Director of Special Education

TITLE: DIRECTOR OF SPECIAL EDUCATION

TYPE: Individual Contract

SALARY: Per Individual Contract

REPORTS TO: Superintendent of Schools

OBJECTIVE:

The Director of Special Education (the Director) is responsible for the overall administration of special education programming in accordance with School Committee policy, goals, and objectives; Massachusetts Department of Elementary and Secondary Education (DESE) rules and regulations; and federal laws and regulations. Provides instructional and compliance support to the Chicopee Public Schools. Collaborates with the Assistant Superintendent(s), Special Education Staff, and Building Principals to ensure that all students have equitable access to the supports and services they require per their Individual Education Program (IEP) to obtain academic success. Implements strategies to expand inclusion and special education support services throughout the district.

ESSENTIAL DUTIES AND RESPONSIBILITIES:

• Administers all special education services for the District while providing educational leadership and program management.
• Develops a district-wide vision for all the District's schools that includes a philosophy of inclusionary practices and free appropriate public education (FAPE).
• Maintains a current list and description of program services available for school-age children in need of special education services.
• Oversees the management of all approved student IEPs.
• Oversees all out-of-district student placements.
• Advises in the delivery of home/hospital tutoring services.
• Cooperates with all outside agencies, public and private, in the development of service delivery to special education students.
• Coordinates schedules and services for the Special Education Coordinators, itinerant special education staff, and site-based special education staff.
• Works with the Building Principals and the Human Resources Department to post and hire special education staff.
• Leverages the strengths and skills of the individuals supporting the special education students and builds capacity within these individuals to grow these skill sets to better support our students and skills.
• Supervises and evaluates Special Education Coordinators and office staff.
• Maintains accountability for compliance with special education mandates.

• Oversees the management of all records and documents related to DESE reporting requirements for special education.
• Ensures that student service records are in compliance, organized, and maintained.
• Monitors and disseminates information on the State and Federal laws and regulations regarding special education students and services.
• Attends to all matters related to the Board of Special Education Appeals (BSEA) and Problem Resolution System (PRS) in coordination with the Legal Compliance Officer.
• Advises the Superintendent, Assistant Superintendent(s), and all school leaders on all matters related to special education.
• Develops community partnerships with agencies that will support and enhance the work with the special education students.
• Serves as an advisor to the Parent Advisory Council (PAC) and Autism PAC.
• Develops and monitors special education budget expenditures subject to approval by the Superintendent. Oversees the management of the special education grants.
• Supervises requests from staff for purchase of materials and equipment.
• Represents the district at various professional development opportunities, including local and national conferences.
• Performs tasks and assume any additional duties deemed necessary by the Superintendent of Schools.

REQUIRED MINIMUM QUALIFICATIONS:

Education, Training, and Experience

• An advanced degree in Special Education Administration or a closely related field from an accredited college or university.
• A valid Massachusetts educator license as a Special Education Educator and Administrator.
• Sheltered English Immersion (SEI) Endorsement.
• A minimum of five years of supervisory, administrative, and or leadership experience in the field of Special Education.
• Experience in the development and implementation of programs to support students with disabilities.
• Experience in high level and complex problem solving; building leadership capacity; managing and contributing to large scale organizational change.
• Must be trained, or willing to be trained, in the de-escalation and physical restraint techniques utilized by the District.

Knowledge, Abilities and Skills

• Knowledge of special education service delivery in public school settings and out-of-district placements.
• Knowledge of an ability to problem solve issues involving DESE regulations and the IDEA.
• Knowledge of data analysis to support professionals in improvement planning, goal setting, and continuous improvement activities.
• Ability to work cooperatively with District offices and Building Principals to develop strategies to meet the needs of students with disabilities.
• Ability to engage in and contribute to senior management-level discussions (Executive Team Meetings) concerning policy and guidance of the District.
• Ability to assess and address the academic and behavioral needs of students.
• Proficient in the use of computer applications, including Microsoft Office and Google Workspace.

ADA and Minimum Qualifications to Perform Essential Job Functions

• Physical Requirements: Must be physically able to operate a variety of equipment including computers, copiers, adding machines, etc. Must be able to exert up to 50 pounds of force occasionally, and/or up to 30 pounds of force frequently, and/or up to 10 pounds of force constantly to move objects, and/or to lift, carry, push, and pull or otherwise move objects, including the human body. Must be able to stand, crouch and bend over for a long period of time at intervals throughout the day.
• Data Conception: Requires the ability to compare and/or judge the readily observable, functional, structural or composite characteristics (whether similar or divergent from obvious standards) of data, people or things.
• Interpersonal Communication: Requires the ability to speak and/or signal people to convey or exchange information. Includes giving instructions, assignments or directions to subordinates or assistants.
• Language Ability: Requires the ability to read a variety of correspondence, reports, forms, newsletters, schedules, manuals, invoices, requisitions, menus, recipes, journals, etc. Requires the ability to prepare correspondence, reports, forms, evaluations, procedures, charts, surveys, articles, bid specifications, brochures, news releases, handbooks, budgets, etc., using prescribed formats and conforming to all rules of punctuation, grammar, diction, and style. Requires the ability to speak before groups of people with poise, voice control and confidence.
• Intelligence: Requires the ability to apply principles of logical or scientific thinking to define problems, collect data, establish facts, and draw valid conclusions; to interpret an extensive variety of technical instructions in mathematical or diagrammatic form; and to deal with several abstract and concrete variables.
• Verbal Aptitude: Requires the ability to record and deliver information, to explain procedures, to follow oral and written instructions. Must be able to communicate effectively and efficiently in a variety of technical or professional languages including medical, legal, accounting and marketing terminology.
• Numerical Aptitude: Requires the ability to utilize mathematical formulas; to add and subtract; multiply and divide; utilize decimals and percentages; and to apply the principles of algebra and geometry.
• Form/Spatial Aptitude: Requires the ability to inspect items for proper length, width and shape.
• Motor Coordination: Requires the ability to coordinate hands and eyes rapidly and accurately in using office equipment.
• Manual Dexterity: Requires the ability to handle a variety of items such as office equipment and hand tools. Must have minimal levels of eye/hand/foot coordination.
• Interpersonal: Requires the ability to deal with people beyond giving and receiving instructions. Must be adaptable to performing under stress and when confronted with emergency situations.
• Physical Communication: Requires the ability to talk (expressing or exchanging ideas by means of spoken words) and hear (perceiving nature of sounds by ear). Must be able to communicate via telephone or radio.