Director, Elementary Specialized Instruction & Inclusive Program

Job Title: Director, Elementary Specialized Instruction & Inclusive Program Office: Office of Teaching and Learning Salary Range: 1-5 / $115,320 - $130,146 NTE Date: N/A Position Overview The mission of the Office of Teaching and Learning (OTL) is to provide educators with curricular resources, academic programs and aligned professional development to ensure rigorous and joyful learning experiences for every student. OTL team members support school‑based staff in implementing DCPS’s existing academic programs while simultaneously working to rethink and redesign school programming, academic and curricular resources, and educator professional development. Divisions/Teams Content and Curriculum : The division sets the vision for equity and excellence for each content area in DCPS schools by researching, creating, and curating curricular materials and providing aligned professional development experiences to ensure that all students have access to rigorous learning experiences in every content area. The division also supports schools and develops curriculum and programming in arts, health, physical education, library programs, STEM, global programs, advanced and enriched instruction, and curriculum and assessment innovation. Early Childhood Education : The division supports schools and families in providing PreK students with comprehensive learning experiences that foster confidence and independence. Approximately 6,000 children age three to five attend early childhood classrooms in 78 elementary schools across the district, including several schools that offer Head Start programming. The division also manages the Early Stages programming which works exclusively with children ages 2 years 8 months through 5 years 10 months and is responsible for meeting the District’s obligation under the Individual with Disabilities Education Act (IDEA) Part B to develop a comprehensive child‑find system to identify and locate all preschool‑age children in the District who have a disability. The division also manages the implementation of DCPS’ Head Start grant. Language Acquisition : The division welcomes families of linguistically and culturally diverse backgrounds to DCPS, leads the process of identifying Multilingual Learner students, and supports schools in developing programs that support English language acquisition and academic growth. This includes support during the academic day and as part of ELSAP, a targeted summer program for ML students. The division also manages DCPS compliance with the DC Language Access Act, providing translation and interpretation resources to school and central teams. Professional Learning and Educational Technology : The division sets a vision for professional development for DCPS as well as creates systems, tools and structures to increase the efficacy of professional learning initiatives. This work includes LEAP, cluster‑based PD, district PD and other learning opportunities. The team works across all DCPS offices to increase the cohesion of professional development and broad sharing of knowledge, while exploring new avenues and opportunities for meaningful development and learning for our educators. The team also leads efforts to enhance alignment and cohesion of professional learning initiatives and the integration of educational technology. Specialized Instruction : The division works to reduce the opportunity gap between students with IEPs and their non‑disabled peers and increases equity and excellence in schools through specific academic programming, related services, professional learning, school leadership development, family engagement, dispute resolution and community partnerships. Director Role The Director, Elementary Specialized Instruction and Programming leads and manages a dedicated team responsible for overseeing the strategy, design, implementation, and continuous improvement of specialized instruction and programming for elementary‑aged students with disabilities across all special education settings (general education, inclusion, resource, self‑contained) in DCPS. This position provides strategic leadership in identifying and implementing evidence‑based curricula, instructional tools, and targeted supports that align with the district’s teaching and learning framework and the Common Core State Standards or Common Core Connectors, ensuring all students with Individualized Education Programs (IEPs) are meaningfully served in their least restrictive environment. The Director oversees all full‑time specialized elementary education classrooms and the LRE continuum team. Additionally, this role manages the delivery of high‑quality professional development for special education teachers and staff, ensuring a cohesive and inclusive instructional experience that meets the diverse needs of every elementary learner. This position has been designated as Protection Sensitive. Pursuant to section 410 of Chapter 4 of the D.C. Personnel Regulations; in addition to the general suitability screening, individuals applying for or occupying protection sensitive positions are subject to the following checks and tests: criminal background check; sex‑offender registry check; pre‑employment drug and alcohol test; traffic record check (as applicable); reasonable suspicion drug and alcohol test; and post‑accident or incident drug and alcohol test. The Director, Elementary Specialized Instruction & Inclusive Programming reports to the Senior Deputy Chief, Specialized Instruction. Essential Duties and Responsibilities Collaborates with DSI, OTL, cluster support colleagues, and central service stakeholders to develop and implement system‑wide strategies that strengthen Specially Designed Instruction (SDI) and improve academic and functional outcomes for students with disabilities. Partners with division leadership and key stakeholders to build, sustain, and continuously improve a flexible continuum of instructional services and supports across all least restrictive environments (LRE). Leads district‑wide training, resource development, and process implementation for teachers and administrators on the effective delivery of IEP instruction across the full special education continuum. Leads the provision of cluster support, resources, training, and job‑embedded coaching to instructional superintendents, principals, LEAP leaders, instructional coaches, and general and special education teachers to strengthen the delivery of specialized instruction across all elementary settings. Develops and implements a school‑level coaching structure and model that builds educator capacity, improves instructional practices, and increases academic and functional outcomes for students with disabilities. Trains and leads a team in consistent coaching models, strategies, and structures, fostering cross‑team collaboration to support instructional implementation, professional development, and resource development across schools and clusters. Oversees school‑level coaching, professional development, and resources supporting adaptive, communication, learning, behavior, and vision instruction across the full special education continuum in elementary clusters and schools. Designs, implements, and evaluates a comprehensive professional development strategy for teachers, school leaders, and staff supporting students with disabilities across general education, resource, and self‑contained classroom settings, ensuring alignment with district priorities and the DCPS teaching and learning framework. Trains instructional superintendents, principals, LEAP leaders, and instructional coaches on curricular resources, instructional implementation, job‑embedded coaching, and IMPACT evaluation requirements for delivering specially designed instruction to students with IEPs across general education and modified curriculum settings. Partners with elementary school leaders to support full‑time special education classrooms utilizing a modified curriculum, ensuring program quality and fidelity. Develops and manages curriculum, interventions, pacing guides, and instructional supports for all full‑time elementary special education classrooms requiring a modified curriculum, ensuring alignment with district standards and individual student needs. Leads DCPS efforts to design, develop, implement, monitor, and evaluate models for inclusive practices, co‑teaching, and specialized supports across the full LRE continuum, ensuring all elementary students with disabilities are meaningfully served in their least restrictive environment. Systematizes and maintains successful operational and project management methods across the department to ensure efficiency, consistency, and accountability in the delivery of specialized instruction and programming. Directs the coaching and support from the LRE flexible continuum team in collaboration with team special education managers. Develops and manages the team budget. Assesses department programmatic talent needs and leads hiring, training, professional development strategies, and organizational design to build and sustain a high‑performing team dedicated to serving students with disabilities. Guides, coaches, and supports direct reports and team members, keeping department staff informed of internal and external developments affecting their areas of responsibility and ensuring continuous professional growth across the department. Collaborates with secondary director for coherence of coaching, training, curriculum identification and implementation, progress monitoring, and data analysis. Qualifications Bachelor’s degree and five to seven years of related work experience. Master’s degree required. School‑based special education teaching or delivery of IEP services required. Experience working directly with school staff and leaders; to develop and implement school‑based plans for providing instruction and services across the continuum for students with disabilities. Specific experience in developing, managing and monitoring programs for students with disabilities in an urban district. DCPS Values STUDENTS FIRST : We recognize students as whole children and put their needs first in everything we do. COURAGE : We have the audacity to learn from our successes and failures, to try new things, and to lead the nation as a proof point of PK‑12 success. EQUITY : We work proactively to eliminate opportunity gaps by interrupting institutional bias and investing in effective strategies to ensure every student succeeds. EXCELLENCE : We work with integrity and hold ourselves accountable for exemplary outcomes, service, and interactions. TEAMWORK : We recognize that our greatest asset is our collective vision and ability to work collaboratively and authentically. JOY : We enjoy our collective work and will enthusiastically celebrate our success and each other. We are an equal opportunity employer and are committed to creating an inclusive, accessible workplace. We welcome and encourage applications from individuals with disabilities. Accommodation and/or application assistance is available upon request at all stages of the application and employment process. To request accommodation, please contact View email address on click.appcast.io. #J-18808-Ljbffr District of Columbia Public Schools