Posted Date
3/07/2024
Description
License and Certification Qualifications: Must hold or be eligible for a valid Georgia Educator's Certificate in Educational Leadership and/or Support Personnel License issued by the Georgia Professional Standards Commission.
Education Qualifications: Master's degree in education or related field required. Specialist or Doctorate preferred.
Experience Qualifications: Five years education experience with three years of special education or related supervisory experience required. Prior experience leading behavior programming and supports recommended.
Skills Qualifications: Skills in collaborative leadership of individuals and groups; thorough understanding and knowledge of federal and state laws and regulations governing special education and Section 504; ability to coordinate strategies, processes, and evaluation across departments and divisions; knowledge of effective evidenced based behavioral instructional practices; knowledge of supporting at-risk students. Ability to project and generate positive attitudes; ability to work successfully with colleagues, teachers, administrators, executive leadership, and external stakeholders. Effective communication skills; ability to project and generate a positive attitude; and ability to effect change. Ability to effectively lead and supervise others; ability to analyze and solve complex problems; general knowledge of Pre-K -12 curriculum; functional knowledge of all relevant local, state, and federal requirements regarding special education programs; effective communication skills; ability to project and generate a positive attitude; and ability to effect change.
Primary Responsibilities: Provide guidance and support to schools and external agencies to ensure students with disabilities who are served in special programs are provided a free and appropriate public education (FAPE).
1. Monitor special programs and services for students with disabilities
a. Monitor special programs for compliance with federal laws and state rules and regulations.
b. Lead and coordinate academic support, case management, therapeutic services, crisis support, Tier 3 behavior intervention and supports, de-escalation training, and crisis management.
c. Serve as the primary contact for monitoring and supporting the implementation of Individualized Education Programs and a free and appropriate public education (FAPE) for students served in special programs including Acceleration Academies, hospitalized and residential placements, GCPS specialty schools, alternative schools, separate day schools, the county jail, and Deveraux Programs.
d. Serve as a district liaison when working with families and external agencies who provide specialized services and supports for at-risk students who receive special education services.
2. Communicate district, department, and program direction.
a. Develop plans consistent with the mission, vision, and goals of the school system.
b. Attend various internal and external meetings as a representative for students with disabilities.
c. Work collaboratively with external organizations.
d. Represent the department and district through contact with high-level internal and external audiences.
e. Monitor the implementation of special education programs and related services
f. Perform periodic needs assessment of direct reports to determine professional development activities to maintain knowledge of current trends, research, and programs to further the district’s efforts to deliver a high level of instruction to students with disabilities.
g. Direct the continuous improvement efforts for all departmental processes.
3. Manage special education programs and related services
a. Supervise staff in the Department of Special Education and Psychological Services.
b. Ensure that all relevant local, state, and federal policies, rules, and regulations are implemented appropriately.
4. Supports all GCPS schools with planning, scheduling, progress monitoring, implementation, and improvement of special education programming in order to improve student achievement.
a. Oversee the work of district special education leadership and staff as they provide support to schools, teachers, families, and students who receive special education services. This includes designing and implementing targeted professional learning for targeted audiences, collaboration with HR to address staffing needs, consultation with appropriate staff regarding diagnostic, academic, behavioral, social emotional, and adaptive student needs.
b. Monitor and assist in the development and implementation of activities for transition to post-secondary activities for student with disabilities.
c. Works in collaboration with the Special Education Director of School Support to improve teaching and learning for students with disabilities, evaluate existing programs, establish new programs, and recommend changes and additions as needed.
d. Works in collaboration with the Special Education Director of Compliance to disseminate information concerning Special Education regulations and appropriate due process procedures.
e. Works in collaboration with key stakeholders to ensure that students with disabilities are appropriately identified in a manner consistent with federal and state Child Find mandates.
5. Perform other duties as assigned.
Physical Demands:
While performing the duties of this job, the employee is frequently required to sit for extended periods of time. Employee is also required to talk, hear, stand, and walk. The employee may be required to use hands to finger, handle, feel, and/or reach. Employee is occasionally required to stoop, kneel, or crouch. The employee must occasionally lift and/or move up to 25 pounds. Specific vision abilities required by this job include close vision, distance vision, color vision, depth perception, and ability to adjust focus. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.