Special Education Supervisor

To perform this job successfully an individual must be able to perform the essential job functions satisfactorily. Reasonable accommodations may be made to enable individuals with disabilities to perform the primary job functions herein described. Since every duty associated with this position may not be described herein employees may be required to perform duties not specifically spelled out in the job description but which may be reasonably considered to be incidental in the performing of their duties just as though they were actually written out in this job description.

GRPS MISSION: Our mission is to ensure that all students are educated selfdirected and productive members of society.

SUPERVISOR SPECIAL EDUCATION SERVICES

Department: Special Education

Unit: Professional and Administrative Exempt

Salary Rate: Grade 110 Specific salary based on experience

JOB SUMMARY

This individual serves as the visionary leader responsible for facilitating all phases of the schools programming including the leadership and organization of instructional (including socialemotional) programming administration organization and supervision of staff and students. This position is responsible for leadership regarding all tasks related to the instructional programming administration and organization for prevention intervention and programming. This position is responsible for continually monitoring and evaluating programs and services for compliance and ensuring quality programming. Position reports directly to the Executive Director of Special Education and Early Intervention Services for Grand Rapids Public Schools.

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:

Knowledge Base: Leadership

• Maintains and communicates an informed vision of success for all students while treating all persons with civility respect and dignity
• Works with district/building leadership staff students parents local educational agencies (LEAs) the Kent Intermediate School District (KISD) and community to build a shared vision of learning for all students. This includes progress monitoring alignment of resources and fostering innovation on valid measures including IEP goals and objectives
• Works with district/building leadership and staff to use data information and research to set priorities evaluate school programs and collaborate for improved results for students
• Works with district/building leadership staff students and families to link school priorities and strategies into the School Improvement plan to achieve school and district goals
• Contributes to practices and norms that help build capacity within District
• Establishes program routines that support and recognize habits of reflective practice selfassessment and personal renewal

Programs

• Assists district/building leadership and staff in interpreting curriculum expectations including PBIS selecting appropriate instructional and socialemotional resources developing differentiation strategies and making the curriculum relevant for all students per the Districts Academic Plan and the School Improvement Plan
• Uses working knowledge of effective instruction in establishing school processes and routines that engage teachers/staff in routine monitoring of student progress and evaluation interventions and improvement of instructional strategies which meet the individualized needs of students
• Works with district/building leadership and staff to establish building and district systems processes trainings and shared leadership to ensure full compliance with the IDEA Michigan Administrative Rules for Special Education (MARSE) and the Kent Intermediate School District (KISD) Special Education Plan
• Monitors evaluates and ensures development and implementation of quality evaluations IEPs transition planning and provision of a free appropriate public education

District Processes

• Builds relationships with district/building leadership staff students families LEAs and the broader school community and seeks out resources and support while advocating for the district
• Ensures all segments of the community are included involved respected and valued
• Establishes regular systems of twoway communication with district/building leadership parents and community while involving parents in their childs education
• Trains teachers/staff to lead collaborative inquiry assists colleagues in developing evidencebased goals and strategies and disseminates successful improvement work
• Works with district/building leadership and staff to deepen student and school data analysis to evaluate and revise school improvement goals and strategies
• Provides staff training and support to use the schools data system for collecting analyzing and interpreting multiple forms of data for progress and performance monitoring

Technology

• Learns and uses emerging technologies to increase productivity develop leadership and expand staff use of technology
• Provides leadership advocacy and creative solutions for the schools use of technology to improve parent and community involvement expand student learning opportunity improve the monitoring and communication of student progress and adapt the teaching and learning environment for better student results
• Provides leadership that encourages and recognizes staff initiative and innovative use of technology to improve student results

Human Capacity

• Works with district/building leadership and staff to evaluate the schools professional learning culture and the impact of internal and external professional learning on student results
• Identifies develops and supports staff student and parent leaders with training mentoring coaching needed to carry out meaningful leadership in the school
• Evaluates staff in accordance with state laws and district personnel evaluation policies

QUALIFICATIONS

Education and Experience:

• Masters Degree in administration supervision or education. Pursuant to 380.1246 and District expectations the individual in this position must either hold a valid Michigan school administrators certificate or not later than 6 months after he or she begins employment as a school administrator enroll in a program leading to certification as a school administrator and must complete the program within 3 years. The district may not continue the employment of an individual who fails to enroll in a program within 6 months or fails to complete the program within 3 years or BA degree with comparable training and experience
• Knowledge which is acquired through completion of a masters degree; and eligibility for Full Approval as a Supervisor or Director of Special Education pursuant to 340.1771or 340.1772 of the Michigan Administrative Rules for Special Education
• At least 6 months of successful experience in an area of Special Education administration or other positions of leadership significantly related to the responsibilities of the job

Preferred Qualifications:

• In a program to become eligible to receive MDE Full Approval as a Supervisor or Director of Special Education

Knowledge Skills and Abilities:

• Demonstrated strong dedication and related skills/knowledge for studentcentered teaching and learning which builds student family and community connections
• Demonstrates ability and desire in managing diversity by creating an environment for all in the school community regardless of differences and similarities to reach their full potential in accomplishing the objectives of the school and the district
• Demonstrated administrative ability and experience in collaborative skills and attitudes to work with others in teams effective interpersonal communication skills creativity optimism problem solving and flexibility
• Must meet the continuing education requirement per the State of Michigan
• 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
• Understanding/knowledge of MARSE IDEA ADA.
• Attention to detail in composing typing and proofing materials establishing priorities and meeting deadlines
• Excellent spelling grammar and written communication skills.
• Excellent telephone etiquette and oral communication skills.
• Strict adherence to the confidentiality requirements of the office/District and ability to maintain it at a high level
• Knowledge of current issues problems and challenges faced by urban education systems
• Demonstrated regular and predictable attendance
• Ability to work flexible hours evenings and weekends if needed.
• Must have reliable transportation.

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 or hear. The employee must occasionally lift and/or move up to 40 pounds. Specific vision abilities required by this job include close vision distance vision and ability to adjust focus.

WORK ENVIRONMENT

The noise level in the work environment is usually loud to moderate.

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.

NonDiscrimination

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 or