Senior Program Administrator, Special Education

At MESD, we collaborate with local school districts to deliver exceptional special education services to students with disabilities, ages 5-21. Our programs are led by SafetyCare certified professionals who employ trauma-informed care practices to ensure the best outcomes for our students. Students join our programs through referrals from their home districts, and our services are funded through the MESD resolution process as well as various grants and contracts. Join us in making a meaningful impact on the lives of students with disabilities by providing them with the quality education they deserve.

Department: Student Services

Program: Special Education

Reports to: Director of Student Services - Assistant Superintendent

Classification/Range: Confidential Contracted/Range SPA02

Schedule: 235 days annual days July 1 through June 30

POSITION PURPOSE:

The Senior Program Administrator for Special Education will be responsible for working collaboratively with the Director of Student Services and will coordinate and supervise staff in the planning and implementation of direct and indirect services to students enrolled in special education programs. Assignment may include duties in one or more of the following programs: Functional Living Skills, Occupational Therapy / Physical Therapy Motor Services, Speech, Related Services, Functional Living Skills Alt. and Social Emotional Skills Program. General duties may include supervision, hiring, observation and evaluation of staff, program development, evaluation, coordination of services with district staff, management and communication of written reports, policies and procedures and also adhere to all requirements under federal and state laws pertaining to Special Education.

This position will work closely with the Director, educators, support staff and administrators to develop and implement special education and school policies and procedures that support the needs of children with disabilities. The incumbent will provide effective professional development that is based in research and supported best practices. The incumbent will be responsible for providing training and support with an emphasis on behavioral and intensive interventions.

ESSENTIAL JOB FUNCTIONS:

Program Development and Evaluation:

• Oversee IEP planning and implementation, ensuring adherence to due process mandates.

• Assist in writing, evaluating, and revising program service objectives annually.

• Establish and monitor procedures for selecting and purchasing evaluation instruments, adaptive equipment, instructional materials, and curricula.

• Gather data, synthesize results, and submit reports to districts, regional programs, and state agencies.

• Oversee and update special education and behavioral support manuals for compliance.

• Evaluate the effectiveness of educational and behavioral assessments. Audit IEPs and behavior plans.

• With the Director, coordinate, oversee and assist in the writing and review, evaluation and revision at least annually of the program service objectives for each program assigned.

Coordination and Compliance:

• Coordinate and implement special education within timelines, ensuring compliance with policies and procedures.

• Oversee federal and state compliance for special education policies and practices.

• Co-facilitate and attend monthly Student Services meetings and support component school districts as needed.

• Act as educational liaison in county meetings for child sexual exploitation issues.

• Liaison with state agencies on special education compliance.

• Assist the Director in the administration and management of areas of responsibility adhering to district policy, procedures and administrative guidelines.

Leadership and Training:

• Lead, participate, and provide training and leadership for special education at regional and county levels.

• Supervise Safety Care Training programs, including scheduling and performance evaluations.

• Coordinate and oversee the mentoring program for new special education teachers.

• Provide leadership, management, and supervisory oversight with professionalism, integrity, equity, and inclusion.

• Plan and evaluate staff development activities based on needs and regulatory changes.

• Support teams in designing behavioral interventions and facilitate effective meetings.

• Ensure personal safety and the well-being of students and staff.

• Provide guidance in implementing positive behavioral interventions and strategies.

• Serve as a resource for tracking and interpreting academic/behavioral data.

• Other duties as assigned.

Staff Management:

• Direct and assist staff with scheduling, assessments, instructional activities, and report writing for evaluations and placements.

• Coordinate personnel changes, including recruitment, interviewing, and hiring recommendations.

• Supervise, evaluate, and assess assigned staff, implementing progressive discipline if necessary.

• Communicate district and department policies regarding staff responsibilities.

Communication and Collaboration:

• Communicate effectively with school personnel, parents, professionals, and advisory groups.

• Collaborate with local school districts, community agencies, and state agencies to implement special education.

• Demonstrate behavioral teaching techniques and consult with school district administrators, ODE, social service agencies, and parents.

Professional Development:

• Participate in professional growth activities to enhance knowledge and skills in instructional delivery and supervisory practices.

ESSENTIAL QUALITIES:

Equity: Lead and support regional equity initiatives

Vision: Lead with vision, follow-through and student focus.

Trust: Develop trust among coworkers and students through honesty and fairness.

Communication: Communicate in an inclusive, effective and collaborative manner.

Personal Qualities: Be respectful, excel in customer service, caring, humble and courageous.

Agency-wide perspective: Be involved in and supportive of continuous overall improvement of MESD programs and services.

Attendance: Daily and consistent attendance and puncuality are paramount as this provides consistency and alignment with students, peers and programming outcomes.

MINIMUM QUALIFICATIONS, SKILLS, ABILITIES:

• Ability to objectively evaluate and document student learning, staff performance and the achievement of program objectives.

• Previous experience as a school administrator; preferably separate school programs with great emphasis in special education.

• Exemplary and strong background and knowledge in special education and the ability to speak intimately of special education processes, procedures and best practice.

• Emotional and physical stamina to perform duties as required by the designated task, except for temporary disability.

• Effective and strong oral / written and presentation communication skills in order to work collaboratively with a variety of districts, ODE, community personnel and parents of students with disabilities and/or unique needs.

• Knowledge of computer skills for PowerPoint Presentations, Google Documents, word processing with ability to write/analyze/compile data for required reports.

• Training or experience in writing, compiling, editing, organizing and implementing developmentally-based behavioral and therapy curriculum.

• Training and experience in prescriptive behavioral techniques or strategies in education and/or counseling techniques for crisis behaviors.

• Demonstrated leadership and project organizational skills (planning, presentation, implementing and evaluation). Ability to prioritize and manage multiple projects.

• Knowledge of research related to Special Education Best Practices, Functional Behavioral Assessment (FBA) and Behavior Support Planning.

• Knowledge, training, and/or experience of state/federal laws and projected trends in special education.

• Expertise in guiding teams through effective FBAs and development of individual intervention plans.

• Ability to coordinate and collaborate well with local education agencies and outside agencies.

• Ability to objectively case manage, evaluate, and document student progress in the program.

• Vehicle for use on the job, valid driver's license and driving record acceptable to agency carrier.

• Ability to assess and synthesize complex information and translate it into clear, concise and actionable guidance for others.

• Knowledge of effective educational programs within special education for children experiencing disabilities.

• Ability to work independently and as part of a team.

DESIRED QUALIFICATIONS, SKILLS, ABILITIES:

• Experience working in school districts as a school principal or assistant principal with deeply rooted understanding of special education, processes, procedures, best practices and IDEA.

• Strong background understanding special education law and experience working with children experiencing disabilities.

• Ability to manage multiple high level deliverables daily.

• Ability to provide guidance, expertise, communication and decision making during contentious meetings.

REQUIRED EDUCATION & EXPERIENCE:

• Masters Degree in one of the following fields:

• Educational Leadership, Management and Administration

• Special Education

• Speech and Language Pathology,

• School Psychology

• Valid Oregon Administrative License with Administrator Endorsement

• Minimum of 5 years of experience in Special Education with experience of related duties in special education supervision, program supervision, school leadership, district level program coordination.

WORKING CONDITIONS:

Work is performed in a wide variety of locations including office and school environments. Travel is required. May work with challenging students, families or personnel situations. May require restraining or supporting students and occasional lifting up to 70 pounds. Involves sitting, walking, and attendance at evening and weekend meetings. Requires the use of computers, office equipment and driving personal vehicle. May also require coverage of the school site if the administrator is unable to be present.

PHYSICAL DEMANDS:

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

• Mobility: Ability to sit, stand, walk, and move around for extended periods of time.

• Lifting: Ability to lift and carry up to 50 pounds.

• Vision: Visual acuity to read and interpret written and electronic information.

• Dexterity: Ability to use hands and fingers to handle, feel, and operate objects, tools, or controls.

• Hearing/speaking: Ability to communicate and exchange accurate information so others will understand.

• Emotional/Psychological: Ability to maintain composure and professionalism in challenging situations, remain empathetic and understanding towards individuals with diverse backgrounds and needs, handle stress and pressure effectively, and adapt to change in the workplace.

BENEFITS:

• District pays full medical, dental and vision premiums for eligible employees and dependents

• Three medical insurance plan options:

• Group Health Reimbursement Arrangement (HRA)

• Health Savings Account (HSA), or

• Opt-Out option

• MESD pays employee's 6% Public Employees Retirement System (PERS) contribution

• Annual additional benefit options for Confidential employees:

• Two (2) additional Floating Holidays

• One (1) additional Floating Holiday AND $500 MESD Paid contribution to a Section 125 Medical Flexible Savings Account

• One (1) additional Floating Holiday AND $500 paid contribution to a Health Savings Account (HSA)*

• $1000 MESD paid contribution to Section 125 Flexible Spending Account e) $1000 MESD paid contribution to their Health Savings Account (HSA)*

• Employee must be enrolled in a HSA-eligible medical plan through MESD

• Paid holidays, vacation, sick leave and personal time off

• Tuition Reimbursement and Professional Development

The description contained herein reflects general details as necessary to describe the principle functions of this job, the level of knowledge and skill typically required and the scope of responsibility, but should not be considered an all-inclusive listing of work requirements. Individuals may perform other duties as assigned, including work in other functional areas to cover absences or relief, to equalize peak work periods or otherwise to balance the workload.

EQUAL OPPORTUNITY EMPLOYER

MESD recognizes the diversity and worth of all individuals and groups. It is the policy of MESD that there will be no discrimination or harassment of individuals or groups based on race, color, religion, gender, sexual orientation, gender identity, gender expression, national origin, marital status, age, veterans status, genetic information or disability in any educational programs, activities, or employment.

Reasonable accommodations for the application and interview process will be provided upon request and as required in accordance with the Americans with Disabilities Act of 1990. Individuals with disabilities may contact the Human Resources Director for additional information or assistance. Speech/Hearing impaired persons may contact the district for assistance through the Oregon telecommunications Relay Service at 1-800-735-2900.