QUALIFICATIONS:

Valid supervisory (or administrative) certificate, as defined in Chapter 49 of the Regulations of the State Board of Education of Pennsylvania

Master's Degree in educational administration or content specialty

Strong knowledge of students with special needs:Demonstrates firm understanding of the full range of student needs.

Develops and maintains cutting edge knowledge of field.

Strong knowledge of adaptive instruction:Demonstrates firm understanding of prevention strategies and programs.

Demonstrates firm understanding of wide variety of adaptive instruction methods.

Demonstrates ability to develop and implement supports for teaching and learning in a full continuum of placements (both non-restrictive and restrictive).

Demonstrates ability to develop both traditional and non-traditional strategies for adapting instruction.

Strong knowledge of district, state, and federal regulations and implementation/ compliance issues:Carries out specific compliance functions related to special education

Strong knowledge of resources:Knowledge of outside agencies and organizations at local, state, and national level

Strong knowledge of alternative and non-traditional education:Understands alternative instruction

Understands alternative delivery systems and organizational supports

Understands alternative assessment systems

Strong written and oral communications skills using both formal and informal styles as appropriate for audience and purpose

Able to coordinate development of user-friendly teacher support systems for delivering appropriate services and supports throughout the system.

Able to locate and broker resources.

Understand school and classroom level perspectives

Such alternatives to the above qualifications as the Board may determine appropriate and acceptable

REPORTS TO: Supervisor or Special Education and Gifted Services

SUPERVISES: Special Education Teachers, Speech and Language Pathologists, School Psychologists, Special Education Paraprofessionals; Special Education Nurses, Behavior Specialists, Teachers of the Gifted, Special Education Social Workers, Adapted Physical Education Teachers, Exceptional Student Specialists

JOB GOAL: Responsible for facilitating the design and implementation of support for networks for students with special needs that will build capacity for the system to serve students with special needs (including giftedness) in reaching the District vision.

ESSENTIAL FUNCTIONS:

Facilitate design and implementation of support networks and programs for students with special needs.

Ensure that full range of student services personnel in the District:Holds common vision

Has access to information and training.

Understands their roles and how they fit into the network.

Has mechanisms for designing practice

Is able to troubleshoot common problems.

Is assertive with advocates who create opportunities for students to define, nurture, and accomplish high aspirations with a primary focus on student achievement.

Design and implement prevention strategies and programs as well as carry responsibility for intervention (IST, etc.).

OSE duties for:Special Education Teachers

Speech and Language Pathologists

School Psychologists

Special Education Paraprofessionals

Special Education Nurses

Behavior Specialists

Teachers of the Gifted

Special Education Social Workers

Adapted Physical Education Teachers

Exceptional Student Specialists

Coordinate the following:Leadership and support of Exceptional Student Specialists and Behavior Specialist.

Observation and supervision for teachers and support staff.

Leadership of special education initiatives

Leadership and supervision of self-contained programming.

Speech/language services

Programming of all special education services through IU 13 and other providers outside of the district.

Outside agencies for therapy

Transition to school age programming for students transitioning from Early Intervention.

Extended school year services.

School Psychologist Services

Special Education Social Work Services

Gifted Services

Serve as District liaison to I.U. 13, non-public, out-of-state MDT/IEP meeting.

Have multicultural competence, including identifying needs and designing or accessing training.

Facilitate conversations with parents, teachers, administrators, and central office personnel to obtain input and assistance in designing and implementing programs and supports for students with special needs.

Facilitate design and implementation of system to comply with functions related to special education.

Disseminate information on compliance requirements and local interpretation of maintaining compliance by providing training sessions (Special Education Regulations, IEA)

Monitor and support compliance functions throughout the District (PL105.17 and State Regulations).

Locate and develop relationships with outside agencies/organizations and brokers resources to aid students in meeting their educational personal goals.

MARGINAL FUNCTIONS:

Work productively with Office of Teaching and Learning as part of a fluid, project-oriented, dynamic, cross-departmental team:Flexible attitude about job assignments.

Participates in project-based work teams as well as individual work projects.

Work in a thoughtful environment:Tolerates thoughtful levels of ambiguity and risk-taking.

Sees multiple viewpoints.

Brings issues and problems to the forefront with a problem-solving orientation.

Is open to critique and consecutive feedback.

Is willing to change.

Knows when he/she is not the best resource and figures out how to help teachers find the best resource- i.e. works with central, other schools, or other organizations to help broker the services the school needs.

Is focused on children and high achievement for all:Implements district vision.

Supports schools, teachers, and administrators in the work of teaching and learning.

Works productively with the Superintendent and other central office staff.

Engages parents and community in understanding and supporting high achievement through standards and assessment.

Participates actively in the following areas:Assessment Process

Records and Reporting Requirements

Committee Assignments

Participate in Administration Review Hearings for special need students and participate in due process hearing.

Assist with the selection and assignment of teachers, in accordance with personnel policies.

Interview and hiring process.

TERMS OF EMPLOYMENT: Full year. Salary to be established by the Board.

EVALUATION: Performance is evaluated in accordance with the Compensation and Performance Evaluation Plan for School and District Leaders.

PHYSICAL/MENTAL/ENVIRONMENTAL DEMANDS:

Physical Demands:

Sitting at a desk for extended periods of time.

100% physically active, standing and walking for extended periods of time.

Occasional bending, crouching, stooping, twisting, reaching and grasping.

Some lifting- up to 25 pounds

Repetitive movement of fingers and hands for keyboarding.

Ability to climb stairs

Sensory Abilities:

Visual acuity to read correspondence and computer screens.

Auditory acuity to be able to use telephones.

Ability to speak clearly and distinctly.

Temperament:

Ability to work as a member of a team.

Must be courteous and able to deal effectively with people.

Must be cooperative, congenial, and service oriented.

Ability to work with limited supervision.

Ability to be flexible.

Mental Demands:

Ability to interpret detailed written and verbal communications.

Ability to perform basic math skills.

Ability to use word processing software.

Environment:

School settings, including offices, classrooms, hallways, cafeteria and school grounds, as well as neighborhood/community.

Ability to travel to other locations for training and meetings.