Director Of Special Education

Title: Director of Special Education

Department: Special Education

Licensure: Illinois Professional Educator License

Endorsement: Director of Special Education

Classification: Certified/ Exempt

Reports To: Superintendent

Evaluation: Evaluated by the Superintendent

Primary Function

Under the direction of the Superintendent, the Director of Special Education shall assume responsibility for the planning, development, coordination, and management of all special education programs, services, budgets, and personnel and shall ensure compliance with state and federal regulations governing the delivery of special education services; and is also responsible for development, implementation, and evaluation of the district's Special Education programs and the administration of the District's Child Welfare programs, alternative schools, and serving as liaison with appropriate public and private agencies.

Minimum Qualifications

• Illinois Professional Educator License (PEL), with LBS1

• Director of Special Education endorsement preferred or eligible for Director of Special Education endorsement

• Master's Degree in the area relevant to the departmental curriculum and/or Special Education

• Completion of Teacher Evaluation Admin Academy for teacher evaluations

• Demonstrated excellence in teaching performance and Special Education leadership

• Prior experience as a Director of Special Education preferred

Performance Responsibilities

To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skills, and/or abilities required:

• Provide oversight for caseload management of students in special education and the creation and implementation of IEP plans in inclusive, self-contained, resource and off-site settings;

• Ensure that services provided by contractual personnel are of high quality, provided in the LRE, and are aligned with students' IEPs;

• Ensure that all documents are completed in a timely and accurate manner, according to state, local, school, and school policies prior to meetings;

• Coordinate the completion of IEP benchmarking, progress monitoring, and quarterly IEP progress reports for students and parents;

• Provide training and technical assistance to case managers, teachers, related service providers professionals on all aspects of case management: uses of computer systems for the special education process, goal writing, progress reports, annual reviews, and parent communication;

• Ensure that IEPs are developmentally appropriate, curriculum and standards-based, and are relevant to individual students;

• Provide guidance and oversight for co-teaching initiatives, professional development and support;

• Work to maintain school tracking and data systems that include student information related to IEPS, services, service hours, evaluations, referrals, evaluation timelines, and documented infractions;

• Support the planning and implementation of Special Education initiatives, integrating new developments, current research, and best practices into programs and new initiatives;

• Works closely with Principals and the Director of Student Services to support middle school articulation and 8th grade transition processes

• Gather and report data for all reporting requirements concerning students with IEPs and other required reports to the state, department of education, grant applications, annual reports, etc.);

• Maintain a high level of knowledge of Special Education law. Facilitate workshops and meetings for parents and identify resources for parents of students with special needs.

• Supervise, direct, and evaluate staff assigned to the Special Education office.

• Supervise, direct, and evaluate specific related-services staff (i.e. OT, Hearing Itinerant, SEL programs, etc.)

• Provides leadership in developing, implementing, evaluating, and revising the District's Special Education programs from preschool through 8th grade.

• Provide leadership in the improvement of instruction and the initiation of innovative practices within the special education program.

• Analyze special education student enrollment and individual needs of students then recommend staffing needs.

• Analyze special education student achievement and recommend strategies for increasing yearly progress.

• Conduct procedural training meetings for the purpose of exchanging ideas, disseminating innovative practices, improving teaching techniques, and carrying out necessary departmental functions.

• Organize and/or present professional development activities for teachers, administrators, and support staff.

• Prepare and maintain pertinent records and reports.

• Manage ESY Summer School planning and programming

• Conduct domain meetings for initial referrals for special education case study evaluations.

• Coordinate the case study evaluation assignments to the principal, psychologist, social worker, speech/language pathologist, teacher, nurse, and others as appropriate.

• Conduct annual reviews for students receiving special education services.

• Practice professional renewal through a variety of means such as attending conferences, workshops, and seminars and participating in professional organizations.

• Works cooperatively with building administration and staff in planning, implementing, and managing programs and services for students with disabilities.

• Recruitment and employment of properly licensed personnel as required to provide services to students with disabilities consistent with their IEPs.

• Conducts, in cooperation with building administrators, staff, parents, and community, on-going evaluation of programs, and services, and coordinates the long-range planning process to meet the needs of students.

• Cooperates with the Transportation Office in planning and delivery of services to students whose IEPs require transportation.

• Establish and maintain ongoing communication with the administration and regular/special education staff.

• Maintains effective working relationships with various public and private agencies involved in social services and/or law enforcement as it relates to Special Education students.

• Responds to concerns and questions from community members in a timely and professional manner.

• Works closely with DCFS as needed.

• Develops and manages budgets in the Special Education Department.

• Participates in the personnel selection process when appropriate

• Administers district policies and contract provisions.

• Promotes and maintains a professional attitude among staff.

• Works with school principals to determine the assignment of Special Education employees to schools

• Participates in District and professional committees

• Serves as the district's Title IX coordinator/Complaint Officer with the Director of Human Resources to investigate complaints for the purpose of reaching resolutions

• Serves as the District Section 504 coordinator

• Attends Board of Education meetings

• Attends Principal meetings as requested by the Superintendent

• Handles parent complaints effectively

• Chairs, conducts, and supervises various discipline and attendance hearings; coordinates all hearing panels, ensures due process in all cases for students with IEPs, and is accountable to the Superintendent.

• Responsible for state and federal reporting.

• Ability to evaluate contracts and develop recommendations for the district

• Ability to write routine correspondence

• Ability to speak effectively with vendors and staff.

• Ability to apply common sense understanding to carry out instructions furnished in written, oral, or diagram form.

• Ability to work with all items in great detail and with a high degree of accuracy.

• Strong organizational skills and ability to develop team performance.

• Ability to handle multiple priorities in a highly transactional, fast-paced environment.

• Has excellent integrity and demonstrates good moral character and initiative.

• Proven ability to communicate and work with people in a teamwork environment.

• Embraces and encourages the acceptance of diversity

• Ability to effectively communicate (verbal and written) with parents, colleagues, administration, and all other members of the educational community.

• Ability to use web-based programs, e-mail, and technology (laptop, Smartboard, etc.) effectively.

• Other tasks as may be deemed appropriate and necessary by the Superintendent.

Physical Demands

The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this position. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

While performing the duties of this job, the employee is required to stand, talk, hear, walk, and sit. The employee is directly responsible for the safety, well-being, and work output of other people. Specific vision requirements of this position include close vision such as reading handwritten material, and the ability to adjust focus.

Work Environment

The employee shall possess exemplary oral and written communication skills, interpersonal skills, and the ability to work well with others. The employee shall be proficient with the technological aspects of the position, including computing software and hardware, as well as video and camera equipment and software. The employee shall use board-approved resources and technology. While performing the duties of this job, the employee occasionally works in a building setting with children, works in outdoor weather conditions, and is subject to noises associated with both an educational environment and other settings such as the gymnasium, lunchroom, library, busses, traffic, construction sites, server rooms, and boiler rooms.

Terms of Employment

Twelve-month work year; salary, work year, and work schedule to be established by the Board of Education.