Assistant Director of Special Education

Job Description: Assistant Director of Special Education Position Title: Assistant Director of Special Education Reports To: Director of Special Education Location: The Sargent Center School Position Summary: The Assistant Director of Special Education assists in the overall administration and coordination of special education programs at Sargent Center. This position supports the Director of Special Education in ensuring compliance with federal, state, and local regulations, and collaborates with educators, parents, and community agencies to promote positive educational outcomes for students with disabilities. Essential Duties and Responsibilities: Leadership and Administrative Skills •Program Administration and Management: Assist in the development, implementation, and evaluation of special education programs and services that meet the needs of students with disabilities in accordance with federal and state laws, including IDEA (Individuals with Disabilities Education Act). This includes managing staffing, resources, program budgets, and curriculum adaptations. •Staff Supervision: Provide leadership and guidance to special education teachers, support staff, and teacher assistants/paraprofessionals. Direct supervision of staff and supporting the implementation of Center policies and practices communicated by management is essential •Conflict resolution: Ability to mediate and resolve conflicts among staff, parents, and students, particularly in sensitive or high-stress situations leading to a positive work and school environment. •Resource Management: Assist with the development and management of the special education budget. Ensure that resources are allocated effectively and that services are delivered efficiently. •Professional development: Ability to assess the professional development needs of special education staff. Coordinate, organize and lead training to improve the knowledge and skills of teachers, support staff, and teacher assistants/paraprofessionals. •Staying current: A commitment to continuous learning in the field of special education, keeping up-to-date with the latest research, teaching methods, and legal requirements. Knowledge of Special Education Laws and Regulations •IDEA (Individuals with Disabilities Education Act): Deep understanding of federal and state laws related to special education, including the requirements for Individualized Education Programs (IEPs), free and appropriate public education (FAPE), and least restrictive environment (LRE). •Individualized Education Programs (IEPs): Support the IEP development process, ensure that IEPs are being fully implemented effectively, and monitor student progress toward IEP goals. Provide guidance on legal and procedural requirements related to IEPs. •Section 504 of the Rehabilitation Act/ADA: Knowledge of civil rights laws protecting students with disabilities, ensuring they have equal access to educational opportunities. •State-specific regulations: Familiarity with state education codes and policies related to special education services, student accommodations, and funding requirements. •Compliance and Reporting: Ensure compliance with all federal, state, and local special education laws and regulations. Assist in preparing and submitting reports, data, and documentation for state and federal compliance. Curriculum and Instructional Knowledge •Differentiated instruction: Expertise in designing and implementing instructional strategies that meet the diverse needs of students with disabilities, ensuring they have access to the general education curriculum wherever possible. •Assessment and evaluation: Knowledge of how to use formal and informal assessments to identify student needs, track progress, and develop appropriate educational plans (e.g., IEPs). •Crisis Management: Support the handling of behavioral or emotional crises and assist in developing individualized strategies to support students in need of intervention. •Transition planning: Understanding of transition services for students with disabilities, particularly as they move from school to post-school activities, including higher education, employment, and independent living. •Data Analysis and Reporting: Analyze student data to assess the effectiveness of special education services and make recommendations for improvements. Monitor student performance and assist in making data-driven decisions for program improvements. Technology and Data-Driven Decision Making •Educational technology: Knowledge of assistive technologies and other digital tools that can support students with disabilities in accessing the curriculum and achieving educational goals. •IEP management software: Familiarity with specialized software used for tracking IEPs, student progress, and compliance documentation. •Data-driven instruction: Ability to use student performance data to inform instructional decisions and adapt services to improve outcomes for students. Ethical and Professional Standards •Confidentiality: Adherence to confidentiality standards, particularly in handling sensitive student information (e.g., IEPs, assessments, medical records). •Ethical decision-making: Commitment to making ethical decisions that prioritize the best interests of students as measured by compliance with legal and professional standards. Collaboration and Communication Skills •Collaboration with Stakeholders: Work closely with out of district partners and external agencies to ensure a coordinated and effective approach to serving students with disabilities. Facilitate communication between home and school to promote student success. •Community Engagement: Build and maintain positive relationships with families, community organizations, and service providers to support the educational and social-emotional development of students with disabilities. Qualifications: •Education: Master’s degree in Special Education, District Level Administrator-Special Education •Licensure/Certification: Valid State Certification in Special Education or Educational Leadership; administrative certification preferred. •Experience: Minimum of 5 years of experience in special education, including classroom teaching experience and experience in administrative roles such as coordinator, supervisor, or assistant director. •Knowledge & Skills: oStrong knowledge of IDEA, Section 504, and state regulations regarding special education. oExcellent communication, interpersonal, and organizational skills. oAbility to work collaboratively with diverse groups of individuals, including parents, staff, and administrators. oStrong leadership and problem-solving skills. oAbility to analyze data and use evidence-based strategies to improve services and outcomes. •Other Requirements: oDemonstrated commitment to student-centered practices and inclusive education. oDemonstrated commitment to the team approach to management, supporting administration through practices that promote shared goals and outcomes. oAbility to handle confidential information with discretion. oAbility to work in a fast-paced environment and manage multiple priorities. oAbility to collaborate effectively with team members, problem solve in the moment, and make informed decisions quickly oAbility to speak clearly and be understood is essential for effective communication. Interactions occur frequently with staff, parents, students, and the community. oAbility to hear and understand conversations in various settings, including during meetings, in classrooms, or when interacting with students with disabilities. oAbility to operate computers, access data, review educational plans, and generate reports. Adequate manual dexterity and vision are required for using office equipment like computers, phones, or copiers. oAbility to review written reports, assessments, Individualized Education Programs (IEPs), and other important documents. A good ability to read, comprehend, and process this information is essential. Physical Requirements: •Ability to walk between locations, including to different classrooms, offices, or buildings within the school campus. •Ability to sit or stand for extended periods during meetings and professional development sessions. •Ability to ensure accessibility for students with physical disabilities, which may require some light physical exertion, such as arranging or moving furniture to accommodate wheelchairs or other equipment. •Ability to respond to emergencies or crises involving students, which might require the ability to remain calm, physically assist when necessary, or ensure that students and staff are safe during a crisis. Working Conditions: •Full-time position with occasional evening work required to meet agency and school needs. Application Process: Interested candidates should submit a cover letter, resume, and three professional references to Human Resources, ATTN: Josephine Dutra.