Primary Purpose:

The District Coordinator of Special Education under the direction of the Director of Special Education, coordinates special education programs, teachers and aides, cluster assessment staff and other programs in order to insure that services are provided for special needs students and individualized education plans are provided to meet the needs of all students. Ensure compliance with all state, federal, and local requirements.

Qualifications:

            Education/Certification:

Master’s degree in education or related field

Valid Texas teaching certificate with endorsement in Special Education

Valid Texas supervisor or Administrator Certificate preferred

Special Knowledge/Skills:

Knowledge of diagnostic procedures, education of special education students, human development and learning theories.

Ability to interpret data

Excellent organizational, communication, and interpersonal skills

Knowledge of federal and state special education law

Ability to communicate with all levels of special needs students and their parents

Ability to implement policy and procedures

Experience:

              Minimum of 3 years experience in Special Education

Major Responsibilities and Duties:

Assessment and IEP Development

1. Monitor and evaluate the special education referral process and ensure that student assessments and recommendations regarding placement and program management for individual students are completed in a timely manner.
2. Participate in ARD committee meetings as needed to ensure that students are placed appropriately and development of individual education plans for students are consistent with district procedures. Ensure that student progress is evaluated on a systematic basis.
3. Ensure that the necessary time, resources, materials, and technology to support and accomplish educational goals are available. Encourage and support the development of innovative instructional programs.
4. Encourage plans for improved behavior of students with disabilities that reflect enhanced opportunities for learning.
5. Assist in developing individualized educational plans.

1. Work with parents, campus personnel, and other central administrators to analyze and solve problematic situations involving students with disabilities in the earliest stage possible.
2. Facilitate least restrictive environment placement of students with disabilities.

Consultation:

1. Disseminate instructional resources and materials to support teaching staff in accomplishing instructional goals.
2. Recommend improvement in the purpose, design, and implementation of the special education instructional program, as a support program related to the mission of the school/department/district.
3. Assist teachers in identifying and coordinating an instructional program that matches student’s individual needs and instructional levels.
4. Assist in identifying and/or encouraging participation in available in-service training options.
5. Effectively provide guidance and orientation for new Special Education staff members at the District and/ or campus levels.
6. Assist the Executive Director with development of the special education budget based on documented needs and ensure that operations are cost effective and funds are managed wisely.

Program Management:

1. Oversee the delivery of special education curriculum and instructional programs that incorporate district goals and support student achievement. Ensure that curriculum renewal is continuous and responsive to student needs
2. Utilize evaluative findings (including student achievement data) to gauge special education program effectiveness. Make changes when warranted.
3. Systematically and continuously monitor instructional processes to ensure that program activities are related to program outcomes.
4. Work with staff to ensure that curriculum accountability and renewal is continuous and responsive to student’s needs.
5. Establish and maintain an environment which is conductive to positive staff morale and directed towards achievement of Special Education Department/District’s mission and overall school improvement efforts.
6. Promote and disseminate current legal issues and policies.
7. Comply with District policies, as well as state and federal laws and regulations, in pursuing the mission of the department/District.
8. Coordinate with the Special Education Department Staff for accuracy of the instructional arrangement code assigned to each student.
9. Strive to improve leadership skills through self-initiated professional development activities.
10. Assist in improving the instructional program through classroom observation, consultation, and department meetings.
11. Engage in and facilitate research and evaluation to determine the effectiveness of current practice special education programs and identify potential programs to meet documented needs.
12. Make recommendations for assignments and/or reassignments of Special Education staff.

Communication

1. Communicate and promote high expectation levels for staff and students performance in an enabling, supportive way: provides proper recognition of excellence and achievement.
2. Communicate effectively with students, staff, parents, and community: projects a positive image and enhances the department/District’s mission.
3. Articulate the Special education philosophy and rationale to the community and solicits their support in making that mission become a reality.
4. Demonstrate the use of appropriate and effective techniques for community
5. Conduct oneself in a profession, ethical manner, in accordance with generally accepted community standards: complies with TEA code of ethics.

Mental Demands/Physical Demands/Environmental Factors:

Tools/Equipment Used: Personal computer and peripherals, and other instructional equipment

Posture: Prolonged standing; frequent kneeling/squatting, bending/stooping, pushing/pulling, and twisting

Motion: Frequent walking

Lifting: May require regular heavy lifting (45 pounds or more) and positioning of students with physical disabilities, control behavior through physical restraint, assist non ambulatory students, and  lift and move adaptive and other classroom equipment; may work prolonged or irregular hours

Environment: Exposure to biological hazards

Mental Demands: Ability to communicate effectively (verbal and written), interpret policies and procedures, reason, understand verbal instructions, analyze, differentiate, coordinate, compile, instruct and maintain emotional control.