This position reports to the Director of Department of Exceptional Students or designee.

KEY RESPONSIBILITIES:

Recommends, monitors, and supports instructional and behavioral strategies in the learning environment for students with disabilities in program-based locations. Provides support to Lead Teachers, teachers, and school administrators in the effective implementation and monitoring of high quality instructional and support services for specialized instructional programs to improve student achievement and outcomes.  Demonstrates knowledge of the link between curriculum standards and IEP goals. Plans collaboratively with school instructional personnel to ensure quality curriculum delivery for students with disabilities in specialized programs. Supports and monitors initiatives from the District Strategic Plan and School Improvement Plans.

Serves as a liaison to schools and parents in the identification, evaluation, and placement consideration process of students with significant disabilities. Facilitates communication with parents and IEP teams to support processes and procedures, and consults and collaborates with parents, teachers, administrators, and other support professionals regarding student performance and educational programming for students with disabilities. Follows federal program components to ensure compliance with the Individuals with Disabilities Act Education (IDEA) and Every Student Succeeds Act (ESSA) requirements. Monitors classrooms, assignments, caseloads, and support needs for special programs to ensure students are assigned to and receiving the appropriate services.

Conducts school visits and state monitoring.  Audits student records to provide guidance for the development and accountability of the IEP process and compliance. Models and provides professional learning on instructional techniques, legal compliance, process/procedures, and interventions, especially related to specialized curriculum, visual cues, speech-language and/or the American Speech-Language-Hearing Association (ASHA) requirements. Provides continuous support to teachers and/or speech therapists in the development of their classroom and/or therapy services by reviewing, analyzing, and evaluating their work in the learning environment.   

All other duties, as assigned and required, in order to perform the above services.

KEY JOB REQUIREMENTS:

Bachelor’s Degree in Special Education or related field required. Master’s Degree in Special Education or speech-language pathology preferred. 

Minimum of three (3) years teaching experience or related educational experience providing services to students with disabilities in an educational environment and serving on District-level Professional Learning teams and/or initiatives required.

Requires inter-division coordination; makes decisions and recommendations, which affect the assigned division and others.

GaPSC Certification Level 5 or higher in Special Education or related fields required. Educational Leadership certification is preferred.

Analytical: review established broad objectives; independent judgment and initiative required.

Requires regular, frequent contact with internal personnel of influence and decision-making responsibility to discuss issues of moderate importance; occasionally requires contact with officials at higher levels.  Excellent interpersonal skills are required for working with inter- and intra-departmental teams.

Support the regular, frequent contact with external stakeholders, families of students with disabilities, personnel of influence and decision-making responsibility to discuss program issues.  Excellent interpersonal skills are required for working with stakeholders and organizational teams.

Responsible for multiple functions of instructional delivery. Utilizes accountability measures and tools with fidelity for effective implementation, operation, and results.

Applies, recommends and implements technology concepts to improve the effectiveness of instruction, pedagogy and compliance data management.

Responsible for the welfare of others frequently (more than three (3) times per week).

Normal office setting.

Requires frequent travel to off-site training locations and school site visits.

NOTE: This 200-day position that is paid on the Teacher Annual Salary Schedule.