SPECIAL EDUCATION COORD

Job Description

Job Description

ST. COLETTA OF GREATER WASHINGTON CLASS SPECIFICATION

SPECIAL EDUCATION COORDINATOR

Definition

Under general supervision of the IEP & Assessment Director, the Special Education Coordinator (SEC) is responsible for the overall operation of the assigned age group, which consists of multiple classrooms. Duties focus on serving as Principal’s Designee at Individualized Education Plan (IEP) meetings, working with assigned teachers, therapists, staff, and students to achieve IEP goals and objectives, providing training and support to teachers in assessing student present levels and developing appropriate IEP goals/objectives, and ensuring all aspects of an IEP is effectively implemented. SEC’s will also ensure data collection is accurately documented, and review all progress reports and provide feedback to teachers. SEC is also responsible for providing input for teacher performance evaluations and training staff in effective data collection procedures. They will also work closely with the administration to ensure school goals are met and provide support in preparing for school reviews. Other important aspects of the job are ensuring the safety and well-being of students through positive behavior supports and implementation of positive behavior support plans, supporting students and staff during crisis behavior incidents, and assisting in supervision of students in all settings of the school and in the community for school events/activities.

In accordance with the federal wage-hour laws, this is a salaried position and is not subject to the Fair Labor Standards Act’s (FLSA) minimum wage and overtime pay requirements.

Other Performance Measures:

Successful performance on the job requires following safety guidelines and policies to reduce accident or injury to self or students, school dress standards, proper attendance and leave policies, and compliance with other policies set forth in the Employee Handbook. Creativity, initiative and effective problem solving is also important to the success of the incumbent.

Examples of Essential Functions

• Review and act as Principal’s designee for all IEPs of students assigned to House.
• Provide updated database information to the IEP/Assessment Coordinator as needed such as re-evaluation dates, related services, etc.
• Oversee student programming and provide training to support IEP development, teaching practices, and accurate data collection.
• Oversee the maintenance of student data books and conduct trainings as needed.
• Assist assigned teachers in developing functional behavior assessments, behavior intervention plans, or other reports (ESY, justification for one-to-one, etc.) as needed.
• Prepare quarterly progress reports.
• Ensure completion of regular Student Accommodation Team meetings.
• Support the program administration team in meeting school goals and assist in school review processes.
• Provide input for classroom teacher evaluations.
• Ensure teachers adhere to timelines and due dates for tasks related to the IEP process, school goals, state testing, and assessment procedures.
• Temporarily support with teaching responsibilities if needed as detailed in the Teacher job description
• Act as liaison for any visitors to the assigned house (psychologists, LEAs, observers.).
• Provide support and supervision to students during emergency drills, assemblies, and other environments in the school and community setting.
• Work with AHA’s to ensure there is adequate staffing support throughout the day.
• Assist administration with daily organizational tasks as needed (tours, interviews and staffing, bus issues, etc.).
• Assist in monitoring of contents and order of students’ files (i.e., IEPs, Progress Reports, assessments, etc.).
• Acquaint the faculty and staff with all school policies and procedures
• Attend, as needed, meetings outside the school day to include “Back To School Night”
• Establish and maintain professional, caring, cooperative relationships with parents, guardians, outside specialists and agencies.
• Assist in maintenance of the physical environment of the school.
• Ability to exert moderate physical effort in light work, typically involving some combination of bending, stooping, squatting, reaching, kneeling, crouching, crawling and brisk walking, and which may involve lifting, carrying, pushing and/or pulling of objects and materials of moderate weight (45 lbs.).
• Most tasks require oral communication, visual and hearing perception, and the ability to get around the classrooms, cafeteria, gym, campus, etc.
• The ability to keep up with running children and or to lift or assist with lifting students is essential.
• Clearly communicate the mission of the school to the community.
• Support overall school mission through volunteer opportunities.
• Maintain confidentiality of parent, student and staff personal identifiable information.
• Other duties as assigned.

Required Qualifications:

· Working knowledge and understanding of students with intellectual disabilities, autism and multiple disabilities

· Working knowledge of the principles and practices of teaching.

· Working knowledge of instructional methods applicable to the field of special education.

· Working knowledge of current literature trends and sources of information in the field of special education.

· Skill in accessing and evaluating students with intellectual disabilities.

· Ability to evaluate problems and progress of assigned students.

· Ability to work with parents, aides and specialists in developing a constructive and healthful learning environment.

· Ability to learn and adapt new methods and techniques.

· Ability to supervise, train and discipline assigned staff.

· Requires strong interpersonal skills and the ability to communicate verbally and in writing.

· Successful completion of the required training courses within a specified period of time.

· Tuberculosis screening to assure no significant risk to the health and safety of others.

• Successfully passing a criminal background investigation and pre-employment and random drug screenings.

Examples of Knowledge, Skills and Abilities

• Working knowledge of modern principles, techniques and methods of teaching, particularly as applied to special education.
• Working knowledge of the needs and requirements of working with students   with disabilities.
• Working knowledge of the principles and methods of educational research.
• Skill in assessing and evaluating students with intellectual disabilities.
• Ability to evaluate critically the achievements of students and to give

assignments according to their interests and ability.

• Ability to prepare lesson plans and organize a meaningful instructional program.
• Ability to maintain records, and prepare reports and correspondence related to the work.
• Ability to communicate effectively with others.
• Ability to write routine reports and correspondence using English grammar and spelling.

Sensory Requirements

Most tasks require visual perception and discrimination. Some tasks require oral communications ability. Some tasks require the ability to perceive and discriminate sounds.

Minimum Acceptable Education and Experience :

Bachelor’s degree in special education, and holds or is eligible for District of Columbia teaching certification with appropriate endorsement. Prior teaching/instructional experience with individuals with intellectual disabilities is preferred

Hours of Work -  7:50 AM to 4:00 PM- Monday, Tuesday, Thursday, Friday

 7:50 AM to 3:10 PM – Wednesday

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 job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

Physical Mobility

Physical Effort

Activity

% of Day

Lifting: Amt of Weight

% of task required

Stand

15

Up to 10 lbs.

10

Walk

15

Up to 20 lbs.

10

Sit

60

Up to 45 lbs.

10

Bend

10

More than 100 lbs.

no

Climb stairs

15

Balance

100

Push/Pull: Amt of Weight

% of task required

Stoop

20

Up to 10 lbs.

10

Kneel

10

Up to 20 lbs.

10

Talk

100

Up to 45 lbs.

10

Hear

100

More than 100 lbs.

no

Ability to perform a 2-person transfer.

Vision Ability

Activity

% of time task required

Close vision

100

Distance vision

100

Color vision

100

Peripheral vision

100

Depth perception

100

Ability to adjust and focus

100