Coordinator, Specialized Learning & Behavior, Special Education

Primary Purpose

Provide leadership and coordination to ensure the overall design and implementation of specialized education programs and behavior support services are aligned with federal, state, and locally mandated regulations. Design and implement professional learning for special education teachers and staff.

Qualifications

Education/Certification

• Valid Texas Teaching Certificate

Master’s degree, special education preferred

Special Knowledge and Skills

• Experience with support of special education program implementation, service delivery, and compliance

• Ability to evaluate instructional programs and teaching effectiveness

• Ability to manage budget

• Ability to coordinate district function

• Ability to plan and conduct staff development

• Ability to interpret policy, procedures, and data

• Ability to integrate technology into the classroom

• Strong communication, public relations, and interpersonal skills

Knowledge of special education classroom teaching strategies and materials/resources

Experience

• Three years’ experience as a specialized setting classroom teacher

Three years’ experience in specialized settings and/or behavior management

Major Responsibilities and Duties

Instructional and Program Management

• Apply legislative decisions and regulations to the design and implementation of a free and appropriate public education (FAPE) for all eligible students

• Collaborate with campus administrators to monitor student response to specially designed instruction

• Plan, implement, and evaluate instructional programs with teachers and principals, including learning objectives, instructional strategies, and assessment techniques.

• Apply research and data to improve the content, sequence, and outcomes of the teaching-learning process.

• Involve instructional staff in evaluating and selecting instructional materials to meet student learning needs.

• Ensure the use of technology in the teaching-learning process.

• Actively support the efforts of others to achieve district goals and objectives and campus performance objectives (academic excellence indicators).

• Obtain and use evaluative findings (including student achievement data) to examine curriculum and instruction program effectiveness.

• Help secure consultants, specialists, and other community resources to assist principals and instructional staff in attaining objective.

Help provide effective staff development activities that incorporate the mission of the district, program evaluation outcomes, and input from teachers and others.

Policy, Reports, and Law

• Implement and monitor the compliance of grants as needed.

• Make recommendations to curriculum and instruction department and schools on appropriate resources to support specially designed instruction.

Perform other duties as assigned by the supervisor or other administrator s that are consistent with the general requirements and qualifications for the position.

Communication

• Provide for two-way communication with principals, teachers, staff, parents, and community.

• Demonstrate skill in conflict resolution with administrators, parents, teachers, staff, and community.

Monitor professional research and disseminate ideas and information to other professionals.

Community Relations

• Articulate the district’s mission, instructional philosophy, and curriculum implementation strategies to the community and solicit its support in realizing district’s mission.

• Demonstrate awareness of district-community needs and initiate activities to meet those needs.

Demonstrate use of appropriate and effective techniques to encourage community and parent involvement.

WORKING CONDITIONS:

Mental Demands/Physical Demands/Environmental Factors

The working conditions described 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 and expectations.

• Tools/Equipment Used : Standard office equipment including personal computer and peripherals.

• Posture: Frequent sitting and standing; occasional bending/stooping, pushing, /pulling, and twisting

• Motion: Repetitive hand motions; frequent keyboarding and use of mouse; occasional reaching

• Lifting: Occasional light lifting and carrying (less than 15 pounds); occasional physical restraint of students to control behavior

• Environment: May work prolonged or irregular hours; work inside and outside (exposure to sun, heat, cold, and inclement weather), exposure to noise; occasional districtwide and statewide travel

• Mental Demands: Work with frequent interruptions; maintain emotional control under stress