EC Director

GUILFORD PREPARATORY ACADEMY JOB DESCRIPTION

JOB TITLE: DIRECTOR EXCEPTIONAL CHILDREN SCHOOL SUPPORT (ELEMENTARY/SECONDARY)

GENERAL STATEMENT OF JOB

Under limited supervision performs a variety of supervisory and administrative tasks in overseeing and monitoring the operation of programs students with disabilities. Work involves assisting the Senior Executive Director of Exceptional Children Services in planning developing and implementing a comprehensive program for students with disabilities which assesses the needs of students establishes objectives and priorities assigns responsibilities to staff and develops strategies to achieve stated objectives and program goals. Work includes collaborating with supervisors and coordinators on implementing district-wide services for students receiving special education. The employee communicates and collaborates with school-based and central office based personnel on individual cases and the interpretation of federal state and local policies and procedures.

SPECIFIC DUTIES AND RESPONSIBLITIES ESSENTIAL JOB FUNCTIONS

Work in conjunction with the North Carolina Department of Public Instruction the Office of Civil Rights the Office for Special Education Programs and various other state and local agencies to implement standards policies and procedures related to meeting the needs of students with disabilities while ensuring compliance of program with federal state and local regulations.

Provide direction consultation and supervision to other exceptional children services personnel by conducting personnel administration duties for staff including hiring and terminations evaluating assigning special duties monitoring attendance and travel reports and granting leave.

Prepare organize and submit required local state and federal reports.

Engage in professional development including reviewing professional literature and attending conferences workshops and seminars to continuously upgrade professional knowledge and skills.

Collaborate with administrator of related services for implementation and programming for students receiving special education services.

Leads Teachers in implementation of special education services to include placement decisions for specialty programming classes and determining assigned class locations.

Coordinates with partner departments in instructional programming efforts related to the provision of instructional and support services to students with disabilities.

EXCEPTIONAL CHILDREN SCHOOL SUPPORT (ELEMENTARY/SECONDARY)

Coordinate with local agencies parents and school personnel on individual cases to assist in resolving problems as well as secure needed resources and/or services.

Monitor the progress of various services (i.e. behavior support student programming school-to school transition curriculum and compliance) and make recommendations for change to the Principal.

Consult with the Principal and Board Chair on individual cases and collaborate with departmental leads in school support behavior compliance transition and/or curriculum for cases with attorney involvement (i.e. due process state complaint etc.).

Supervise the use of the North Carolina Department of Public Instruction data management system for exceptional children services.

Attends state level meetings regarding policies procedures and legal updates.

ADDITIONAL JOB FUNCTIONS

Actively involved in all day-to-day operations of the Exceptional Children Services.
Other duties and responsibilities as assigned by the Principal for Exceptional Children Services. Perform other related work as required.

MINIMUM TRAINING AND EXPERIENCE

Masters degree in special education psychology curriculum instruction or school administration with 5 to 7 years as a special education teacher or Exceptional Childrens Program Specialist/Administrator with training and experience in district implementation of initiatives.

SPECIAL REQUIREMENT

Must hold a valid teaching license issued by the NC Department of Public Instruction in at least one area of disability.

Possession of a valid North Carolina drivers license.

MINIMUM QUALIFICATIONS OR STANDARDS REQUIRED TO PERFORM ESSENTIAL JOB FUNCTIONS

Physical Requirements: Must be physically able to operate a variety of automated office equipment and tools including computers calculators printers copiers etc. Must be physically able to operate a motor vehicle. Must be able to exert up to 30 pounds of force occasionally and/or negligible amount of force frequently or constantly to lift carry push pull or otherwise move objects including the human body. Light work usually requires walking or standing to a significant degree.

Data Conception: Requires the ability to compare and/or judge the readily observable functional structural or composite characteristics (whether similar to or divergent from obvious standards) of data people or things.

Interpersonal Communications: Requires the ability to speak and/or signal people to convey or exchange information tailoring the message for the audience context and mode of communication. Includes receiving instructions assignments and/or directions from supervisors and giving instructions assignments or directions to others.

Language Ability: Requires the ability to read a variety of correspondence reports forms etc. Requires the ability to prepare correspondence forms evaluations budgets purchase orders etc. using prescribed formats and conforming to all rules of punctuation grammar diction and style. Requires the ability to read statutes regulations procedures reports presentations etc. Requires the ability to speak before groups of people with poise voice control and confidence.

Intelligence: Requires the ability to apply logical or scientific thinking to define problems collect data establish facts and draw valid conclusions; to interpret an extensive variety of technical instructions in mathematical or diagrammatic form and to deal with several abstract and concrete variables.

Verbal Aptitude: Requires the ability to record and deliver information to explain procedures and to follow oral and written instructions. Must be able to communicate effectively and efficiently in standard English.

Numerical Aptitude: Requires the ability to utilize mathematical formulas; to add subtract multiply and divide; to utilize percentages and decimals and to apply the principles of descriptive statistics and statistical inference.

Form/Spatial Aptitude: Requires the ability to inspect items for proper length width and shape.

Motor Coordination: Requires the ability to coordinate hands and eyes rapidly and accurately in using automated office equipment or tools.

Manual Dexterity: Requires the ability to handle a variety of items office equipment hand tools etc. Must have minimal levels of eye/hand/foot coordination.

Color Discrimination: Requires the ability to differentiate between colors and shades of color.

Interpersonal Temperament: Requires the ability to deal with people beyond giving and receiving instructions. Must be adaptable to performing under stress when confronted with persons acting under stress and in emergency situations.

EXCEPTIONAL CHILDREN SCHOOL SUPPORT (ELEMENTARY/SECONDARY)

Physical Communication: Requires the ability to talk and hear: (Talking: expressing or exchanging ideas by means of spoken words. Hearing: perceiving nature of sounds by ear). Must be able to communicate via telephone.

KNOWLEDGE SKILLS AND ABILITIES

Thorough knowledge of federal state and local policies and procedures regarding services for students with disabilities.

Thorough knowledge of Guilford Preparatory Academy policies procedures and standards regarding the education of students with disabilities.

Expert knowledge of the ethical guidelines applicable to the position as outlined by professional organizations and/or federal state and local laws rules and regulations.

Considerable knowledge of the current literature trends and developments in the field of educating students with disabilities.

General knowledge of the North Carolina Standard Course of Study and extended content standards. Considerable knowledge of the principles of supervision organization and administration. Skill in counseling and developing staff.

Ability to use common office tools machines computer programs and web-based applications and platforms.

Ability to maintain complete and accurate records and statistics and to develop meaningful reports from that information.

Ability to develop and implement appropriate programs for students with disabilities. Ability to assess the effectiveness of programs and activities.

Ability to interpret system policies and state procedures.

Ability to establish and maintain effective working relationships as necessitated by work assignments.

DISCLAIMER

The preceding job description has been designed to indicate the general nature and level of work performed by employees within this classification. It is not designed to contain or be interpreted as a comprehensive inventory of all duties responsibilities and qualifications required of employees to this job.