Early Childhood (Pre-K) Special Education Manager

The primary function of the EARLY CHILDHOOD (PRE-K) SPECIAL EDUCATION MANAGER is to support the accomplishment of the District vision/mission by providing leadership to the Early Childhood Department. The Early Childhood (Pre-K) Special Education Manager is responsible for helping with the development, implementation, administration, supervision, monitoring, and evaluation of the Pre-K Evaluation Teams, Pre-K Special Education Staff, Community Itinerant Staff, and Child Screening Staff.

Of our employees, approximately 2,000 are educators, and more than 600 others directly support students and families in our schools. Our schools are diverse learning communities. Approximately 68% of our students are Latinx, 15% Black, 7% White, 4% Asian, 5.5% Multi-racial and 1% Native American. Approximately 40% of students are multilingual learners, and about 16% of students receive special education services. Approximately 55% of students come from homes where English is not the primary language spoken. Combined, our students and families speak more than 55 different languages and hail from 91 countries of origin.

The Early Childhood (Pre-K) Special Education Manager will ensure policies, procedures, set forth for the district to follow are in compliance with federal and state laws, and regulations. In addition, the key function is to work in collaboration with all central offices, school communities, community centers, and department partners. They will also collaborate with the Early Childhood (Pre-K) Manager overseeing the Pre-K General Education classrooms and Bright Stars Program to ensure consistent, and efficient systems that optimize strong early childhood programs.

EDUCATION TRAINING AND EXPERIENCE:

• Building Level Administrator Certification and/or District Level Administrator Special Education
• Early Childhood Teaching Certification (Pre-K to Grade 2)

• Bachelor’s Degree in Early Childhood Education or in Special Education
• Master’s Degree preferred

DESCRIPTION OF DUTIES, RESPONSIBILITIES AND CURRICULAR LINKAGES:

The below statements are intended to describe the general nature and scope of work being performed by this position. This is not a complete listing of all responsibilities, duties, and/or skills required. Other duties may be assigned.

• Support the Chief of Student Support Services in achieving the long term vision and implementation plans to meet the PPSD Turn around Action Plan (TAP) Early Childhood Goals
• Supervise the Pre-K department Evaluation Teams to ensure a high functioning team built on the principles of efficiency, productivity, and collaboration
• Create a collaborative culture where all members of the Evaluation Team’s expertise is maximized and acknowledged
• Supervise all evening/Saturday Evaluation Team days
• Supervise the Community Itinerant Model to ensure program efficiency and effectiveness
• Lead the district-wide implementation of Rhode Island Early Learning and Development Standards and the Providence Public School District PreK Curriculum for all special education PreK programs
• Possess comprehensive knowledge and proven success implementing programs for children based oN developmentally appropriate practices that meet student’s Individualized Education Plans (IEP)
• Supervise, monitor, and regularly evaluate the quality and delivery of the instructional programs in all special education PreK schools including but not limited to the following:
• Review, prepare, and expand the menu of materials and resources that support instructional programs in aN environment of increasing high quality PreK instruction
• Research and enable use of best practices and other pertinent information that supports instructional programs and student individualized needs
• Ensure delivery of rigorous high quality PreK instruction
• Align all academic and special education services to the district’s strategic direction and district goals for PreK as outlined in the district turn around plan
• Work in collaboration with the Pre-K Evaluation Team, Education Coordinators, Child Outreach Coordinator/Screeners, Community Itinerant Staff, Community School Directors, Principals, Central Office staff, and partners to support with managing ongoing assessment and reporting of student outcomes, academic and non- academic, and ensure the reporting of this information in a timely manner to all relevant stakeholders
• Develop and manage the implementation of professional development that supports instructional and special education programs that builds the knowledge, skills and practices needed for high quality special education PreK that leads to increased student achievement
• Meets regularly with Pre-K Evaluation Team, Education Coordinators, Child Outreach Coordinator/Screeners, Community Itinerant Staff, Community School Directors, and Principals to review expectations, goals, progress monitoring data and to assign tasks and participate in necessary PD
• Meets regularly with the Principals of our Pre-K specialized instruction classrooms and Directors from the Community Itinerant Model centers to review expectations and provide support
• Regularly visits PreK specialized instruction classrooms and participates in building based PreK common planning time to ensure successful curriculum and program implementation
• Management of collaborative partnerships with early childhood agencies including agencies identified in federal, state, local grants, community partnerships, and related to accreditation of high quality PreK programs
• Support recruitment and community engagement efforts for Child Outreach Screenings
• Support annual lotteries including collaboration with PPSD Registration department for all typical peers in our specialized instruction integrated classrooms

MINIMUM QUALIFICATIONS STANDARDS:

• Experience with curriculum/instructional design and adaptive technologies
• Knowledge of and well versed in federal, state and local policies, rules, laws, regulations, and legislation pertaining to special education and nonpublic schools
• Knowledge of federal, state, and local policies, rues, laws, regulations, and legislation pertaining to special education
• Experience with Bright Stars, CECE Program Expectations, Creative Curriculum, Unique, Conscious Discipline, and Teaching Strategies Gold preferred
• Demonstrated ability to provide leadership and guidance for the purpose of enabling teachers to improve their practice
• Knowledge of "teacher as coach practices" (e.g. demonstration lessons, observations, communication skills)
• Knowledge of RI Regulations Governing Students with Disabilities
• Knowledge and experience with research-based co-teaching models
• Knowledge of differentiating instruction and Response to Intervention process
• Knowledge of the RI Early Learning and Development Standards
• Knowledge of Developmentally Appropriate Practice
• Ability to collaborate effectively with other offices, school staff, parents, and community members
• Demonstrated ability to facilitate group processes, build consensus and resolve conflict
• Must have the knowledge and skills to build positive relationships with people from diverse populations
• Commitment to the mission and vision of PPSD and the relevance of job functions to that mission and vision
• Must be able to maintain confidentiality
• Must possess and consistently model excellent interpersonal and customer service skills and the ability to maintain composure in a fast-paced and demanding environment
• Bilingual Preferred

Salary : $109,967 - $117,946