Special Education Coordinator I of Instruction 12 Month

POSITION TITLE 1950 COORDINATOR I OF INSTRUCTION FOR SPECIAL EDUCATION

GENERAL DEFINITION AND CONDITIONS OF WORK

Performs intermediate professional and administrative work assisting in the planning, development and implementation of the total instructional program for students with disabilities; does related work as required. Work is performed under the general supervision of the Director of Special Education. Supervision is exercised over compliance specialists, transition specialists, teachers, evaluation team members, therapists, and related staff. This is light work requiring the exertion of up to 20 pounds of force occasionally, up to 10 pounds of force frequently, and a negligible amount of force constantly to move objects; work requires walking, and repetitive motions; vocal communication is required for expressing or exchanging ideas by means of the spoken word; hearing is required to perceive information at normal spoken word levels; visual acuity is required for depth perception, preparing and analyzing written or computer data, determining the accuracy and thoroughness of work, and observing general surroundings and activities; the worker is not subject to adverse environmental conditions.

ESSENTIAL FUNCTIONS / TYPICAL TASKS

Coordinating and supporting instructional quality and regulatory compliance of special education programs in the K-12 cluster of schools; supporting educators with curriculum and instruction; interacting with students, parents, professionals and community agencies; preparing and maintaining program files and records. Assists the director of special education in the planning, developing and implementing programs, services, activities and curriculum for students with disabilities; Provides guidance and support to building administration and Liaisons to ensure accuracy in procedures, processes and programs; Works collaboratively with the special education department and other instructional areas to provide quality educational opportunities to students; Meets regularly with building principals, classroom teachers, and professionals to provide on-going feedback regarding classroom practices; Monitors student data and provides targeted support for schools and the division; Develops and conducts in-service training for general education and special education teachers regarding best practices and specific instructional topics; Assists in monitoring compliance with state and federal regulation; Assists in purchasing and monitoring budgets; Supervises and monitors the special education instructional professionals; Assists in the analysis of student achievement data for students with disabilities and students with 504 plans; Prepares information for state and federal reports; Serves on other committees as directed; Assists in developing Special Education policies and procedures; Performs related tasks as required. Note: The above description is illustrative of tasks and responsibilities. It is not meant to be all inclusive of every task or responsibility.

KNOWLEDGE, SKILLS AND ABILITIES

Thorough knowledge of the principles, practices and procedures of special education and specialty area. Thorough knowledge of the principles and methodology of effective teaching of students with disabilities. Thorough knowledge of the practices, methods and techniques used for diagnostic, evaluation and identification of students with disabilities. Thorough knowledge of curriculum and program development for students with disabilities. Thorough knowledge of school division rules, regulations and procedures. Ability to establish and maintain standards of behavior. Ability to deliver articulate oral presentations and written reports. Ability to establish and maintain effective relationships with other staff, students and parents. Ability to operate a personal computer.

EDUCATION AND EXPERIENCE

Any combination of education and experience equivalent to graduation from an accredited college or university supplemented by a Master’s degree in education and extensive experiences as a lead teacher or department chair. Building Level Administrative Experience preferred.

SPECIAL REQUIREMENTS

Possession of or ability to acquire appropriate postgraduate licenses, certificates, and/or endorsements in approved academic area.

FLSA STATUS

Exempt

AA/EOE STATEMENT

This employer does not knowingly discriminate on the basis of race, color, religion, sex, sexual orientation, gender identity or expression, age, disability, or national origin. #J-18808-Ljbffr Suffolk Public Schools