Director Of Special Education III 2026-27

POSITON OBJECTIVE:

The Director III of Special Education provides leadership vision and direction for the development operation supervision and evaluation of the programs and services for students with special needs. The job description does not constitute an employment agreement between the employer and employee and is subject to change by the employer as the needs of the employer and requirements of the job change. The job description summarizes the major duties and responsibilities that determine knowledge skills and abilities required to perform the job. It is not a detailed task listing of all the duties and responsibilities that may be assigned to the position.

COMMITMENT TO EQUITY:

The Bellevue School District is committed to a diverse workforce representative of our students one that embraces and models cultural competency as an international community.

DUTIES AND RESPONSIBILITIES:(These duties are a representative sample; position assignments may vary.)

Serves under the guidance and administrative supervision of the Director of Special Education IV. Is held responsible for results in terms of eectiveness of planning implementation and operation of programs; and for contribution to and achievement of district goals and objectives. Work is guided by and must be in compliance with federal and state law policy direction of the School Board and compliance with state and local regulatory agencies.

Program Administration:
Serves as a Director for Special Education Services as determined by the Executive Director of Inclusion & Accessibility and/or the Director of Special Education IV.
Collaborates with school administrators district departments state agencies community stakeholders parents and advisory groups and colleagues in other districts to assess special education needs and create new and innovative educational programs aligned with state and federal requirements the district policies and initiatives.
Collaborates with the Legal Affairs Oce regarding technical guidance training and compliance with special education regulations statutes and laws.
Researches state and federal requirements to assure compliance and responsiveness of programs. Coordinates program components for the purpose of aligning programs and coordinating the delivery of services. Designs program reviews and assessments for the purpose of evaluating program success educational processes and providing feedback to administration for appropriate follow-up actions.
Assists program and operational planning required to support the Districts Strategic Plan. May draft administrative procedures and regulations or contribute to policy development to implement requirements of adopted school board policies. Assists in the interpretation and execution of the policies administrative procedures and regulations pertaining to the scope of the position.
Recommends/approves stang allocations for programs within area of responsibilities in alignment with key priorities and initiatives. Fullls grant requirements for community state and federal grants including submission of required documents and compliance of reporting requirements.
Oversees assigned special education and ESA sta supporting High School Programs Middle School Programs Pre-K or Elementary Programs as assigned. Collectively the programs impact approximately 2300 District special needs students birth-12. Collectively the programs manage a substantial program consisting of supplemental pay and Maintenance Supplies and Operating Costs (MSOCs) and other funds.

Program Leadership:
Planning and Programming: Staying abreast of research on the changing nature of the profession the eld of public education and changing national regional and local trends that may impact program areas. Participates in discussions on evolving demands and expectations and the impact those demands and expectations will have on assigned programs. Uses forecasting tools and strategies to predict future needs. Anticipates and develops strategies and programs that respond eectively to anticipated needs and the changing profession.
Policy Implementation: Participates in formulating processes and procedures necessary to implement program management goals and objectives. Establishes a system for periodic review to determine when modications are necessary to advance the goals of the department and to serve the overall needs of employees and managers and the organization.
Program Direction and Sta Supervision: Overseas organizational management in all assigned areas. Assures coordination procedures are in place to achieve a high level of integration and synergy across programs and functions. Approves operating practices essential to the development and delivering of quality programs and services. Recruits and assigns sta assuring that they possess and practice the values necessary to achieving the level of program delivery and customer service that is essential to a highly eective organization. Assesses evaluates or participates in the evaluation of and provides for training and professional development of subordinate sta. Creates communication collaboration and coordination processes that assure all sta members are timely and eectively informed of department policies issues and guidance that their programs are expected to support. Establishes an environment in which all sta members are comfortable and forthcoming in sharing their ideas needs and concerns and in which the sta collaboratively works together to seek solutions and resolutions.

Performs other job-related duties as assigned.

REPORTING RELATIONSHIPS:

Reports directly to and is supervised by the Executive Director of Inclusion & Accessibility or Director of Special Education IV
Supervises program sta as delineated by the Executive Director of Inclusion & Accessibility or Director of Special Education IV

EDUCATION & EXPERIENCE: (positions in this class typically require)

Required:
Masters Degree in Education.
Minimum of ve years of special education teaching experience.
Administrative Credential
Administrative Experience

Preferred:
Experience related to Special Education case law federal and state guidelines and implementation of policies and procedures at the District level
Experience in mediation conict resolution related to the position
Experience in leading complex change.
Experience in evaluating and supervising Teachers and ESAs.

Allowable Substitutions
None

LICENSING REQUIREMENTS: (positions in this class typically require)

Principal or Program Administrator certicate from the state of Washington
Washington state drivers license

SKILLS: (position requirements at entry)

Strong analytical and problem-solving skills and understanding of client-centered support and services.
Excellent oral written presentation and interpersonal communication skills.
Ability to work both independently and cooperatively.
Ability to organize work set priorities and meet deadlines. Ability to establish eective working relationships at all levels of the organization.
Ability to remain calm deliberate and tactful in stressful and emotional situations.

PHYSICAL REQUIREMENTS:

The physical demands and work environment described here 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.

While performing the duties of this job the employee is frequently required to sit talk lift carry move about hear and speak.

The employee must occasionally lift and/or move 25 to 50 pounds.

Specic vision abilities required by this job include close vision distance vision color vision peripheral vision depth perception and the ability to adjust focus.

The employee may sit or stand for longer than 2 hours at a time may lift objects repeatedly and may undertake repeated motions.

CONDITIONS OF EMPLOYMENT:

Determined by the job classication on the Certied Administrator Salary Schedule Director III ($169434 to $188100 per year). Medical dental vision long-term disability and life-insurance eligibility is based upon 630 hours worked within a school year. Retirement provided through Washington State Department of Retirement Systems. Other benets include vacation and paid holidays.

ADDENDUM DIRECTOR SPECIAL EDUCATION:

Directors of Special Education are assigned additional program responsibilities that align with their knowledge and skills and extend across the P-12 spectrum. Current assignments by grade grouping are subject to adjustment and change based on program needs and skills of individual Directors.

Group 1: Currently Assigned to an Elementary Lead.
Preschool. Manages preschool teaching and paraeducator sta. May assist in sta evaluation and in more dicult IEP meetings.
Child Find. Works with psychologists to identify and evaluate children from age 2 forward to determine special needs and assure appropriate educational placement.
Teacher Assistance Team (TAT). Develops processes methods and training to help regular education teachers work with students on the autism or suspected autism spectrum. Conducts classroom observations to develop ideas for support.
Right Response. Oversees 6 trainers providing behavioral management support.
Behavior Techs. Oversees 4 specialists who are available to support principals who have teachers/student in need of behavioral support.

Group 2: Currently Assigned to an Elementary Lead.
Compliance Team. Monitor IEP program compliance.
Safety Net. Coordinates the identication documentation reporting and pursuit of safety net funding and support.
Alternative Assessment. Manages the use of alternative testing procedures for students whose special needs preclude regular testing.
Vision Services. Oversees 2 vision teachers who provide specialized support to teachers of impaired students.
Assistive Technology. Oversees Occupational and Speech Therapist in identifying support technology for special needs students.

Group 3: Currently Assigned to Middle School Lead.
Homebound Instruction.
Out-of-District Placements. Coordinates placement of special needs students with severe conditions who require more intensive support.
Transition. Oversees 6 classrooms with more severe special needs (e.g. medically fragile life skills). Sets goal to assure every special needs student has a full day of development including classroom jobs activities etc. Ensures the development of high school and beyond plans to help students nd connections be knowledgeable of safe transportation develop job skills and means of seeking jobs and skills.

Group 4: Currently Assigned to High School Lead.

Speech Language Pathologist. Provides direct supervision and oversight of the Speech Language Pathology program including supervision of approximately 26 SLP teachers. Manages case load levels among specialist.
Alternative Placement. Coordinates alternative placements for secondary special needs students typically consisting of such issues as severe anxiety and/or discipline. Monitors court processes and determines compliance the absence of alternative schools identies other district facilities (e.g. central oce) and works to facilitate the return of students to their regular school.
Graduation Success. Manages graduation requirements of special needs students to ensure compliance with state and district requirements.
Leavers. Tracks special needs graduates (years 18 to 21) for post-graduation progress to reect upon and assess what did or could have worked well to support post-graduation.
District Multi-tier System of Support (MTSS). Manages a system to ensure 9th grade special needs students have a viable plan for graduation and to ensure 12th grader special needs students at risk of not graduating and put back on track.
Audiology/DHH Services. Provides for delivery of testing/assessment services. Assists in accommodations as needed.

NOTE:

The above job description is intended to represent only the key areas of responsibilities; specific position assignments will vary depending on the business needs of the department.

Verification of identity and authorization to work in the United States must be completed. The District does not currently provide visa sponsorship. All offers of employment are contingent upon satisfactory results of background checks with prior employers/professional references; satisfactory outcome of a criminal history background check (includes fingerprinting); satisfactory outcome of sexual misconduct information from prior school district employers; and approval by the Bellevue School Board.

Bellevue School District does not discriminate in any programs or activities on the basis of sex race ethnicity creed religion color national origin age honorably discharged veteran or military status sexual orientation gender expression gender identity homelessness immigration or citizenship status the presence of any sensory mental or physical disability neurodivergence or the use of a trained dog guide or service animal and provides equal access to the Boy Scouts of America and other designated youth groups. The following employees have been designated to handle questions and complaints of alleged discrimination:

Civil Rights Racial Discrimination and Gender Expression or Identity Discrimination: Civil Rights/Nondiscrimination Compliance Coordinator Nancy Pham or

Sex-based Discrimination including Sexual Harassment: Title IX Coordinator: Jeff Lowell or

Disability Discrimination:
Section 504/ADA Coordinator: Kerince Bowen or

Mailing address for all three: 12111 NE 1st Street Bellevue WA 98005.

Members of the public with disabilities who have specific concerns about the effectiveness of the Districts communications to them should contact Janine Thorn Chief Communications and Engagement Officer at or

Required Experience:

Director