Director of Special Education

Position Type:
Administration/Director

Date Posted:
9/17/2026
Director of Special Education

This position will be for the 2026/2027 School Year


ABOUT HOPE COMMUNITY ACADEMY

HOPE Community Academy is an accredited, public co-educational charter school comprising primary, intermediate, middle school, and high school levels. The entire school community seeks to provide a safe and trusting learning environment where each student is valued and challenged to grow academically, socially, emotionally, and physically.

Mission:


To inspire students to achieve high academic success while embracing Hmong language and culture.


Vision:

To be a public school of excellence, with high quality staff, diverse programs, and successful students.

Culture statement reflects who we are:

HOPE is a safe space where all feel valued, empowered, and inspired. Learning at HOPE promotes cultural appreciation, character, and lifelong growth. Our scholars leave ready to lead with purpose and contribute to their community.

HOPE's Values:

High-Impact; Scholar-Focused; Sense of Belonging; Leadership; and Joyful Excellence:


Our work for the next two years is illustrated in our 2026-2028 Strategic plan focused on four priorities - Radical Growth, Stabilizing Operational Systems, Being Data-Centered, and Building Community Impact. All employees are expected to operate with high impact to continue improving the experiences of HOPE's community.


Position Title:

Director of Special Education

Salary Range:

$100,000-$110,000

Reports To:

Executive Director, CEO & Chief Academic Officer

Status:

Exempt, Full-Time

40+ hours a week

Contract Type:

11 month contract

One (1) week off in June


One (1) week off in August.

Two (2) weeks off in December

One (1) week off for Spring Break.

ABOUT THIS ROLE

At HOPE, we believe that every scholar with different abilities deserves the same promise we make to every scholar in the building: a rigorous, culturally affirming, and joyful education that prepares them to


lead with purpose and contribute to their community. A disability does not diminish that promise - it defines the kind of support we must provide to keep it. For HOPE to deliver on that commitment, we need a Director of Special Education who can build, lead, and sustain a SPED department that is both instructionally excellent and compliance-strong - because at HOPE, those two things are not in tension. They are the same thing.

The Director of Special Education is the operational and instructional leader of HOPE's SPED department. This person does not manage from a distance - they are in classrooms, in meetings, in conversations with teachers and families, and at the center of every decision that affects how scholars with disabilities are served at HOPE. Reporting to the Chief Academic Officer, the SPED Director oversees IEP compliance, manages evaluations and timelines, leads the Student Assistance Team (SAT) process, coaches and supports SPED teachers, coordinates co-teaching models, and ensures that every scholar on an IEP receives the services they are legally entitled to and the instruction they deserve.

HOPE's 2026 2028 Strategic Plan includes ambitious and specific goals for the SPED department: completing a 100% case file audit with zero compliance findings by 2028, building and implementing a clear MTSS process, investing in SPED-specific curriculum, developing a functional co-teaching model, reviving the Special Education Advisory Council (SEAC), training all staff on co-teaching practices, and increasing SPED scholar proficiency on the MCAs. The SPED Director is the person responsible for driving every one of those goals forward. This is not a maintenance role - it is a building role. The person who steps into this position will shape what special education looks like at HOPE for years to come.

This role sits at the intersection of HOPE's Radical Growth, Stabilize Operational Systems, and Data-Centered strategic priorities - because scholar growth, compliance excellence, and data-informed instruction must all work together in special education. The ideal SPED Director is someone who holds impeccable compliance standards and deep instructional knowledge in equal measure, leads with an asset-based mindset that refuses to define scholars by their disability, and builds a team culture where SPED teachers feel supported, equipped, and proud of the work they do.

PRIMARY DUTIES

SPED Department Leadership & Supervision.
Lead, supervise, and support the daily operations of HOPE's Special Education department, including SPED teachers, educational assistants assigned to SPED, and related service providers. Set clear expectations for instructional quality, compliance, and professional conduct. Provide ongoing coaching, feedback, and support to SPED staff to build their capacity and effectiveness. Foster a department culture grounded in collaboration, high expectations, and genuine care for scholars.

IEP Compliance & Due Process Management.
Ensure 100% compliance with all federal (IDEA), state (MDE), and HOPE-specific special education requirements. Oversee the development, implementation, and monitoring of all Individualized Education Programs (IEPs) across the school. Manage all evaluation, re-evaluation, annual review, and due process timelines to ensure nothing is late or missing. Review IEPs for quality, legal sufficiency, and alignment to scholar needs. Serve as the school's primary point of contact for SPED compliance matters with MDE and HOPE's contracted SPED Director.

Case File Audit & Compliance Systems.
Lead the execution of HOPE's 100% case file audit, as outlined in the 2026 2028 Strategic Plan. Develop and maintain systems for ongoing case file review to ensure all documentation is accurate, current, and audit-ready at all times. Identify compliance gaps, remediate findings, and build sustainable processes that prevent future issues. Establish the expectation that compliance is not a one-time event but a daily professional standard.

Student Assistance Team (SAT) & MTSS Leadership.
Build, lead, and facilitate HOPE's Student Assistance Team (SAT) process with fidelity. Ensure a clear, consistent pathway from general education concern through intervention, progress monitoring, and - when appropriate - referral for special education evaluation. Partner with the MTSS Coordinator to align SPED referral processes with the broader MTSS framework. Ensure that the SAT process is thorough, equitable, data-informed, and culturally responsive - particularly when evaluating multilingual learners where the line between language acquisition and disability is complex.

Evaluation & Identification Oversight.
Oversee all initial evaluations, re-evaluations, and eligibility determinations for special education services. Ensure evaluation processes are comprehensive, legally compliant, culturally responsive, and completed within required timelines. Monitor identification patterns across the school to ensure scholars are neither over-identified nor under-identified for special education services - with particular attention to the EL/SPED intersection for HOPE's multilingual learners.

Co-Teaching Model Development.
Lead the development and implementation of co-teaching models across the school, as outlined in the strategic plan. Partner with the Instructional Coaches and Educational Leaders to train SPED and general education teachers in effective co-teaching structures - including one teach/one assist, station teaching, parallel teaching, and team teaching. Ensure co-teaching is implemented with fidelity and that scholars with IEPs are receiving meaningful access to grade-level content in the least restrictive environment.

SPED Curriculum & Instructional Leadership.
Invest in and oversee the selection, implementation, and alignment of SPED-specific curriculum and instructional materials. Ensure SPED teachers have access to evidence-based intervention programs and resources that address the diverse needs of scholars with disabilities. Monitor the quality of specially designed instruction (SDI) across the department and provide coaching and support when instructional practices need to be strengthened. Ensure all instruction for scholars with IEPs is rigorous, goal-aligned, and connected to grade-level standards.

Data-Driven Decision Making.
Use data to drive every decision in the SPED department - from individual scholar progress monitoring to department-wide program evaluation. Track and analyze SPED scholar performance on FASTBridge, MCAs, IEP goal progress, and other relevant assessments. Present data to school leadership, the Board of Directors, and the SPED Advisory Council as needed. Support HOPE's strategic goal of increasing SPED scholar proficiency on the MCAs by using data to identify gaps and prioritize instructional improvements.

Family Partnership & IEP Meeting Facilitation.
Ensure all IEP meetings are conducted in a manner that is welcoming, collaborative, and culturally responsive - particularly for HOPE's Hmong and Karen families who may be navigating the special education system for the first time or through a different cultural lens. Support SPED teachers in facilitating effective, family-centered IEP meetings. Serve as a resource for families who have questions or concerns about their scholar's services, accommodations, or educational rights. Build a SPED department culture where families are treated as true partners, not passive participants.

Special Education Advisory Council (SEAC).
Revive and lead HOPE's Special Education Advisory Council (SEAC) as outlined in the strategic plan. Ensure the SEAC meets regularly, includes parent and community representation, and serves as a meaningful forum for reviewing SPED program implementation, gathering family input, and making recommendations for continuous improvement.

Staff Training &Professional Development.

Design and deliver professional development for both SPED and general education staff on topics including IEP implementation, accommodations and modifications, co-teaching, MTSS, behavioral support, culturally responsive SPED practices, and compliance expectations. Build the capacity of all staff - not just SPED staff - to support scholars with disabilities effectively. Partner with Instructional Coaches to ensure professional development is aligned to school-wide instructional priorities.

Collaboration with Academic & Scholar Support Leadership.

Serve as a key partner to the Chief Academic Officer, Educational Leaders, MTSS Coordinator, Instructional Coaches, and the Impact Coach Manager. Participate in academic leadership team meetings, school improvement planning, and data review cycles. Ensure SPED priorities are integrated into - not separate from - the broader academic vision of the school. Serve as HOPE's primary special education leader, representing the SPED department to the Board of Directors, authorizer, MDE, and external partners. Ensure all reporting, oversight, and compliance requirements are met at the highest level.

Professional Responsibilities & School Community Involvement.

Fulfill all professional responsibilities including accurate compliance documentation, timely reporting, and participation in school-wide events and initiatives. Stay current on changes to federal and state special education law, MDE guidance, and evidence-based practices in the field. Contribute to a positive, collaborative, and inclusive school culture where scholars with disabilities are celebrated, included, and held to the same high expectations as every other scholar at HOPE. Each staff member will participate in at least three or more school events throughout the school year.

Requirements

• Master's degree in Special Education, Educational Leadership, or a related field required.

• Valid Minnesota SPED Director license is required.

• Minimum of five (5) to seven (7) years of experience in special education, including direct experience with IEP development, compliance management, and instructional leadership.

• Previous experience as a SPED Director, SPED Coordinator, or special education department leader required. Experience leading a SPED department in a charter school setting is strongly preferred.

• Deep knowledge of IDEA, Section 504, Minnesota special education statutes, MDE compliance requirements, MARSS reporting, and due process procedures.

• Experience conducting case file audits and remediating compliance findings.

• Strong understanding of the MTSS framework, SAT processes, and the continuum of special education services from identification through service delivery.

• Experience developing and implementing co-teaching models in a school setting.

• Proficiency in using student assessment data - including FASTBridge, MCA, EDUClimber, and IEP progress monitoring tools - to drive instructional decisions and program improvement.

• Experience supervising, coaching, and developing special education staff.

• Strong knowledge of evidence-based instructional strategies and interventions for scholars with a range of disabilities.

• Exceptional organizational skills and the ability to manage complex compliance timelines, multiple caseloads, and cross-departmental coordination simultaneously.

• Deep cultural humility and responsiveness - particularly regarding the Hmong and Karen communities HOPE serves and the intersection of cultural identity, language acquisition, and disability.

• Experience working with or in Hmong and/or other diverse communities is strongly preferred; proficiency in Hmong is a significant asset.

• Strong interpersonal, communication, and facilitation skills; ability to lead meetings, coach staff, and navigate sensitive conversations with families and colleagues with professionalism and care.

• Deep commitment to educational equity, asset-based thinking, and the belief that every scholar with a disability deserves access to rigorous, grade-level instruction and high expectations.

WORK ENVIRONMENT

Duties are performed in a school environment; school building is a multi-level building that has an elevator and is accessible. May involve movement throughout the building to support scholars in classrooms, common areas, hallways, and offices. Possible exposure to loud environments (e.g., hallways during passing periods, cafeteria, gymnasium). Some evening hours may be required for school events, family engagement activities, and cultural programs.