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Director, Specialized Instruction

3 months ago

Washington, United States DC Public Schools Full time
Our public school students need your expertise, passion and leadership.
We are looking for highly motivated and skilled talent to join our team at District of Columbia Public Schools (DCPS). We seek individuals who are passionate about transforming the DC school system and making a significant difference in the lives of public school students, parents, principals, teachers, and central office employees.

DCPS serves 48,750 students in the nation's capital through the efforts of approximately 4,000 educators in 115 schools. As part of a comprehensive reform effort to become the preeminent urban school system in America, DCPS intends to have the highest-performing, best paid, most satisfied, and most honored educator force in the nation and a distinctive central office staff whose work supports and drives instructional excellence and significant achievement gains for DCPS students.

Position Overview
The Division of Specialized Instruction (DSI) works to provide a high quality continuum of services in an inclusive environment so every student with disabilities is prepared for success in college, career, and life. The division works with schools to design, implement, and monitor programs and supports for students with disabilities.

The Director, Specialized Instruction is a school-based position and will lead the special education department for the schoolboth instruction and compliance. The Director, Specialized Instruction will work to ensure that all school supports and services are leveraged to purposefully serve the social-emotional and academic needs of students with Individual Education Programs (IEPs). The Director, Specialized Instruction will lead an interdisciplinary school-based team in a school with a large population of students with IEPs (approximately 100 or more). The team will be charged with leading high-quality specialized instruction and programming for students with disabilities, while ensuring compliance with all aspects of federal laws, state regulations, and DCPS policies and procedures regarding Special Education.This position is a safety-sensitive position. As a result, throughout employment this position will be subject to the Employee Mandatory Drug and Alcohol Testing Policy.

The Director, Specialized Instruction will report to the Principal.

Essential Duties and Responsibilities
The below statements are intended to describe the general nature and scope of work being performed by this position. This is not a complete listing of all responsibilities, duties, and/or skills required. Other duties may be assigned.
  • Provides structured, ongoing informal observation of and feedback to special education teachers, general education teachers, co-teaching pairs, and paraprofessionals.
  • Facilitates collaborative co-planning sessions to ensure lessons are aligned with both the DCPS scope and sequence and the Common Core State Standards (CCSS); and ensures a variety of instructional strategies are incorporated to meet the needs of all learners.
  • Conducts ongoing coaching, mentoring, and professional development initiatives for school staff utilizing research-based instructional strategies and interventions for students with disabilities, with guidance from Central Office Administration, especially those offices under the Deputy Chancellor of Social, Emotional, and Academic Development.
  • Develops and implements data tracking systems to monitor students' academic and social-emotional progress, the school's engagement with families and the community, and operational compliance to ensure students with disabilities are provided rigorous and joyful experiences in a nurturing and inclusive environment.
  • Establishes procedures for and leads the Special Education department, its team meetings, and its collaborative sessions; coordinates monthly support meetings between assigned School Support Liaison (SSL) and school's special education team; and serves as a point of contact for all Special Education matters.
  • Trains case managers to organize and lead high-quality IEP team meetings that ensure students and families are effectively engaged in the development of an Individualized Education Program that is intentional, appropriate, aligned to CCSS, and meets the individual needs of each student; and models these behaviors.
  • Leads the effort for ensuring special education staff are an active and integral part of the school's academic content teams and/or grade-level content teams and supports their engagement in appropriate district-wide professional opportunities, including LEAP.
  • Leads school-wide initiatives to ensure students with IEPs are provided the specialized instruction and related services to which they are entitled by ensuring all appropriate staff members are collaborating and have access to students' IEPs.
  • Monitors and promotes school-wide processes and procedures for the collection, analysis, and documentation of Special Education data and records; and ensures the assignment of identified students to the caseload of respective case managers and Related Service Providers (RSPs).
  • Leads ongoing engagement efforts with the families of students with disabilities by heading parental outreach, information distribution, and cooperative problem-solving to create an engaging, welcoming, and inclusive school culture.
  • Directly supervises and conducts IMPACT evaluations for Special Education Coordinators, Special Education Administrative Assistants, Transition Specialists, Behavior Technicians, Paraprofessionals and Special Education Teachers.
  • Builds and maintains collegial and productive relationships with all staff - instructional, administrative, and operational.
  • Consistently attends, and fully participates and engages in regularly scheduled professional development opportunities designed specifically for the position.
Qualifications
  • Master's degree.
  • At least three years of related work experience.
  • Graduate degree in Education, Special Education, a Related Services discipline, or Curriculum and Instruction preferred.
  • Seven years or more of successful, professional teaching experience. Previous exposure to or experience with urban school reform strongly preferred; four (4) years of educational leadership experience; knowledge of general and special education curriculum; knowledge or ability to allocate district resources aligned to DCPS policies procedures.
  • Expertise in Special Education law preferred.
  • Administrator/Supervision licensure preferred.
  • Experience developing and monitoring programs for students with disabilities a plus.
  • Dual endorsement in General Education/Special Education a plus.
  • Demonstrated success training others in measurement and target-setting.
  • Leadership experience, organizational skills, and communication abilities to effectively coach and mentor teachers and a school's instructional teams.
  • Strong ability to communicate effectively with students, teachers, families, and community partners, with demonstrated success in communicating complex information to a variety of audiences easily.
  • A self-starter who is extremely well organized, systematic, creative, solutions-oriented, intrinsically-motivated, and committed to providing high-quality instruction and services to all students while remaining 100% in compliance with applicable laws and policies.
  • A solution-focused, collaborative work-style with maturity and personal stability sufficient for a demanding position; respects confidentiality; demonstrates punctuality, good attendance, and professionalism for all duties; and allocates time and resources effectively.
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.