Interim Director Of Special Education

FRAMINGHAM PUBLIC SCHOOLS

DEPARTMENT OF SPECIAL EDUCATION

TITLE:

Interim Director of Special Education

2024-2025 School Year

POSITION SUMMARY:

The Interim Director of Special Education provides leadership and vision in alignment with the Framingham Public Schools strategic and instructional plans, and ensures continuous organizational development and leadership for the Department of Special Education. The Department of Special Education is composed of: special educators, paraprofessionals, speech and language pathologists, occupational therapists, physical therapists, board certified behavior analysts, applied behavior analysts, team evaluation coordinators, and additional specialists. Director of Special Education is responsible for implementing and maintaining Special Education programs and services in compliance with district, state, and federal objectives and laws; planning, designing, and implementing all phases of service provided by the Special Education department and staff; serving as a resource to patrons, school administrators and staff; development and management of the departmental budget; and maintaining adequate staffing to ensure objectives of programs and services are achieved for Framingham Public Schools Students.

OUR MISSION:

Framingham Public Schools is committed to excellence for all students. Our mission statement guides our work: Through a comprehensive education, we aim to create and empower free-thinking, responsible citizens who can participate equally in our rich and diverse community. FPS and the community stand united in our core values: Providing a safe, inclusive, culturally responsive teaching and learning environment; Engaging antiracist and responsible civic advocates; Respecting diversity of thought, learners, cultures, and community; Fostering learning and healthy growth of all students and staff; Ensuring every school will be an active, participatory, equitable community.

Diversity among teachers undoubtedly advances the academic achievement of students. Compliance obligations establish a baseline which we seek to exceed. As a district, Framingham Public Schools is committed to achieving, developing, and maintaining a workforce reflective of the rich racial, linguistic, and cultural diversity of our students. Framingham Public Schools aims to teach our children, and ourselves, to be culturally proficient and inclusive in order to live, learn, and work together in a vibrant and diverse world.

Indeed, Framingham Public Schools is committed to inspiring our school community to be accepting and willing to learn from individuals with differing backgrounds. Our goal is to reflect the diverse community we serve and create a great place to work for everyone by embracing the individual skills, perspectives, and experiences our people bring to the workplace and harnessing these for high performance and improved service delivery. We want our employees to feel included, valued, and respected and have access to equal opportunity, which supports full participation at work. Framingham Public Schools seeks to retain the diverse talent in our workforce and support our people to maintain a long and productive working career.

Framingham Public Schools is dedicated to the goal of building a culturally diverse and pluralistic faculty committed to teaching and working in a multicultural environment and strongly encourages applications from persons with disabilities and who identify as members of historically underrepresented groups.

CERTIFICATES, LICENSES, REGISTRATIONS:

At least three years of administrative experience in Special Education. Current and valid DESE license as a Special Education Administrator and SEI Endorsement for Administrators or Special Education or evidence of application for DESE license and progress towards attaining. Please note that licensure requirements are subjected to change at the discretion of DESE.

TRAINING AND EXPERIENCE:

• Master's degree in special education, educational leadership, or a related field

• Licensure as a Special Education Administrator

• Minimum 3 years of special education administration or leadership experience

• Experience with Special Education programming development and oversight

• Knowledge of federal and state special education laws and regulations

• Ability to communicate effectively with diverse stakeholders, including students, families, staff, and community members

• Strong organizational and management skills

• Ability to work collaboratively with others to achieve common goals

• Strong problem-solving and decision-making skills

• Bilingual (Portuguese or Spanish) skills are preferred.

Framingham Public Schools seeks candidates whose background, teaching, or service has prepared them to contribute to our commitment to diversity, inclusion and belonging in all aspects of education. Also, we are interested in candidates who will bring to their professional practice the perspective that comes from a non-traditional educational background or an understanding of the experiences of those underrepresented in the educational field.

ESSENTIAL DUTIES AND RESPONSIBILITIES:

The essential functions or duties listed below are intended only as an illustration of the various types of work that may be performed. The omission of specific statements of duties does not exclude them from the position if work is similar, related, or a logical assignment to the position. This job description does not constitute an employment agreement between the employer and employee, and is subject to change by the employer, as the needs of the employer and the requirements of the job change.

• Lead and implement strategic vision for district and school based programming and program implementation

• Arranges for providing appropriate services for all special education students in accordance with individualized educational plans; and designs, implements, evaluates and maintains a program of special education services in the district.

• Oversee district processes for identification, referral, evaluation, and program planning for all students in need of special education services.

• Oversee systems and procedures in special education data collection

• Ensure current student records are maintained in accordance with applicable state and federal regulations

• Collaborates with departmental directors to plan, develop, and implement curriculum, instructional activities, and programs for special education students

• Collaborates with Departmental and program directors to develop school year and summer programs to strengthen student achievement.

• Collaborates with the Executive Director to evaluate existing programs and assist in the enhancement of programs and services including grant writing, budget preparation and professional development that serves the needs of the program

• Ensure processes and procedures pertaining to special education transportation are compliant with state and federal laws and regulations, and oversee systems for implementation and efficiency.

• Ensure that Special Education programs, including location and class size, and related procedures are in compliance with the Special Education Regulations.

• Provide supervision to the Assistant Director of Special Education and other Special Education Administrators

• Identification, application and implementation of state and federal grant funds

• Coordination, planning, and implementation of professional development needs for staff and programs.

• Collaborate with district leaders in planning district-wide strategic prioritization areas of focus.

• Collaboration and support of the Special Education Parent Advisory Council (F-SEPAC) and attendance at meetings.

• Oversee the development of policies and procedures to maintain compliance with state and federal regulations.

• Oversight and lead coordinator of DESE monitoring activities as required: Tiered Focused Monitoring, Mid-Cycle Reviews, Proportionate Share, preparation of all Federal, State and local reports for special education.

• Provide educational leadership for Special Education program assessment, Special Education program developments, and research and methodology for Special Education.

• Support, coordination, and planning meetings with Special Education Team Evaluation Coordinators.

• Oversight of the facilitation and procedures for Special Education students from within the district as well as from other public and private schools, including hospitals, DCF and DYS facilities, and other institutions to the public schools.

• Assist in the recruitment, interviewing, and recommendation of personnel for special education programs.

• Perform other tasks and assume other responsibilities as determined by the Executive Director of Student Supports.

• Coordinate the use of consultation and external resources for student support services, including but not limited to identifying contracted service providers, managing scheduling, and monitoring expenditures.

• Coordination with the Student Registration Department with school placements for move-in students, class list process for incoming Kindergarten students, and monitoring special education numbers at each school.

• Coordination and collaboration with the Early Education Manager and the Assistant Superintendent in the implementation and expansion of PreK district-wide.

• Keeps abreast of current research and professional literature and meets with other

• professionals to exchange information about new practices.

• Coordinates, responds to, and successfully submits all documentation required for CPR and MCR process, PRS complaints, BSEA referrals and processes, DESE submissions and reports

• Prepare other reports assigned or requested by the Executive Director of Student Supports

• Performs other job-related duties as assigned by the Executive Director.

• Demonstrate sound judgments and decisions aligned with the District Strategic Plan and vision, and promotes a positive school and district climate that fosters high student expectations and support.

PHYSICAL WORKING CONDITIONS:

TThe work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

Work is primarily sedentary, performed in an office setting. While performing the duties of this job, the employee is regularly required to stand, walk, talk, and hear. The employee is frequently required to use hands; to finger; to handle or feel objects, tools, or controls; and to stoop, kneel, crouch, and crawl. The employee is occasionally required to sit and reach with hands and arms. The employee must occasionally lift and/or move up to 25 pounds. Specific vision abilities required by this job include peripheral vision and close vision such as reading typewritten material. The work typically requires occasional in-district travel to attend meetings.

REPORTS TO:

Executive Director of Student Supports

SUPERVISORY RESPONSIBILITIES:

Assists in the supervision and evaluation of Special Education District staff, including the Assistant Director of Special Education

FAIR LABOR STANDARDS ACT (FLSA) CLASSIFICATION:

This position is classified as Exempt (Professional).

TERMS OF EMPLOYMENT:

Per the FAA collective bargaining agreement.

HELPFUL LINKS:

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Framingham Public Schools provides equal employment. opportunities (EEO) to all employees and applicants for employment without regard to race, color, religion, sex, national origin, age, disability, or genetics. In addition to federal law requirements, Framingham Public Schools complies with applicable state and local laws governing nondiscrimination in employment in every location in which the District has facilities. This policy applies to all terms and conditions of employment, including recruiting, hiring, placement, promotion, termination, layoff, recall, transfer, leaves of absence, compensation, and training. Framingham Public Schools expressly prohibits any form of workplace harassment based on race, color, religion, gender, sexual orientation, gender identity or expression, national origin, age, genetic information, disability, ancestry, marital status, or veteran status.

Rev. 2024