Exceptional Education Lead 241 ( Behavior Supports)

The purpose of this classification is to support teachers, both General Education and Exceptional Education, Instructional Coaches, and Administrators in the area of Specially Designed Instruction with a focus on Access, Transition, and School Support, ensuring all students with disabilities have the opportunity to succeed. This position teaches one or more subjects to students and leads them toward the fulfillment of their potential for intellectual, emotional, social, and psychological growth and maturation.

Since every duty associated with this position may not be described herein, employees may be required to perform duties not specifically spelled out but may be considered incidental in the performance of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the duties herein described.

• Builds strong inclusionary school cultures through leadership in collaboration, IEP, and assessment processes.
• Completes functional behavior assessments and develops Behavior Intervention Plans.
• Understands and works in urban, suburban, and rural school settings, serving diverse populations.
• Works collaboratively with peers and administrators.
• Designs and provides training for exceptional education, regular education, teachers, instructional coaches, and administrators in a variety of professional development opportunities, with an emphasis on Specially Designed Instruction.
• Pursues professional development and training as needed.
• Complies with accounting and financial policies and procedures involving the handling of money and property, as well as other Board policies.
• May include providing general physical assistance to students with various disabilities. Tasks will involve, but are not limited to, assisting students with toileting/feeding/other self-help and behavioral needs.
• Conducts ongoing data collection on all IEP goals/objectives as indicated in the wording of each IEP goal, but at minimum 1 data point per goal per week. Places a copy of the data collection in the student’s special education file prior to each quarterly progress report. Uses the collected data to complete Progress Monitoring Data Points for IEP and to complete the quarterly progress reports that are sent home to parents/guardians.
• Uses the Progress Monitoring Program to graph data points per goal per each nine week grading period.
• Maintains awareness of new trends/changes; attends workshops as appropriate. Conducts disability awareness workshops and connects agencies with families to support post-secondary student goals.
• Assists in developing, implementing, and evaluating district curriculum to ensure alignment with state standards, assessments, and professional learning.
• Models and coaches effective instructional strategies for providing Specially Designed Instruction and inclusive classroom practices.
• Conducts and participates in classroom observations, providing feedback to improve instructional strategies for students with disabilities.
• Facilitates educational services for exceptional education students, including those in DCS custody, residential facilities, hospitals, or experiencing homelessness.
• Maintains databases and records for exceptional education students to ensure compliance with FAPE requirements.
• Oversees exceptional education programs within the SWITCH Academy, including Project SEARCH and Transition2Work.
• Develops and maintains partnerships with businesses and agencies to provide Work-Based Learning opportunities.
• Collaborates with school staff to ensure students with disabilities have access to general education curricula and support services.
• Assists with master schedule development to accommodate support services for students with disabilities.
• Supports gifted education services by recruiting, training, and collaborating with gifted teachers.
• Manages data related to gifted referrals, assessments, procedures, and IEPs.
• Collaborates with district leadership on audit requirements.
• Plans and organizes job fairs to support post-secondary opportunities for students and families.
• Coordinates and attends IEP meetings for students in various exceptional education settings.
• Travels extensively within Hamilton County to school locations and other locations throughout the district to perform job duties.
• Prepares or completes various documents, reports, and correspondence as required.
• Complies with applicable district, state, and federal codes, laws, rules, regulations, standards, policies and procedures.
• Adheres to the Teacher Code of Ethics as defined by Tennessee Law.
• Acts in a professional, respectful, and welcoming manner at all times.
• Creates a customer-focused climate and provides quality services and support to schools, community, businesses, Superintendent of Schools, Board of Education, and other stakeholders.
• Works collaboratively with all stakeholders.
• Follows established procedures to ensure assigned areas are safe.
• Maintains confidentiality.
• Attends work and arrives to work on time.
• Performs other related duties as assigned.

• Bachelor’s Degree in one or more of the following areas - Special Education, Administration/Supervision, Educational/Instructional Leadership;
• Seven (7) years experience working with students with disabilities, including working with mild to moderate to severe disabilities;
• At least five (5) years experience in conflict resolution with special emphasis in system wide programs;
• Or any equivalent combination of education, training, and experience that provides the required knowledge, skills, and abilities for this job.
• Must maintain a valid state issued driver’s license.
• Experience in administering age-appropriate transition assessments and developing transition plans.
• Experience in the manifestation determination process.
• TN teaching license must have one or more of the following endorsements:
  • {105} SPECIAL EDUCATION
  • {109} ADMIN SUPV K-8
  • {110} ADMIN SUPV 7-12
  • {460} SP ED MODIFIED K-12
  • {461} SP ED COMP K-12
  • {441} Instructional Leadership – Aspiring
  • {442} Instructional Leadership - Beginning
• Training in the Facilitated IEP Process.

• Knowledge and experience in the development of compliant IEPs and knowledge of standards.
• Strong demonstration of knowledge in compliance issues of the IDEA.
• Knowledge and experience in federal, state, and local laws, rules, regulations, policies, and procedures related to students with disabilities.
• Knowledge and experience in providing training to parents, special education and regular education staff, and administrators relating to policies/procedures for special education students.
• Ability to quickly exercise judgement, decisiveness and creativity while acting as liaison for school, DCS and contract agencies.
• Demonstrate excellent verbal and written communication skills to deal effectively with students, educators, parents, and community members.
• Knowledge and experience in designing and implementing postsecondary transition experiences including Project SEARCH, WBL, School Based Enterprise and Transition School to Work.