2025/26 Assistant Director - Special Education

Permanent Assistant Director of Special Education position to begin July 1, 2025.

Salary range is pending final budget approval $128,462-$145,789 depending on experience

Medford SD 549C Job Description

Our Mission: ALL Own Their Present and Future, ALL Are Known and Challenged, ALL Achieve Their Potential, ALL Options are Open and Hopeful

Job Title: Assistant Director of Special Education

Supervisor: Assistant Superintendent of Teaching and Learning

FLSA Status: Exempt

Days: 260

Summary: The Assistant Director of Special Education will be responsible for the oversight and administration of special education services; must work to ensure that the District sets and attains short and long-term service goals; has demonstrated expertise in a wide variety of special education services and options for students; leads and directs the work of others with a high level of creativity and latitude.

Essential Duties and Responsibilities

• Lead the management of all special education services.
• Supervise and evaluate assigned special education staff's work and professional growth and assist with overseeing and evaluating all special education staff.
• Organize the special education department to efficiently and effectively achieve District goals.
• Organize and conduct regular meetings with special education staff, as required.
• Coordinate the activities of all special education personnel, both licensed and classified.
• Maintain and submit required records and reports.
• Interpret special education program objectives, activities, and program needs to District administration and others, as needed.
• Work directly with principals on developing and improving special education services.
• Organize individualized student testing and evaluation for the District.
• Work cooperatively with principals in selecting teaching personnel in their buildings.
• Maintain a liaison with local, state, and national agencies.
• Recommend consistent practices and procedures for special education services that comply with state and federal mandates.
• Ensure that the District sets and attains short and long-term special education service goals.
• Ensure that all work is performed according to federal and state standards.
• Keep current and interpret all laws, regulations, and statutes relating to public education, particularly special education.
• Assist in developing the budget and financial data for the District special education budget components.
• Recruits, hires, supervises, and evaluates District-level special education staff, including speech pathologists and assistants, school psychologists, occupational therapists, physical therapists, and Early Intervention and Early Childhood Special Education providers, to carry out objectives within areas of responsibility.
• Serves as the District Representative for IEP meetings when resources are considered to manage fiscal resources while meeting special education regulations efficiently.
• Coordinates with outside agencies to provide services to students and staff to offer appropriate services.
• Lead the interpretation of special education curriculum and/or instruction changes and/or outcomes to the board, administration, or other leaders.
• Implement the District's vision of exceptional service in support of student achievement and increased participation in activities and athletic programs and assist in resolving patron complaints as they arise.
• Models the characteristics of effective leadership, including positive energy, unfailing integrity, strong communication, etc.
• Represent the District within forums to maintain ongoing community support for the District's shared vision and educational goals and/or assist with issues related to the school environment.
• Attends meetings and participates on committees as requested.

Supervisory Responsibilities:

• Supervise and evaluate the work and professional growth of assigned staff.
• All Medford School District employees supervise students and maintain a safe environment.

Qualifications: An individual must be able to perform each essential duty satisfactorily. The requirements listed below represent the knowledge, skills, and abilities required. Reasonable accommodations may enable individuals with disabilities to perform essential job functions.

Education and Experience: Master's Degree in Education or a related field. Previous experience as a building-level administrator is preferred. Preference will be given to prior teaching experience with increasing levels of administrative responsibility in the Special Education curriculum. Must be eligible for or properly licensed by the Teacher Standards and Practices Commission for assignment as a District Administrator.

Interpersonal Skills: Ability to interact appropriately with teachers, staff, community members, and students. Focuses on solving conflict; maintains confidentiality; Contributes to building a positive team spirit.

Language Skills: Ability to communicate fluently in English verbally and in writing. Preference may be given to applicants fluent in English and Spanish. Ability to present information and respond effectively to questions in one-on-one, small and large group situations to students and other school staff.

Ability to read and interpret documents such as safety rules, operating and maintenance instructions, procedure manuals, and governmental regulations. Ability to write routine reports and correspondence.

Mathematical Skills: Ability to calculate figures and amounts such as discounts, interest, proportions, percentages, area, circumference, and area. Ability to apply basic concepts of algebra, geometry, fractions, percentages, ratios, and proportions to practical situations.

Reasoning Ability: Ability to apply common sense understanding to complete instructions furnished in written, oral, schedule, or diagram form. Ability to deal with problems involving several concrete variables in standardized situations.

Computer Skills: General knowledge of computer usage and ability to use database software, e-mail, internet software, spreadsheets, teaching software, and word processing software.

Certificates, Licenses, Registrations: Must hold (or be eligible for) a Professional Administrator License to serve as a District level administrator by the Oregon Teacher Standards and Practices Commission. A valid Oregon Driver's License is required.

Required Knowledge, Skills, and Abilities:

• Ability to provide effective leadership in supervising all school personnel for monitoring performance, providing for professional growth, and achieving overall objectives of the District's instructional program.
• Provides strategic direction and operational insights.
• Demonstrates knowledge of state and federal regulations and accreditation standards.
• Knows effective educational practices.
• Knows school and district procedures for dealing with students, staff, and the public.
• Cooperatively and effectively works in a team environment, including coaching and development.
• Demonstrates practical managerial and leadership qualities.
• Plans, organizes, coordinates, and prioritizes effectively.
• Follows appropriate budgetary procedures and practices.
• Directs activities of subordinates appropriately.
• Cultivates and maintains positive and effective working relationships with staff and the public.
• Can mentor and lead change.
• Establishes rapport and empathy with employees at all levels.
• Collects, maintains, and accurately analyzes relevant data.
• Able to demonstrate flexibility, dependability, responsiveness, and creativity.
• Solicits and accepts staff and supervisor constructive feedback to proposals.
• Develops alternate solutions to problems.
• Writes and speaks fluently.

Attitudes:

• Accepts and practices the principles of honesty, integrity, and accuracy in all matters of district operations.
• Shows a positive attitude toward all aspects of work.
• Receives direction and supervision.
• Takes responsibility for actions.
• Adjusts to new conditions and situations.
• Proactively resolves complex problems.
• Engages in continuous professional development in support of district mission and vision.
• Maintains confidentiality.

Physical Demands: The physical demands described here must be met by an employee to perform the essential functions of this job successfully. Reasonable accommodations may enable individuals with disabilities to perform essential job functions.

• Stamina for 8 hours of work.
• Use of hands for repetitive motions, such as writing and typing.
• Standing/Walking: 3-6 hours/day.
• Sitting: 2-4 hours/day.
• Occasional bending, kneeling, squatting, climbing of stairs or ladders.
• Lifting/carrying: Up to 40 lbs.
• Occasional physical interaction with students, as provided by law, and to ensure the physical safety of the student and/or others.
• Close vision (clear vision at 20 inches or less).
• Distance vision (clear vision at 20 feet or more).
• Peripheral vision (ability to observe an area that can be seen up and down or to the left and right while eyes are fixed on a given point).
• Speak clearly enough to be able to be understood by others.
• Identify and understand the speech of another person.
• Emotional stability to work effectively under pressure and control all aspects of the job.

Work Environment: The work environment characteristics described here represent those employees encounter while performing the essential functions of this job. Reasonable accommodations may enable individuals with disabilities to perform essential job functions.

The noise level in the work environment is usually low to moderate. Employees may be exposed to blood borne pathogens. Employees may be subject to temperature fluctuations, fumes, odors, and dust.

Note: This is not necessarily an exhaustive or all-inclusive list of responsibilities, skills, duties, requirements, efforts, functions, or working conditions associated with the job. This job description is not a contract of employment or a promise or guarantee of any specific terms or conditions of employment. The school district may add to, modify or delete any aspect of this job (or the position itself) whenever it deems advisable.

EQUAL OPPORTUNITY EMPLOYER

Medford School District 549C is an Equal Opportunity Employer, and in accordance with Federal and State legislation, including Title IX, title VIII, ORS 659.150, does not discriminate on the basis of race, sex, religion, age, national origin, disability or marital status in employment or educational programs.

Medford School District 549C is an equal opportunity employer and provides qualifying veterans and disabled veterans with preference in employment in accordance with ORS 408.225, 408.230, and 408.235.

Qualifying veterans and disabled veterans may obtain preference by submitting as verification of eligibility, a copy of the Certificate of Release or Discharge from Active Duty (DD Form 214 or 215) or a letter from the US Dept. of Veteran’s Affairs indicating receipt of a non-service connected pension to your application by the closing date. Disabled Veterans must also submit a copy of their Veteran’s disability preference letter from the Dept. of Veteran Affairs, unless the information is included on the DD Form 214/215.