Director, Special Education Services

4 weeks ago

Philadelphia, United States The School District Of Philadelphia Full time

Title: Director, Special Education Services

Department: Office of Diverse Learners

Reports To: Administrative Superior

Job Summary

Assists building level teams, provides direction with due process proceedings, and manages hearing office decisions and settlement agreements. Ensures that assigned schools are prepared for cyclical monitoring of special education programs and are implementing a corrective action plan, when required, because of monitoring and investigations conducted by the Pennsylvania Department of Education. Designs strategic supports in special education that provide the necessary systemic processes and procedures as it relates to early intervention, secondary transition, and related services. Informs the work of staff who work directly in schools, in addition to serving as a liaison between Office of Specialized Services (OSS) field staff and central office. Coordinates with other departmental leaders to ensure that the educational needs of all students are met in the areas of secondary transition, early intervention, and related services. Provides leadership, plans, and delivers high quality substantive training and consultative support to related services providers and OSS staff on early intervention, secondary transition, and related services to ensure foundational understanding of IDEA and adherence to the goals and objectives of the annual Intermediate Plan and the state and local special education plan. Conducts data analysis and monitoring of department initiatives to ensure fidelity of implementation.

Essential Functions

All Specialties

  • Works with school teams to ensure that appropriate processes and procedures are being utilized to provide students with opportunities to engage in learning in the least restrictive environment and that instructional changes and supplementary aids and services are employed prior to the use of restrictive services and placements.
  • Utilizes data to monitor the behavioral and academic progress of special education students and to identify areas where educators require additional support.
  • Serves as a liaison between the Pennsylvania Department of Education Bureau of Special Education (PDE/BSE) and school teams to ensure compliance with federal and state regulations and District policies and practices.
  • Provides accurate and timely information on building specific programs to support large-scale operational functions including but not limited to student transitions, Extended School Year (ESY) programming, program and population forecasting.
  • Performs other duties as assigned to support with the advancement of student learning.
  • Ensures that all due process procedures and timelines are met; ensures that parents/guardians are notified of the meetings.
  • Performs related duties as required.
Minimum Requirements
  • Master's degree from an accredited college or university.
  • Three years of full-time, paid, experience as an appointed school professional in the area of special education which has included experience outside of the classroom in a leadership role (e.g. mentor teacher, Administrative Assistant, or Assistant Principal).
Certificates/Licenses

Valid Commonwealth of Pennsylvania Administrative certificate for K-12 or Elementary and Secondary Principal.

AND

Valid Commonwealth of Pennsylvania certificate to teach special education.

OR

Valid Commonwealth of Pennsylvania Special Education Supervisory certificate.

Knowledge and Abilities

Demonstrated knowledge of:
  • the current instructional strategies for students with disabilities and grade standards (particularly in literacy and math).
  • Inclusive practices and supplementary aides and services.
  • special education regulations Part B and those provisions in Part C pertaining to school age transition.
  • current trends and research-based strategies related to special education service delivery.
  • strategies to support student learning in a variety of learning environments, from the least restrictive to the most restrictive environment.
Demonstrated ability to:
  • provide training to school-based personnel on IDEA rules, regulations, high quality instructional practices and legal proceedings.
  • collect, analyze, interpret and utilize data and information from multiple sources at the student and building levels in order to: connect compliance activities and requirements to substantive delivery and monitoring of special education services and student progress; support school teams in the identification of the appropriate type and level of supports for students.
  • facilitate improvements in the implementation of the special education instructional program and improve student outcomes.
  • provide information relevant to state complaints, resolutions sessions, due process hearings and settlements and the use of highly restrictive settings and supports at the classroom, building and Network levels.
  • make recommendations regarding budgeting and resource allocations.
  • meet state, federal, and legal data reporting requirements.
  • assess compliance and program efficacy and provide recommendations on appropriate actions.
  • work with District administrators and supervisors from other support departments to promote, establish and maintain effective special education programs in the least restrictive environment.
  • stage, plan and execute multiple step programmatic and/or compliance-oriented process responsive to needs of staff, students in a single or multiple buildings.
  • function on a team in a non-lead capacity to accomplish the articulated goal.
  • effectively problem-solve and mediate among parties.
  • use a personal computer and software applications (e.g. Microsoft Office, Excel).
  • work in a fast-paced environment with multiple demands and priority shifts.
  • communicate effectively, both orally and in writing.

Disclaimer

The above statements are intended to describe the general nature and level of work being performed by people assigned to this classification. They are not to be construed as an exhaustive list of all responsibilities, duties, and skills required of personnel so classified.

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