Assistant Director of Special Education Support Services

ROLE & PURPOSE

• The primary role of the Assistant Director of Special Education Support Services is to work with the director, coordinators, and specialists within Special Education to build processes and systems that contribute to the effective and efficient operation of the Special Education Department including compliance with TEA Guidelines and processes, student evaluations, and other required tasks and operations.
• The Assistant Director of Special Education Support Services will actively support our department’s mission and vision of being a trusted partner by cultivating strong relationships and helping implement department processes that produce consistency and excellence in our products across areas of programming and services.
• The Assistant Director of Special Education Support Services will demonstrate leadership and expertise in the strategic planning, design, delivery, progress monitoring, and evaluation, and revision of systems and supports for the department and with campuses.

QUALIFICATIONS

EDUCATION/CERTIFICATION

• Master’s degree from an accredited institution in Special Education or a related field
• Mid-management or Principal Certification from accredited institution

EXPERIENCE

• Minimum of three years of successful classroom teaching experience; experience in a specialized special education classroom preferred
• Minimum of three years of successful administrative experience or directly related experience
• Experience in leadership of special education teams
• Leadership and/or administrative experience leading large-scale district improvement initiatives

MAJOR RESPONSIBILITIES & DUTIES

• Supervises all special education campus support specialized classroom coordinators, coordinator of RDSPD and vision services, coordinator of 504 & dyslexia, and the coordinator of behavioral supports
• Oversees the operations of the district Behavior and Learning Center
• Oversees district Special Olympics programming
• Oversees district Braille services, Deaf ed interpreter services, orientation and mobility services, audiologists, and assistive technology
• Supervises the district Physical Therapists, Music Therapists, and Occupational Therapists
• Oversees the In-Home Training evaluation and services
• Oversees the Adaptive PE coaches
• Oversees and monitors extended school year programming

I. INSTRUCTIONAL MANAGEMENT

• Works with appropriate Academic Services directors, assistant directors and coordinators to develop, maintain, and revise curriculum documents based on a systematic review and analysis process and schedule.
• Aligns curriculum development with federal, state, and District expectations and guidelines, and plans for student learning and educator effectiveness in relevant areas.
• Provides guidance and leadership to campus and District staff in the area of research-based curriculum design, instructional approaches, and assessment practices for students with special education services.
• Participates in the District improvement plan process to establish and review outcomes, strategies, and activities that support major classroom and instructional programs.
• Oversees and monitors the work of all specialized supports personnel to ensure compliance with IEP goals and schedules of service.

II. SCHOOL/ORGANIZATIONAL CLIMATE

• Attends and participates in department director, Academic Services, and other District-level meetings and committees as required.
• Develops systems of communication that establish consistent, efficient and collaborative processes for the provision of guidelines, services, and support to campus and District staff.
• Exemplifies effective problem-solving methods that are customer-service oriented.
• Works in partnership with the Director of Professional Learning to oversee the coordination, evaluation, and design of District professional learning with state and District data, the strategic plan and goals, and District expectations for teaching and learning.
• Partners with coordinators and campus administrators to problem solve and support special education programming.

III. SCHOOL/ORGANIZATIONAL IMPROVEMENT

• Coordinates the review and analysis of multiple sources and types of educator and student data to identify educator-learning needs for improved student performance relative to District and campus special education services.
• Develops policies, guidelines, and practices to address challenges impeding the initiation, implementation, or institutionalization of system-wide improvements.
• Engages District and campus staff to apply a cycle of continuous improvement: inquiry, action research, data analysis, planning, implementation, reflection, and evaluation.
• Works to align department support to classroom, campus, and District goals for student and educator learning using data to monitor and measure its effects on educator and student performance.
• Communicates and collaborates regularly with the Director of Professional Learning, Director of Special Education, Director of World Languages, and other Academic Services directors and assistant directors as appropriate to ensure alignment and create appropriate support systems and structures.
• Partners with the Accountability and Research Department to assess the effectiveness of curriculum and instruction programs, reports results, and develops plans for improvement.

IV. ADMINISTRATION & FISCAL/FACILITIES MANAGEMENT

• Coordinates acquisition of District resources, including materials and other resources that support the implementation of instructional priorities and the District professional learning plan.
• Prioritizes, monitors, and coordinates local, federal, or grant budgets.
• Develops administrative procedures and regulations to manage and implement policies established by federal and state law, SBOE rule, and local board policy in the area of special education.

V. SCHOOL/COMMUNITY RELATIONS

• Articulates the District’s mission, instructional philosophy, and curriculum implementation strategies to the community, and solicits support and input in realizing the District mission.
• Participates as an effective team member who contributes to District, department, and content goals.
• Plans, facilitates, and oversees special education parental involvement programs and initiatives in collaboration with other district and campus parent involvement events.
• Maintains confidentiality in the conduct of district business.

VI. PROFESSIONAL GROWTH & DEVELOPMENT

• Seeks, accepts, and responds to coaching and feedback from supervisor, staff, and peers.
• Maintains a network of professional colleagues, membership in professional associations, attendance at relevant conferences, and exposure to professional literature in the area of curriculum, instruction, and assessments.
• Establishes ongoing goals for professional learning to remain current in innovative and effective practices.

VII. SUPERVISORY RESPONSIBILITIES

• Leads recruitment, selection, and professional learning of all specialized programming staff, making sound recommendations relative to staff placement and assignment.
• Supports the evaluation of all coordinator and therapist direct reports to ensure growth and effectiveness.
• Demonstrates skill in coaching and conflict resolution.
• Provides for two-way communication and meets regularly with coordinators and specialists, and others who provide special education support services.
• Promotes performance improvement among administrative and professional staff, including identifying individual strengths and areas for improvement.
• Promotes efficacy in coordinators and other specialized services staff.

VIII. OTHER DUTIES

• Performs other duties as may be assigned by the Director of Special Education
• Travels district-wide and occasional out of-district; prolonged and irregular hours

IX. WORKING CONDITIONS

MENTAL DEMANDS / PHYSICAL DEMANDS / ENVIRONMENTAL FACTORS

• Tools/Equipment Used: Standard office equipment including computer and peripherals; standard instructional equipment.
• Posture: Moderate standing; occasional kneeling, squatting, bending, and stooping
• Motion: Moderate walking
• Lifting: Regular light lifting and carrying (less than 15 pounds)
• Environment: Work inside and outside (exposure to sun, heat, cold, and inclement weather); exposure to noise
• Mental Demands: Work with frequent interruptions; maintain emotional control under stress, with frequent interruptions.

Read Full Description