DIRECTOR OF EXCEPTIONAL CHILDREN

DCS DIRECTOR OF EXCEPTIONAL CHILDREN

General Statement of Job

Under limited supervision, serves as a district leader responsible for the development, implementation, and oversight of programs and services for students with disabilities. Ensures compliance with federal and state laws, including the Individuals with Disabilities Education Act (IDEA), while promoting high-quality instruction, equitable access, and improved outcomes for students. As a member of a collaborative district team, responsibilities include program management, staff supervision, compliance oversight, and coordination of services. Provides consultation and support to school administrators and staff, manages resources to maximize services, and leads continuous improvement efforts. Reports to the superintendent or designee.

SPECIFIC DUTIES AND RESPONSIBILITIES

ESSENTIAL JOB FUNCTIONS

Program Leadership and Compliance

• Oversees the implementation and continuous improvement of Exceptional Children (EC) programs and services across the district. 
• Ensures compliance with all federal, state, and local laws and policies, including IDEA. 
• Provides guidance on IEP development, due process, and dispute resolution, and participates in meetings, mediations, and hearings as needed. 
• Stays current on legal requirements and best practices in special education.

Instructional Leadership and Student Outcomes

• Leads district efforts to improve outcomes for students with disabilities by supporting high-quality instruction and inclusive practices. 
• Collaborates with curriculum staff and school administrators to ensure access to the North Carolina Standard Course of Study using district-wide curricular resources (i.e. Number Worlds, Rap95, Corrective Reading, etc.) 
• Promotes the use of evidence-based practices and MTSS frameworks. 
• Analyzes student data to inform decision-making, support school improvement, and close achievement gaps.

Staff Supervision and Development

• Supervises and supports EC staff and related service providers, including assisting with recruitment, selection, placement, and retention. 
• Directly evaluates and manages district-level EC staff, including but not limited to school psychologists, behavior specialists, and program specialists.
• Monitors licensure and ensures compliance with certification requirements. 
• Provides coaching, evaluation support, and professional development aligned to district priorities and staff needs. 
• Assists school administrators with complex personnel and programmatic issues.
• Attend and/or facilitate district, regional, and state-level professional learning conferences and meetings. 

Program Management and Operations

• Plans, implements, and evaluates a comprehensive EC program aligned with district goals. 
• Coordinates and oversees services with outside agencies, contracted providers, and community partners, including the selection, development, and monitoring of contracts and memoranda of understanding (MOUs).
• Assesses staffing needs and supports appropriate service delivery. 
• Develops and maintains systems for accurate documentation, reporting, and communication. 
• Responds to inquiries and resolves concerns from parents, staff, and stakeholders.

Fiscal and Resource Management

• Develops and manages local, state, and federal budgets, ensuring effective and compliant use of funds. 
• Oversees grant implementation, purchasing, contract expenditures, and resource allocation to support program needs and ensure alignment with district priorities and legal requirements.
• Utilizes budget platforms (i.e. NCCIP) and the NCDPI Chart of Accounts for the equitable allocation of funds across schools and programs.

Data, Reporting, and Accountability

• Oversees the collection, analysis, and reporting of EC data to ensure accuracy and compliance with state and federal requirements. 
• Uses data to evaluate program effectiveness and drive continuous improvement.
• Collaborates with district leaders to align EC accountability with overall district goals.

Performs other related work as assigned.

KNOWLEDGE, SKILLS AND ABILITIES

• Broad knowledge of school administration principles, current educational trends, and MTSS frameworks
• Thorough knowledge of federal, state, and local laws and policies governing special education (IDEA)
• Strong understanding of curriculum, instructional strategies, and service delivery for students with disabilities
• Ability to plan, implement, and evaluate programs using data and data systems (i.e. ECATS, RTI Stored) to drive decision-making and improve outcomes
• Demonstrated leadership skills, including supervising, coaching, and evaluating staff
• Ability to manage budgets, grants, and program resources effectively
• Strong communication and interpersonal skills, with the ability to build relationships and resolve complex issues with professionalism

MINIMUM TRAINING AND EXPERIENCE

Bachelor’s degree with a minimum of 5 years of successful teaching experience, including experience with special education. Master’s degree required. Must hold or be eligible to hold North Carolina licensure in School Administration and Exceptional Children Program Administration. Experience in school or district leadership preferred.

 MINIMUM QUALIFICATIONS OR STANDARDS REQUIRED

TO PERFORM ESSENTIAL JOB FUNCTIONS

Physical Requirements: Must be physically able to operate a variety of equipment including computers, copiers, etc. Must be physically able to operate a motor vehicle. Must be able to exert up to 25 pounds of force occasionally; and/or a negligible amount of force constantly to lift, carry, push, pull or otherwise move objects.

Conceptual Awareness: Requires the ability to observe, compare, and contrast various people, data, or items.

Interpersonal Communication: Requires the ability to speak and/or signal people to convey or exchange information. Includes receiving instructions, assignments and/or directions from colleagues or supervisors; includes giving instructions or assignments to subordinates.

Language Ability: Requires the ability to read instructional materials, correspondence, reports, forms, invoices, billing and financial statements, plans, etc. Requires the ability to prepare plans, correspondence, forms, reports, and statements using proper format and conforming to all rules of punctuation, grammar, diction, and style. Requires the ability to speak to people with poise, voice control, confidence and authority.

Intelligence: Requires the ability to apply rational systems to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists; to interpret a variety of instructions furnished in oral, written, diagrammatic or schedule form.

Verbal Aptitude: Requires the ability to record and deliver information, to explain procedures, to follow oral and written instructions. Must be able to communicate effectively and efficiently in standard English and educational terminology.

Numerical Aptitude: Requires the ability to utilize mathematical formulas; to add and subtract totals; to multiply and divide; to determine percentages and decimals; to express data in statistical nomenclature; and to interpret data. 

Motor Coordination & Dexterity: Requires the ability to coordinate hands and eyes rapidly and accurately. Requires the ability to handle a variety of items, office equipment, presentation equipment, etc. Must have minimal levels of eye/hand/foot coordination.

Visual and Spatial Aptitude: Requires visual acuity to complete essential duties, including the ability to conceptualize visual representations, size, shape, and color.

Interpersonal Temperament: Requires the ability to deal with people beyond giving and receiving instructions. Must be adaptable to performing under stress and when confronted with persons acting under stress.

Physical Communication: Requires the ability to talk and hear: (Talking: expressing or exchanging ideas by means of spoken words. Hearing: perceiving nature of sounds by ear). Must be able to communicate via telephone.

DISCLAIMER

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