PRIMARY PURPOSE:

Coordinate and support systems that ensure students have access to educational services and supports across the district, including Section 504, homebound services, and private school processes. This role focuses on building consistent practices, supporting campuses, and ensuring alignment with district and state expectations.  Coordinate all activities associated with MTSS including general education through special education programs at assigned campuses.

QUALIFICATIONS:

Minimum Education/Certification:

• Master’s Degree
• Valid Texas certification in Special Education or related field
• Administrator or Mid-Management Certification (preferred)

Special Knowledge/Skills:

• Comprehensive knowledge of federal, state, and district 504, homebound and special education regulations, policies, and procedures.
• Understanding of student support systems and service access
• Ability to develop systems and processes across campuses
• Ability to collaborate with campus and district staff
• Strong organizational and problem-solving skills
• Ability to communicate with parents, instructional staff, and school administrators.
• Knowledge of instructional practices, specially designed instruction, and support for diverse learners
• Understanding of service delivery models across educational settings
• Demonstrated ability to coordinate and provide staff development and other training activities
• Experience working with families and students coping with crisis and/or behavioral challenges
• Ability to support campus administrators in decision-making and program implementation

Minimum Experience:

• 3-5 years public school experience in counseling, special education or educational leadership role
• Proven experience in leadership position (either district or campus level)
• Experience working as a collaborative team member.

MAJOR RESPONSIBILITIES AND DUTIES:

Instructional Management

1. Develop and maintain systems to support consistent implementation of:

1. Section 504 processes
2. Homebound services
3. Private school evaluation and service processes/Proportionate Share

1. Provide training and guidance to campus staff and administrators
2. Serve as a resource for complex or high-level situations related to student access and services
3. Monitor implementation and identify trends to improve systems and supports
4. Collaborate with assessment and program staff to ensure alignment of services
5. Support campuses in problem-solving and decision-making related to student access
6. Maintain required documentation, reporting, and processes

School/Organizational Climate & Management

1. Establish communication network among teachers, campuses, and administrators.
2. Respond appropriately to situations that could impair the teaching/learning process.
3. Deal sensitively and fairly with persons of diverse cultural backgrounds.
4. Work with appropriate staff to develop, maintain, and revise district procedural guidelines based on the Texas Education Agency’s annual revision of the state monitoring document.
5. Train and support appropriate staff regarding 504, Homebound and Proportionate Share

1. Support district-wide community resources events for families with students with disabilities

Student Management

1. Demonstrate support for the district’s student management policies.

Professional Growth & Development

1. Develop needed professional skills appropriate to job assignment.
2. Demonstrate behavior that is professional, ethical, and responsible and serve as a role model for all district special education staff.
3. Gain expertise in newly developed policies and procedures in order to assist skill acquisition by student support staff.

School & Community Relations

1. Articulate the department’s mission and goals to individual campuses and the community and solicit its support in realizing the mission.
2. Establish and maintain open lines of communication by conducting conferences and meeting with parents, students, and staff concerning vital issues.  

Supervisory Responsibilities

• May Supervise Assigned Staff as Needed.

WORKING CONDITIONS:

Mental Demands:

Ability to communicate effectively (verbal and written) with staff and students and community members; interpret district policy, procedures, and data; interpret state and federal laws regarding special education, 504 and Proportionate Share issues; coordinate district functions; maintain emotional control under stress.

Physical Demands/Environmental Factors:

• Frequent district and occasional statewide travel; occasional prolonged and irregular hours.
• Support of campuses/students with behaviors including but not limited to physical aggression.