Executive Director of Special Education, Intervention Services, and Section 504

Department:             Special Education

Bargaining Unit:       Executive Exempt

Salary Rate:              Compensation range listed is based on an average 1-15 years                                      of experience, as determine by Human Resources

                                  Grade 115 – Specific salary based on experience.

JOB SUMMARY

This is an executive position within the instructional division reporting to the Superintendent and serving as a member of the District’s Executive Team. This position acts as instructional leader for building principals, provides oversight and direction for all schools across the district for special education, early intervention services, and Section 504. This position ensures program integration with the other instructional and district departments, Kent Intermediate School District, its constituent local educational agencies, and the Michigan Department of Education. This position ensures compliance with special education Laws, Rules, Regulations, Acts, and Codes (State and Federal). 

ESSENTIAL JOB FUNCTIONS

Essential functions under the Americans with Disabilities Act may include any of the following duties, knowledge and skills. This list is illustrative only and is not a comprehensive listing of all functions and duties performed by employees in this position. Regular on time and in person attendance is an essential function of this job. Other essential functions may include, but are not limited to the following:

• Ensures that each building and program supervised is employing the district’s instructional model(s) and programs in a manner that will improve student achievement.
• Ensures that each building and program has developed and implemented a building level professional development plan focused on improving instruction and student learning.
• Ensures that each building and program implements the Michigan Curriculum Framework, assesses students consistent with the framework and develops appropriate schedules to meet unique needs of learners.
• Supervises and evaluates (SE) administrators.
• Develops and administers the SE budget.
• Ensures compliance with local, state, and federal laws, rules, regulations, acts, and codes.
• Monitors District performance on compliance indicators.
• Monitors student progress.
• Assists in recruitment, selection, and recommendation of hiring of personnel.
• Responsible for managing student data system for individual records of all students receiving MTSS, SE, and 504 services.
• Assists in the implementation of school policies and procedures to include special education needs.
• Keeps informed of all legal mandates governing special education.
• Organizes teams and other supports to assist staff in effective instructional practices and curriculum implementation that increase access to the general curriculum for students with IEPs.
• Directs, manages, and implements on-going training to improve instructional delivery in conjunction with other Cabinet members.
• Gathers and analyzes data for the purpose of improving academic achievement and student outcomes.
• Collaborates and works closely with the Superintendent and other Cabinet members to develop and implement strategies that will lead to academic success for all students.
• Maintains knowledge of current and emerging teaching and learning theories and strategies.
• Maintains positive, cooperative, and mutually respectful relationship with all administrative and instructional staff and community stakeholders.
• Leads the SE administrative team.
• Performs other related duties and responsibilities as may from time to time be assigned.
• Ability to work flexible hours, evenings, and weekends.

QUALIFICATIONS

Education and Experience:

• Hold a valid Director of Special Education certificate, or not later than 6 months after employment, become enrolled in a program leading to certification as a Special Education Director. Completion of the program must occur within two years of hire.
• Master’s degree in education or a special education related field
• Seven years of professional practice or seven years of relevant special education administrative experience

Knowledge, Skills, and Abilities:

• High level of interpersonal skills to handle sensitive and confidential situations and documentation.
• Proven team leadership and problem solving (listen, identify problem and collaboratively problem solve).
• Demonstrated ability to make good decisions that are consistent and fair within contractual guidelines and Board policies.
• Ability to work with diverse groups, facilitate group discussions, and teach adult learners.
• Ability to be a team leader, plan and manage multiple projects and budgets.
• Attention to detail in composing, typing, and proofing materials, establishing priorities and meeting deadlines.
• Good to excellent spelling, grammar, and written communication skills.
• Excellent telephone etiquette and oral communication skills.
• Recognition of adherence to the confidentiality requirements of the office and ability to maintain it at a high level.
• Knowledge of current issues, problems and challenges faced by urban systems.
• Demonstrated regular and predictable attendance.
• Ability to work flexible hours, evenings, and weekends.

ADA REQUIREMENTS

The physical demands, work environment factors, and mental functions described below are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

PHYSICAL DEMANDS

While performing the duties of this job, the employee is required to stand, walk, sit, use hands to finger, handle, or feel, reach with hands and arms, climb or balance, stoop, kneel, crouch, or crawl, talk, hear (in a quiet or noisy environment). Specific vision abilities required by this job include close vision, distance vision and ability to adjust/focus.

WORK ENVIRONMENT (need to review for each position)

The noise level in the work environment is usually loud to moderate.  Work is performed indoors although there will be required outdoor activities.  The employee is directly responsible for the safety, well-being, and work output of students.

MENTAL FUNCTIONS

While performing the duties of this job, the employee is required to compare, analyze, communicate both orally and in writing, copy, coordinate, instruct, compute, synthesize, evaluate, use interpersonal skills, compile, and negotiate.

Non-Discrimination

The Grand Rapids Public Schools will not discriminate against any person based on race, sex, sexual orientation, gender, gender identity and expression, height, weight, color, religion, national origin, age, marital status, pregnancy, disability, veteran, or military status.

Americans with Disabilities Act accommodations: Assistance with the application process may be requested through the Human Resources Department at (616) 819-2022 or humanresources@grps.org.