Executive Director of Special Education and Exceptional Learners

Executive Director Of Special Education And Exceptional LearnersThe Executive Director of Special Education and Exceptional Learners is committed to leading pre-K to 12 special education programs and enhancing services for exceptional students. This role ensures compliance with all regulatory standards while fostering innovative educational strategies to support all students' success. This role will serve on the division leadership team. The Executive Director of Special Education and Exceptional Learners reports to the Chief Academic Officer.Specific duties and responsibilities include:Establish and maintain partnerships with external agencies to enhance educational and therapeutic services for students, ensuring that programs are both effective and compliant with federal, state, and local standards.Direct comprehensive training programs for instructional staff, including special education teachers, PLATO teachers, and instructional assistants, to promote best practices in education for both traditional and exceptional student populations.Oversee the strategic allocation of resources to schools, tailoring support to meet the varied needs of special education and exceptional students.Stay abreast of legislative changes in special education and exceptional services, advising the district on necessary policy adjustments.Maintain robust communication with parents, community partners, and internal stakeholders about special education developments and exceptional student services.Champion the integration of gifted students and those requiring specialized therapies into inclusive educational settings, ensuring access to appropriate learning resources and environments.Manage the provision and training of assistive technology to support the educational participation of all students.Collaborate closely with regular education programs to ensure a unified approach to student support across the district.Develop educational materials and special programs that cater to the unique needs of special education and exceptional students.Supervise daily operations within the Special Education and Exceptional Learners Department and the Supervisor of Gifted Programs.Additional job functions include:Works in conjunction with the Virginia Department of Education, the Office of Civil Rights, the Office for Special Education Programs, and various other state and local agencies to meet the needs of students.Monitors contracts with individuals and agencies for special services not available through the school system; and ensures compliance of program with federal, state, and local regulations.Develops and implements standards, policies, and procedures related to child services in special education and exceptional education.Leads key instructional programming efforts for students with disabilities.Coordinates with local agencies, parents, and school personnel to resolve problems and secure needed resources and services.Monitors the progress of current services and programs for operational effectiveness and makes recommendations for adjustments as needed.Responds to calls and correspondence regarding all programs and services offered by the Special Education and Exceptional Learners Department.Supervises compliance with reviews of the Individual Education Plans.Coordinates placement decisions for separate special educational classes via daily communication with school personnel and Special Education Department Administrators.Determines available space in all classes and assign location of services for special education students.Assists and collaborates with principals regarding the selection, placement, and evaluation of special education teachers and instructional assistants.Participates in special consultations and case conferences with school psychologists and eligibility chairs.Directs all data collection, data management, and production of Special Education reports.Consults with the school board attorney on individual cases when necessary.Attends state level meetings regarding policies, procedures, and legal updates.Performs other related work as required.Supervises and conducts personnel administration duties for direct subordinates, evaluating, assigning special duties, monitoring attendance and travel reports, and granting leave.Supervisory responsibilities include:Evaluate all direct reports and other administrators as assigned. Direct Reports include but are not limited to Special Education Supervisors.Follows through other duties as assigned.The Executive Director of Special Education and Exceptional Learners' duties will have been satisfactorily performed when the evaluation of this person is at standard or above on the applicable Performance Appraisal Criteria.Minimum training and experience:Master's degree in special education, psychology, curriculum instruction or school administration with five to seven years as a special education teacher and considerable professional and successful experience in a position responsible for district-wide administration is preferred. A postgraduate professional license endorsed in Administration and Supervision is required.Through knowledge of state and federal laws, regulations, and requirements related to special education.Experience as a Principal is highly recommended and preferred.Minimum qualifications or standards required to perform essential job functions:Physical requirements: Must be physically able to operate a variety of equipment including computers, copiers, etc. Must be physically able to operate a motor vehicle. Must be able to exert up to 10 pounds of force occasionally, and/or a negligible amount of force constantly to lift, carry, push, and pull or otherwise move objects, including the human body. Light Work usually requires walking or standing to a significant degree.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, billing statements, etc. Requires the ability to prepare correspondence, reports, forms, evaluations, budgets, purchase orders, 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 standard English.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 descriptive statistics and statistical inference.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.Color discrimination: Does not require the ability to differentiate between colors and shades of color.Interpersonal temperament: 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 and hear: (Talking: expressing or exchanging ideas by means of spoken words. Hearing: perceiving nature of sounds by ear.) Must be able to communicate via telephone.Knowledge, skills, and abilities:Deep knowledge of special education regulations and policies across federal, state, and local levels.Skilled in leadership and program administration, with a focus on ethical and effective special education practices.Adept at staff development, enhancing team skills and program delivery.Proficient in data analysis and reporting to inform program decisions and compliance.Strong ability to design, evaluate, and adjust special education programs based on student needs and outcomes.Effective communicator with exceptional abilities in building cross-functional collaborations and engaging diverse stakeholders.Strategic planner with expertise in budget management and long-term goal setting.Disclaimer: The preceding job description has been designed to indicate the general nature and level of work performed by employees within this classification. It is not designed to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and qualifications required of employees for this job.RCPS is an Equal Opportunity Employer and does not discriminate on the basis of race, color, national origin, sex, disability or age in its programs and activities. The following person(s) has been designated to handle inquiries regarding the non-discrimination policies: Dr. Jesse Mazur – Title IX Coordinator .For inquiries regarding employment non-discrimination policies please contact Human Resources at .