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Minnesota Association of School Administrators

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Director of Special Education

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Position Title: Director of Special Education
Department / Unit: Richfield Districtwide
Accountable To: Executive Director of Special Programs

Under the direction of the Executive Director of Special Programs, the Special Education Director is responsible for providing leadership and oversight of the district’s special education programs serving students ages birth-22. This includes ensuring compliance with federal, state, and local regulations, managing special education staff, and collaborating with other district administrators, staff, students, and the community to meet the educational needs of students with disabilities. The Director also works on developing and implementing policies, procedures, and programs to support special education services across the district.

Responsible for oversight of Special Education program management – Percent of Time: 30

Tasks involved in fulfilling above duty/ responsibility:

  • Provides leadership and administration for the special education department, ensuring compliance with federal, state, and local policies and regulations.
  • Develops and implements policies, procedures, and programs to support special education services.
  • Ensure the alignment of department practices with the District’s beliefs, mission, and strategic initiatives.
  • Provides expertise and guidance on the district’s leadership teams and leads strategic planning in special education.
  • Coordinates the maintenance, security, and transfer of complete and cumulative individual records for students receiving special education.
  • Oversees due process procedures as defined by state and federal law pertaining to special education students.
    • Ensures appropriate paperwork is completed on time and processes and procedures are followed;
    • Oversees the development and implementation of Individualized Education Programs (IEPs) for students with disabilities.
    • Ensures that all documentation and records related to special education are accurately maintained and updated.
  • Ensures accurate data is available as needed for decision-making and is in compliance with District policies and any applicable Federal, State, or local regulations.
  • Provides leadership, supervision, and direction to department staff, and ensures that staff members have the information and resources to perform their roles and responsibilities.
  • Oversight and direction of Third Party billing.
  • Oversight of student placement in Intermediate 287 programs and other out-of-district placements.
  • Review budget reports and meet with the Executive Director of Special Programs at regular intervals to effectively monitor individual program budgets.
  • Oversees and monitors the Home Bound program to ensure the appropriate types and levels of educational programming are being provided for students whose needs cannot be met in a typical school setting.
  • Assures compliance with district, state and federal policies.

Supervises and/or directs the activities of special education personnel in partnership with building principals and special education supervisor.  Percent of Time: 30

Tasks involved in fulfilling above duty/ responsibility:

  • Directs and supervises the work of the special education supervisor.
  • Actively participates in recruiting, selection, mentoring, and ongoing evaluation of special education staff in collaboration with building principals and program supervisors.
  • Manages leave requests of licensed staff including working with outside agencies to fill short-term staffing needs.
  • Supervises the staff of South Education Center Transitions + Program and Early Childhood Special Education staff.
  • Approves payroll, expenditures, and staffing in collaboration with the Executive Director of Special Programs.
  • Plans regularly scheduled meetings for direct reports including, Special Education Leads, Psychologists, Speech/Language Pathologists, DAPE,  SEC staff, and ECSE.
  • Completes probationary and on-cycle observations for DAPE staff, Transition + staff, and ECSE staff.
  • Coordinates, leads, and provides professional development opportunities for licensed and non-licensed staff.
  • Coordinates placement of student teachers and practicum students with in-state post-secondary programs.
  • Provides leadership and coaching for special education department leads.

Provides curricular supervision and instructional leadership in special education  Percent of Time: 20

Tasks involved in fulfilling above duty/ responsibility:

  • Directs and monitors the application of curricula based on research-based best practices for special education.
  • Partners with teaching and learning to align special education curricula and instruction.
  • Collaborates with district administrators, school principals, and staff to integrate special education programs within the general education setting.
  • Oversees the implementation of approved assessment tools.
  • Evaluate selected curricula and assessment tools to determine the effectiveness of implementation and impact on student growth.
  • Analyzes evaluative data and staff feedback to determine professional development needs.

Communication, Collaboration, Conflict Resolution Percent of Time: 20

Tasks involved in fulfilling above duty/ responsibility:

  • Implements principles and strategies that will result in the meaningful involvement of parents/guardians in their student’s education through supporting general parent engagement and advisory roles.
  • Facilitates the Special Education Advisory Committee.
  • Addresses and resolves issues related to special education services, including conflicts and disputes.
  • Collaborates closely with building administrators and district-level administration to ensure the effective and cohesive delivery of special education programs and services across the district
  • Works closely with the Transportation department to help ensure that students with disabilities are transported to school and other programs in a manner that meets their schedules and special needs.
  • Intermediate 287 – special education member lead
  • Establishes and maintains partnerships with relevant agencies and organizations.
  • Collaborates with other district personnel for student support as needed.
  • Coordinates and facilitates communication between special education staff, parents, and external agencies.
  • Consult with school personnel and parents of children with disabilities regarding appropriate programming and/or follow-up services and ensure appropriate reporting to parents.
  • Participates in all meetings as assigned including local, state, and regional meetings.

Teacher – Speech & Language Pathologist

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1.0 FTE

JOB GOAL:
To enable the District to provide quality education for all students in the District.

ESSENTIAL FUNCTIONS:
Professional Skills – The teacher is expected to establish procedures of management to allow a maximum of learning and a minimum of disciplinary action by:
1. Planning and organizing effectively.
2. Demonstrating competency in his/her area.
3. Creating and maintaining an atmosphere conducive to learning.
4. Providing opportunities for individual differences.
5. Making provisions for individual differences.
6. Encouraging the development of independent work habits.
7. Using appropriate language for students to model.
8. Using varied and appropriate instructional techniques to accomplish predetermined instructional objectives.

Professional Relationships: The teacher is expected to establish and maintain a professional relationship with students by:
1. Encouraging respect for the rights, opinions, property, and contributions of others.
2. Being sensitive to factors which affect pupil achievement and behavior.
3. Being available for extra help.
4. Using methods of management that result in desired changes in behavior.
5. Communicating and maintaining a working relationship with parents.
6. Maintaining confidentiality with respect to students and their records.
7. Refraining from personal criticism of staff to students.
8. Avoiding use of position for commercial gain.

The teacher is expected to establish and maintain a professional relationship with fellow staff members by:
9. Cooperating with other staff members.
10. Consulting with co-workers in evaluating and meeting student needs.
11. Leaving clear and complete instructions for substitutes.
12. Following curriculum and policies approved by the Board.
13. Cooperating in evaluation of present curriculum.
14. Recommending possible revision of curriculum.
15. Being proficient or distinguished in all areas listed on the Teacher Performance Evaluation.
16. Communicating professionally and respectfully with students, staff, parents, and community members, using oral, written, and electronic means.
17. Attending work regularly.
18. Performing other duties as assigned.

Professional Development: The teacher is expected to demonstrate professional development by:
1. Participating actively in inservice programs.
2. Keeping abreast of professional developments in his/her particular area and in education as a whole.
3. Exploring new teaching techniques as alternatives to better accomplish predetermined instructional objectives.

Teacher – Special Education-Transition Coordinator

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1.0 FTE

JOB GOAL:

Under the direction of the Student Services Department/Building Principal, the Transition Coordinator will be responsible for assisting students with disabilities, and their families, in obtaining the services necessary to transition from high school to a post-secondary setting, whether for post-secondary education, employment, or long-term support. The Transition Coordinator will develop new, and maintain current, community partnerships with local businesses, employers, and the viable local, county, and state service providers to help bridge the gap from K12 special education services to successful adulthood for students with disabilities. The Transition Coordinator will also serve as a resource for special and regular education staff by providing them training and information on best practices in instruction and IEP development aimed at post secondary success.

 

ESSENTIAL FUNCTIONS:

The Transition Coordinator will:

Provide direct instruction to students with disabilities that is designed to meet their individual transition needs.
Develop curriculum, design and implement lesson plans, and assess student progress.
Disseminate information to staff, students, and parents regarding student needs, progress, and resources.
Coordinate transition activities for college, career, and community readiness.
Manage IEPs for assigned caseload; coordinate and facilitate IEP meetings, write IEPs, and communicate with general education teachers, support staff, and administration.
Facilitate referral, application, eligibility process for student and families to adult service providers.
Assist with alignment of the transition continuum of services at the secondary level.
Demonstrate knowledge of how disabilities impact an individual’s ability to function in the post-secondary setting.
Follow state and federal laws/regulations that protect individuals with disabilities in education, employment, and community.
Build connections with local businesses to continue to expand on job placement opportunities through school-based vocational training.
Help organize all aspects of Wisconsin SPP Indicator 14 requirements as well as other post-graduation data surrounding post-secondary outcomes for students identified with disabilities.
Facilitate and organize work for Indicator 13 through the development of Post Secondary Transition Plans (PTPs) along with the review of plans for submission to the Wisconsin Department of Public Instruction (DPI).
Provide training for special education staff, LEA representatives, and other staff on best practices that will align to IEP development and coaching of support staff in the task and work of job coaching students.
Demonstrate knowledge of and application in practice regarding Transfer of Rights, Guardianship, and Supportive Decision Making for students with disabilities.

 

PROFESSIONAL DEVELOPMENT:

The Transition Coordinator is expected to demonstrate professional development by:

Participating actively in inservice programs and opportunities that increase skills.
Keeping abreast of professional development in his/her particular area and in education as a whole.
Exploring new teaching techniques as alternatives to better accomplish predetermined instructional objectives.
Collaborating with local, county, and state service providers to stay abreast of programing, funding options for families, etc.
Serving on District committees, task forces, work groups, etc., as requested.

REPORTS TO: Student Services Department / HS Building Principal or Associate Principal

 

Teacher – Technology Education/Computer Science

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JOB GOAL:
To enable the District to provide quality education for all students in the District.

ESSENTIAL FUNCTIONS:
Professional Skills – The teacher is expected to establish procedures of management to allow a maximum of learning and a minimum of disciplinary action by:
1. Planning and organizing effectively.
2. Demonstrating competency in his/her area.
3. Creating and maintaining an atmosphere conducive to learning.
4. Providing opportunities for individual differences.
5. Making provisions for individual differences.
6. Encouraging the development of independent work habits.
7. Using appropriate language for students to model.
8. Using varied and appropriate instructional techniques to accomplish predetermined instructional objectives.

Professional Relationships: The teacher is expected to establish and maintain a professional relationship with students by:
1. Encouraging respect for the rights, opinions, property, and contributions of others.
2. Being sensitive to factors which affect pupil achievement and behavior.
3. Being available for extra help.
4. Using methods of management that result in desired changes in behavior.
5. Communicating and maintaining a working relationship with parents.
6. Maintaining confidentiality with respect to students and their records.
7. Refraining from personal criticism of staff to students.
8. Avoiding use of position for commercial gain.

The teacher is expected to establish and maintain a professional relationship with fellow staff members by:
9. Cooperating with other staff members.
10. Consulting with co-workers in evaluating and meeting student needs.
11. Leaving clear and complete instructions for substitutes.
12. Following curriculum and policies approved by the Board.
13. Cooperating in evaluation of present curriculum.
14. Recommending possible revision of curriculum.
15. Being proficient or distinguished in all areas listed on the Teacher Performance Evaluation.
16. Communicating professionally and respectfully with students, staff, parents, and community members, using oral, written, and electronic means.
17. Attending work regularly.
18. Performing other duties as assigned.

Professional Development: The teacher is expected to demonstrate professional development by:
1. Participating actively in inservice programs.
2. Keeping abreast of professional developments in his/her particular area and in education as a whole.
3. Exploring new teaching techniques as alternatives to better accomplish predetermined instructional objectives.

Middle School Counselor

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Actively encourage and embrace each member of the school community
Create a sense of support that fosters individual growth and pursuit of learning
Continually work to understand your own assumptions and biases and how they impact the learning environment
Make a commitment to value and manage cultural uniquenesses and adapt education to meet the needs of each student
Prepare students to meet “the next challenge” through fostering confidence that comes from adventurous exploration and rigorous academics
Develop a culture of trust where students, families, and staff are all reflected in decisions that shape the learning environment
Foster student agency in a way that allows and encourages students to make choices that personalize their learning journey
Build a day-to-day experience that leads students to their passion and purpose

K-6 School Counselor

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Full Time (1.0)  School Counselor position is available at Linwood Elementary to develop, implement & manage school counseling programs, work with students grades K-6 in individual, small group and classroom settings.   Our 200+ School Forest allows for more opportunities to get students outside.