Job Description
Job Description
TITLE : PreK-8 Special Populations Coordinator
DEPARTMENT : Instructional, 12-month position
REPORTS TO : Principal
DATE PREPARED / REVISED : January 10, 2025
PRIMARY FUNCTIONS AND POSITION OVERVIEW
As part of GCCS’ school academic and leadership team, the Special Populations Coordinator is
responsible for the coordination and oversight of services for all special populations, including students
with Individualized Education Programs (IEPs), students who are designated English as a New Language
Learners (ENLs), and students who are deemed academically at-risk.
The SPC will establish a strong behavior and academic achievement centered culture; ensure the
functionality of school-wide systems that support student achievement, safety, efficiency and the
International Baccalaureate Learner Profile. Additionally, the SPC will be responsible for strategically
scheduling all services and classes for students receiving services to maximize learning time while
ensuring that the school is in compliance. The SPC will supervise teachers providing services to students
directly. Your responsibilities would include but are not limited to :
ESSENTIAL FUNCTIONS
- Managing and overseeing the provision of all services for students with IEPs, students at-risk of
academic failure, and students designated as ENLs.
Responsible for scheduling IEP meetings and ensuring communication to all stakeholders (AnnualReviews, Re-evaluations, Triennials); maintain all records up-to-date.
Ensures that school remains in compliance with all IEP’s and facilitates the completion ofrequired documentation before and after IEP meetings.
Maintain record of all initial referrals, identified students with IEPs and subsequent programsand related services.
Creating, implementing and monitoring a school wide plan for Response to Intervention (RTI)and training personnel as necessary.
Serve as the primary liaison with the Committee on Special Education and hold the CSEaccountable for their responsibilities as they relate to students and families.
Ensure that IEPs are developmentally appropriate, curriculum / standards based, strength-basedand relevant to individual students.
Regularly gather and analyze student data and goals; progress monitoring of goal acquisition andidentify barriers to meeting goals.
Conduct classroom observations in order to determine classroom environment needs forstudents in the special population subgroups.
Engaging teachers in coaching cycles and implementing research-based strategies thatmaximizes the performance of the teachers and that of their students.
Serve as the first point of contact for teachers, students, and parents who presentissues / situations related to IEP needs.
Support the implementation of accommodations and modifications for students with IEPs andENL needs in the ICT and general education classrooms.
Provide modeling and coaching of research based strategies to promote student growth andacquisition of goals.
Coordinating and overseeing all required family communication and creating best practicesaround family engagement for the families of the school’s special populations.
Designing and facilitating Professional Development on topics related to special populations.Supervision of Special Education and ENL Teachers and external service providers.Oversee the preparation and administration of all standardized tests such as Grades 3 - 8 NYSScience, ELA and Math assessments, NYSESLAT, NYSITELL and Regents exams.
Generate reports on a weekly basis to highlight gathered data, gain approval for proposedsolutions / resolutions to data, and evaluate the effectiveness of system and protocols put in
place.
Coordinate and provide pull-out, small group intervention, SETSS, ENL or other servicesTeach classes in absence of teacher or service provider, when needed, on a short or long termbasis
Model, promote and embody the International Baccalaureate learner profile to create a cohesiveschool culture of academic and personal success.
Other duties as assigned by the principal.QUALIFICATIONS
Master’s Degree in Education, Education Administration, or related field of studyCompleted or enrolled in a Educational Leadership Program (SBL), strongly preferredStrong commitment to an inclusion model of education; experience with and / or understandingof the urban learning environment.
New York State Special Education certificationAt least 3 years of experience as a full time middle or high school special education teacher,preferred
A track record of strong quantitative student achievement resultsExceptional leadership abilities – engaging, effective, and progressiveAt least 2 years of demonstrated success as a school leader, preferredAbility to build strong school culture and positive relationshipsBe a team player - a desire to work in a team-oriented environment and collaborate effectivelywith colleagues
Incredibly high expectations for all aspects of school and ownership over resultsStrong work ethic, is reflective and continually seeks to learn and improveCovid Vaccination RequiredDedication to GCCS’ missionPowered by JazzHR
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