Special Education Coordinator, K-12

Primary Purpose

Provide support and professional development for campus staff to meet the needs of students served in special education while ensuring compliance with federal, state and local requirements. Actively engage in actions that contribute to the overall mission and strategic plan of College Station ISD.

Qualifications

Education/Certification/Licensure

Bachelor’s degree from an accredited college or university

Master’s degree in education, leadership focus preferred

Valid Texas special education certificate

Special Knowledge/Skills

• Ability to provide high quality large and small group professional development
• Knowledge of and ability to assist teams in development of targeted, systemic program improvement plans
• General knowledge of curriculum content area standards and how to provide access to the general curriculum
• Knowledge of, and ability to serve as a consultant for, a variety of strategies and methodologies applied in educational settings
• Effective and positive communication and interpersonal skills
• Strong team-building skills
• Knowledge of special education rules and regulations
• Ability to interpret policy, procedures, and data
• Superior organizational skills
• Ability to multi-task with minimal supervision
• Ability to adjust to change in a positive manner

Experience

Minimum of 3 years teaching experience, special education experience preferred

3 years of team leader experience or the equivalent thereof

Experience in training and mentoring/coaching adults

Major Responsibilities and Duties

• Serve as a resource for campus level problem solving teams; serve as a consultant for campus administrators and faculty
• Assist in the decision-making process for students in special education as needed
• Support school staff with effective scheduling and implementation of Individual Education Plans (IEPs) for students with disabilities
• Plan, organize and implement staff development as needed
• Obtain and use evaluative findings, including student intervention, student achievement, discipline, etc., to examine special education program effectiveness and promote a continuous improvement process for special education program excellence
• Encourage and support the implementation of research based intervention, curricular and instructional programs, assessment programs, and on-going staff development to improve effectiveness
• Attend appropriate professional development to maintain proficiency and acquire new ideas for program improvement
• Promote awareness of children with disabilities to school administrators, teachers, and the public; attend community meetings with other agencies; prepare and distribute bulletins and information describing special education programs.
• Work collaboratively with campus administration, who function in direct daily contact with at the campus staff serving students with disabilities.
• Provide training on IEP development, instruction and compliance to comply with state and federal law.
• Utilize time wisely for effective management of job responsibilities.
• Maintain punctuality in daily work times, appointments, and meetings.
• Meet task completion deadlines established by supervisor.
• Maintain friendly customer-service-driven interactions with all stakeholders, students, teachers, administrators, and co-workers.
• Work cooperatively with co-workers and supervisors to ensure that the goals of the school/department are met.
• Maintain a positive and professional tone in all communication (i.e. email, written, and verbal).
• Adhere to federal, state, and local special education requirements.
• Research district policy, precedent, and current practices prior to taking action.
• Participate as an effective team member who contributes to district, department, and content goals.
• Demonstrates proficient levels of technology applications.
• Perform other duties and accept other responsibilities as assigned.

 Working Conditions:

Physical Demands /Mental Demands/ Environmental Factors:

The working conditions described 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 and expectations.

Regularly sit, talk or hear; frequently required to use hands to finger, handle, or feel; frequent repetitive hand motions; prolonged use of computer; occasionally lift and/or move up to 10-50 pounds; occasionally required to stand, walk reach with hands and arms; vision abilities include close vision; and color vision, regularly work with frequent interruptions, maintain emotional control under stress; the noise level is usually moderate. The employee may spend long hours in intense concentration which requires attention to detail and high levels of accuracy.  There are a number of deadlines associated with this position, which may cause significant stress.  The employee must also deal with a wide variety of people on various issues. Predictable and regular attendance expected.