Assistant Principal (.5 FTE) Special Education Team Chair (.5 FTE) Colebrook HS

Concord, CA - USA

Monthly Salary: Not Disclosed

Posted on: Yesterday

Vacancies: 1 Vacancy

Department:

Administration

Job Summary

TITLE: Assistant PrincipalLOCATION DESCRIPTION:CASE Collaborative is looking for an Assistant Principal / Special Education Team Chair (.5FTE) for its Approved Public Day Program Colebrook School. This school currently serves approximately 50 students with special education needs at the middle school high school and post-high school levels. Colebrook School is located in Acton MA and has programs educating students with social and emotional needs autism spectrum disorder developmental disabilities and students with multiple disabilities.JOB GOAL:The Assistant Principal / Special Education Team Chair will provide leadership and support in the administration of Colebrook School. The Assistant Principal / Special Education Team Chair will report directly to the Principal and assume supervision in the Principals absence. The Assistant Principal / Special Education Team Chair is responsible for creating implementing and sustaining a safe positive and equitable school environment. They will participate in coordinating the schools implementation of CASEs vision and core values. The role includes responsibilities and leadership in crisis management in conjunction with the Principal.QUALIFICATIONS/JOB REQUIREMENTS:

A minimum of a Masters Degree in Special Education.
Possession of a current and valid Special Education Administrator DESE license.
A minimum of three years of experience in special education is strongly preferred.
Highly motivated self-starter who can work independently and with minimal supervision.
Strong organizational skills.
Excellent written and verbal communication skills.
Proﬁciency with Microsoft Oﬃce Suite Google Docs and student information systems with the ability to learn applicable technology as required to perform the essential functions of the position.
Knowledge of applicable federal statutes and Massachusetts General Laws and regulations.
Ability to maintain strict conﬁdence.
Willingness to learn about the nature of collaborative programming.
Such alternatives to the above qualiﬁcations as the Executive Director may ﬁnd appropriate and acceptable.

PERFORMANCE RESPONSIBILITIES:

Creates and maintains a welcoming and inclusive school climate.
Promotes the learning and growth of all students and the success of all staff by cultivating a shared vision developing and maintaining a healthy school climate and fostering a positive school environment.
Coordinates prepares for and chairs meetings and IEP team meetings including annual reviews initial and reevaluations and transition meetings. Works collaboratively with all team members to develop Individualized Education Programs (IEPs) that meet students individual needs.
Reviews IEPs for accuracy and completeness prior to processing. Provides reports to the teams and others as required.
Coordinates with the Special Education Administrator(s) and building Principal to ensure that all district and school procedures comply with federal state and district statutes laws regulations and policies.
Coordinates communication among the staff parents/caregivers and other agencies and organizations as required.
Attends special education staff meetings as required by the Special Education Administrator(s).
Supports and provides information to families.
Provides staﬀ professional development as it relates to the implementation of accommodations and modiﬁcations or the completion of required IEP paperwork with direction from the Special Education Administrator(s).
May assist special education teachers and liaisons in the provision of academic support services for select cases if needed.
Leads teachers and staff in the pursuit of excellence in teaching and learning and evaluates various types of assessment data.
Supervise and evaluate all assigned professional staff: Provide high quality data and feedback regarding staff performance and student outcomes; Collaborate with staff to assess the impact of their programs and practices on students; Facilitate staff reflection and problem-solving; Make suggestions and recommendations that will support staff and student learning and growth; Assess staff competence through multiple varied sources of evidence one of which is direct observation; Complete all required components of educator evaluation in accordance with DESE regulations and the CASE Education Associations Collective Bargaining Agreement; Make recommendations for staff retention or dismissal.
Knowledge and implementation of all laws and regulations governing students with disabilities including but not limited to discipline restraints suspensions time out bullying prevention and intervention.
Familiarity with Power School.
Manage the implementation of state assessments within the Collaborative as appropriate (MCAS / MCAS ALT).
Participate in the hiring process of new staff as in crises involve and coordinate with others and inform relevant parties of situations and issues.
Inform the Administrator of all significant situations issues concerns and problems.
Involved in student discipline issues as necessary.
Performs duties as assigned by the Principal.

SPECIAL KNOWLEDGE/ABILITIES REQUIRED FOR THE POSITION:

Knowledge of evidence-based practices for teaching students with special needs.
Proven ability to work in a fast-paced team-oriented organization.
Proven ability to establish and maintain effective working relationships with administrators staff parents and community partners.
Excellent oral and written language skills and the ability to use technology for communication.
Excellent problem-solving skills including the ability to prioritize manage multiple competing demands and delegate effectively.

PHYSCIAL REQUIREMENTS:

The position requires a moderate amount of walking standing and sitting. Activities include minimal exertion in body movement such as reaching bending twisting grasping pushing and pulling of objects.
The position requires lifting of 20 lbs. on an occasional basis.
There is a requirement of ﬁne manipulation associated with the use of a keyboard.

ENVIRONMENTAL CONDITIONS:The occupant works indoors in a normal oﬃce space environment.** This job description does not constitute an employment agreement between the employer and the employee and is subject to change by the employer as the needs of the employer and requirements of the job change. **BENEFITS: - Compensation competitive with public school employee sector; - Participation in MA state pension system (MTRS); - Voluntary benefits: health insurance on day one; dental insurance long-term disability and life insurance are available on the 1st of the month following your date of hire; - CASE covers 65% health insurance premiums and 50% cost of basic life insurance; - Sick personal religious holidays professional and bereavement leave; - Mileage reimbursement for travel between schools in-house PDP programs tuition and workshop reimbursement; - Participation in 457(b) and 403(b) Retirement Plans; - Eligible employer for Public Service Loan Forgiveness.

Required Experience:

Staff IC

TITLE: Assistant PrincipalLOCATION DESCRIPTION:CASE Collaborative is looking for an Assistant Principal / Special Education Team Chair (.5FTE) for its Approved Public Day Program Colebrook School. This school currently serves approximately 50 students with special education needs at the middle sc...

A minimum of a Masters Degree in Special Education.
Possession of a current and valid Special Education Administrator DESE license.
A minimum of three years of experience in special education is strongly preferred.
Highly motivated self-starter who can work independently and with minimal supervision.
Strong organizational skills.
Excellent written and verbal communication skills.
Proﬁciency with Microsoft Oﬃce Suite Google Docs and student information systems with the ability to learn applicable technology as required to perform the essential functions of the position.
Knowledge of applicable federal statutes and Massachusetts General Laws and regulations.
Ability to maintain strict conﬁdence.
Willingness to learn about the nature of collaborative programming.
Such alternatives to the above qualiﬁcations as the Executive Director may ﬁnd appropriate and acceptable.

PERFORMANCE RESPONSIBILITIES:

Creates and maintains a welcoming and inclusive school climate.
Promotes the learning and growth of all students and the success of all staff by cultivating a shared vision developing and maintaining a healthy school climate and fostering a positive school environment.
Coordinates prepares for and chairs meetings and IEP team meetings including annual reviews initial and reevaluations and transition meetings. Works collaboratively with all team members to develop Individualized Education Programs (IEPs) that meet students individual needs.
Reviews IEPs for accuracy and completeness prior to processing. Provides reports to the teams and others as required.
Coordinates with the Special Education Administrator(s) and building Principal to ensure that all district and school procedures comply with federal state and district statutes laws regulations and policies.
Coordinates communication among the staff parents/caregivers and other agencies and organizations as required.
Attends special education staff meetings as required by the Special Education Administrator(s).
Supports and provides information to families.
Provides staﬀ professional development as it relates to the implementation of accommodations and modiﬁcations or the completion of required IEP paperwork with direction from the Special Education Administrator(s).
May assist special education teachers and liaisons in the provision of academic support services for select cases if needed.
Leads teachers and staff in the pursuit of excellence in teaching and learning and evaluates various types of assessment data.
Supervise and evaluate all assigned professional staff: Provide high quality data and feedback regarding staff performance and student outcomes; Collaborate with staff to assess the impact of their programs and practices on students; Facilitate staff reflection and problem-solving; Make suggestions and recommendations that will support staff and student learning and growth; Assess staff competence through multiple varied sources of evidence one of which is direct observation; Complete all required components of educator evaluation in accordance with DESE regulations and the CASE Education Associations Collective Bargaining Agreement; Make recommendations for staff retention or dismissal.
Knowledge and implementation of all laws and regulations governing students with disabilities including but not limited to discipline restraints suspensions time out bullying prevention and intervention.
Familiarity with Power School.
Manage the implementation of state assessments within the Collaborative as appropriate (MCAS / MCAS ALT).
Participate in the hiring process of new staff as in crises involve and coordinate with others and inform relevant parties of situations and issues.
Inform the Administrator of all significant situations issues concerns and problems.
Involved in student discipline issues as necessary.
Performs duties as assigned by the Principal.

SPECIAL KNOWLEDGE/ABILITIES REQUIRED FOR THE POSITION:

Knowledge of evidence-based practices for teaching students with special needs.
Proven ability to work in a fast-paced team-oriented organization.
Proven ability to establish and maintain effective working relationships with administrators staff parents and community partners.
Excellent oral and written language skills and the ability to use technology for communication.
Excellent problem-solving skills including the ability to prioritize manage multiple competing demands and delegate effectively.

PHYSCIAL REQUIREMENTS:

The position requires a moderate amount of walking standing and sitting. Activities include minimal exertion in body movement such as reaching bending twisting grasping pushing and pulling of objects.
The position requires lifting of 20 lbs. on an occasional basis.
There is a requirement of ﬁne manipulation associated with the use of a keyboard.

Required Experience:

Staff IC

Key Skills

Data Entry
Developmental Disabilities Experience
Behavior Management
Data Collection
Special Education
Personal Injury Law
Special Needs
Experience with Children
Human Resources
Tube Feeding
Word Processing
Writing Skills

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About Company

CASE Collaborative

CASE COLLABORATIVE OVERVIEW Under the provisions of Chapter 40 Section 4E of the General Laws of Massachusetts, the school districts of Acton-Boxborough Regional, Bedford, Carlisle, Concord, Concord-Carlisle Regional, Harvard, Lincoln, Lincoln-Sudbury Regional, Littleton, Maynard, ... View more

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