Part-Time Special Education Coordinator- SAIL

Education: Masters Degree or equivalent in Education

Qualifications:

• Minimum of 3-5 years successful teaching experience
• Demonstrate an advanced understanding of instructional strategies and supports for students with a variety of disabilities
• Demonstrate knowledge of and has the ability to implement special education paperwork systems procedures and legal compliance issues
• Demonstrate excellent oral and written communication skills and the ability to communicate effectively with a diverse group of colleagues parents families and community partners
• Ability to display and model positive and supportive leadership
• Ability to assist team members in conflict resolution
• Demonstrate success in establishing and sustaining trusting professional relationships being a team player and working collaboratively with others
• Highly organized and able to manage multiple projects simultaneously
• Adhere to a high level of professional and ethical standards

Preferred Qualifications:

• Has engaged in or is available to participate in professional development specific to coaching and adult learning
• Possess special education endorsements/credentials for multiple disability areas
• Knowledge of or experience with general education/Tier 1 standards and instruction
• Experience in networking with a variety of stakeholders whether at the state level or with community agencies
• Ability to diffuse conflict through effective listening strategies and remaining as a neutral participant
• Seeks guidance or additional clarification from supervisor regarding potential legal compliance issues or procedural violations
• Open to constructive feedback reflects on input from others and adapts accordingly

Essential duties and responsibilities may include but are not limited to the following:

• Partner with district and unit leadership to promote and sustain a collaborative and inclusive Unit atmosphere within the district and in the community
• Coach and support teachers with:
  1. identifying effective instructional practices and strategies for individual students
  2. selecting and securing educational resources and tools to enhance student learning
  3. developing positive behavior support plans to address behavioral or social/emotional challenges
  4. Learning compliance procedures and protocols through modeling and coaching
  5. taking risks in a non-evaluative environment while providing coaching-based instructional feedback
• Provide training technical assistance and modeling to case managers teachers related service providers and support service professionals on all aspects of case management: use of compliance paperwork systems assessment process and requirements annual IEPs progress reports and parent communication
• Assist with Child Find Unit requirements
• Assist the Unit in meeting Compliance Indicator Targets for the Department of Public Instruction
• Co-chair assigned division groups under the direction of the executive director and/or assistant director
• Attend procedural compliance meetings at building administrator request or as requested by the executive director and/or assistant director.
• Report regularly to the executive director and/or assistant director
• Support the Units overall mission of a child centered framework with emphasis on continuous improvement and a safe collaborative culture.

Supervisory Responsibility: No direct supervisory responsibility of teachers or other building staff; responsible for coaching and supporting teachers through teaching and learning practices.

Work Environment and Physical Demands: While performing the duties of this job the employee is frequently required to sit; occasionally walk and stand. The ability to hear and see in order to communicate effectively as well as communicate clearly and concisely both orally and in writing; Maintain effective audio/visual discrimination and perception to the degree necessary for the successful performance of assigned duties; Maintain mental capacity allowing for effective interaction and communication with others.

Occasionally may need to lift up to fifty (50); reaching standing walking carrying bending stooping kneeling crouching sitting and/or crawling within the classroom.

The employee may encounter situations where students are physically aggressive and/or verbally abusive. This may require physical interaction (using strategies acquired through de-escalation and restraint training) between the employee and student. The noise level in the work environment is usually moderate. The employee may be exposed to infection at a greater risk than the average person. May be directly responsible for the safety well-being and/or output of students.

Terms of Employment: 188 days contract plus additional two/three (2-3) weeks of summer work.

Evaluation: By the Principal at least twice each year in the first three years of service (December 15 & April 15) and at least once each year thereafter (April 15).

Required Experience:

IC