Coordinator, Special Education

DEFINITION The Coordinator of Special Education, under the direction of the Director of Special Education, assists in the planning, development, implementation, evaluation and maintenance of programs for individuals with exceptional needs; provides training to special education staff, general education staff, administrators, classified staff and parents; monitors program compliance; provides curricular resources to teachers and specialists; provides consultation and support to site administrators and staff in the area of special education and related services; responsible for the coordination of special education programs and related services within his/her respective assignment; assists in the supervision of support staff.; and to do other related functions as directed. Evening and weekend work is occasionally required. DISTINGUISHING CHARACTERISTICS This position classification requires subject matter expertise in special education programs and related services. Directly related administrative and leadership experience is necessary to manage the duties and responsibilities of this position. The job requires the ability to analyze, develop and offer alternative problem solutions to a variety of complex issues and concerns. Decisions are made by the incumbent that have a critical impact on the District goals, and the organization and administration of special education programs and related services. The position classification has basic management responsibility for planning, assigning, reviewing, and evaluating the quality and quantity of work of professionals, technical and classified employees. The incumbent frequently meets with teachers, parents, support and administrative personnel to influence, motivate and monitor the result objectives of the district and department. This is a sedentary position classification and performs light work that involves sitting a portion of the time, but does require walking and standing for extended periods. This position requires accurate perceiving of sound, near and far vision, depth perception, working with educational materials and objects, and providing oral information and direction. Reasonable accommodation may be made to enable a person with a disability to perform the essential functions of the job. ESSENTIAL DUTIES Observe, supervise, train, consult with, and assist teaching staff and specialists in the development and implementation of individualized education programs (IEPs) for individuals with exceptional needs. Assist in the development and analysis of Evaluate the effectiveness of special education programs and services. Coordinate curricular resources in the areas of special education, psychological, health and mental health services. Monitor program compliance in accordance with State and Federal law. Provide training and consultation to teachers, support staff, administration and parents in the areas of special education, to improve instructional capacity and student outcomes. Coordinate with the Special Education District Advisory Committee (DAC) to provide training specific to the needs of parents and caregivers. Participate with other District personnel in the in-service training of teachers and specialists of categorical programs. Serve as liaison between special education and state/private education schools and other service agencies. Assure the due process rights of all students, including those with special education needs. Serve as District representative in special education mediation and due process hearings. Coordinate interagency services to all students, including those with special education needs. Serve as the administrative designee in making decisions for district level pupil transfers, transfers between clusters, transfers between inter/intra SELPA districts and non-public school placements. Serve on various committees including but not limited to, Special Education Leadership Committee, District Advisory Committee to Special Education (DAC), Special Education Administrative Council (SEAC) and other committees relating to special education, child welfare and attendance and/or pupil personnel services. Provide supervision to and assist in the evaluation of school psychologists, classified support staff and clerical staff. Coordinate the allocation of teaching and support staff to each site/program. Coordinate the allocation of fiscal resources to each site/program. Provide administrative support to principals, assistant principals and counselors in the areas of suspension and expulsion Other duties as assigned. QUALIFICATIONS Knowledge of: 1. Basic assessment strategies for students with exceptional needs; 2. Laws, regulations and education code pertaining to special education; 3. Principles, practices and trends in the field of special education; 4. Philosophical, educational, fiscal, and legal aspects affecting a school district operation; 5. Organization, management, planning, and evaluation strategies, techniques, and procedures; 6. Curriculum and instruction design and delivery systems for students receiving special education services; 7. Research and development strategies, processes, and techniques; 8. Human relationships, conflict resolution strategies, and procedures, and team management building methods and techniques; 9. Trends and practices in professional development of teachers and support staff. 10. Continuum of special education services and placement options. Ability to: 1. Communicate fluently in Spanish (highly desirable); 2. Plan, organize and conduct comprehensive professional development programs for teachers, administrators, paraprofessionals, specialists and parents; 3. Communicate effectively in oral and written form; 4. Effectively utilize computer technology in day-to-day work; 5. Work cooperatively with parents, community and colleagues; 6. Plan, organize and coordinate site and district-wide special education programs and services; 7. Evaluate and analyze complex problems, issues, and concerns, and recommend appropriate alternative solutions and make effective and timely decisions; 8. Establish and maintain cooperative organizational, public, and educational community relationships. EXPERIENCE AND EDUCATION Any combination of experience and training that would likely provide the required knowledge and skill is qualifying. A typical way to obtain the required knowledge and skill would be: Experience: Four (4) years of experience as a special education teacher, program specialist, school psychologist, special education or pupil services administrator. At least one (1) year of administrative experience, including direct supervision of programs and staff. Education: Equivalent to the completion of a master of arts or higher degree in special education, educational administration, or closely related field. CERTIFICATIONS, LICENSES AND CONDITIONS Certification Requirement Possession of a valid special education, pupil personnel services, or health services credential, vocational education or school psychologist authorization. Must have had advanced training and related experience in the education of individuals with exceptional needs and/or pupil services. Possession of or the ability to qualify for a valid California credential authorizing service as a school administrator. License Requirement Possession of a valid Motor Vehicle Operator's License. Condition of Employment Insurability by the District's liability insurance carrier.

DEFINITION The Coordinator of Special Education, under the direction of the Director of Special Education, assists in the planning, development, implementation, evaluation and maintenance of programs for individuals with exceptional needs; provides training to special education staff, general education staff, administrators, classified staff and parents; monitors program compliance; provides curricular resources to teachers and specialists; provides consultation and support to site administrators and staff in the area of special education and related services; responsible for the coordination of special education programs and related services within his/her respective assignment; assists in the supervision of support staff.; and to do other related functions as directed. Evening and weekend work is occasionally required. DISTINGUISHING CHARACTERISTICS This position classification requires subject matter expertise in special education programs and related services. Directly related administrative and leadership experience is necessary to manage the duties and responsibilities of this position. The job requires the ability to analyze, develop and offer alternative problem solutions to a variety of complex issues and concerns. Decisions are made by the incumbent that have a critical impact on the District goals, and the organization and administration of special education programs and related services. The position classification has basic management responsibility for planning, assigning, reviewing, and evaluating the quality and quantity of work of professionals, technical and classified employees. The incumbent frequently meets with teachers, parents, support and administrative personnel to influence, motivate and monitor the result objectives of the district and department. This is a sedentary position classification and performs light work that involves sitting a portion of the time, but does require walking and standing for extended periods. This position requires accurate perceiving of sound, near and far vision, depth perception, working with educational materials and objects, and providing oral information and direction. Reasonable accommodation may be made to enable a person with a disability to perform the essential functions of the job. ESSENTIAL DUTIES Observe, supervise, train, consult with, and assist teaching staff and specialists in the development and implementation of individualized education programs (IEPs) for individuals with exceptional needs. Assist in the development and analysis of Evaluate the effectiveness of special education programs and services. Coordinate curricular resources in the areas of special education, psychological, health and mental health services. Monitor program compliance in accordance with State and Federal law. Provide training and consultation to teachers, support staff, administration and parents in the areas of special education, to improve instructional capacity and student outcomes. Coordinate with the Special Education District Advisory Committee (DAC) to provide training specific to the needs of parents and caregivers. Participate with other District personnel in the in-service training of teachers and specialists of categorical programs. Serve as liaison between special education and state/private education schools and other service agencies. Assure the due process rights of all students, including those with special education needs. Serve as District representative in special education mediation and due process hearings. Coordinate interagency services to all students, including those with special education needs. Serve as the administrative designee in making decisions for district level pupil transfers, transfers between clusters, transfers between inter/intra SELPA districts and non-public school placements. Serve on various committees including but not limited to, Special Education Leadership Committee, District Advisory Committee to Special Education (DAC), Special Education Administrative Council (SEAC) and other committees relating to special education, child welfare and attendance and/or pupil personnel services. Provide supervision to and assist in the evaluation of school psychologists, classified support staff and clerical staff. Coordinate the allocation of teaching and support staff to each site/program. Coordinate the allocation of fiscal resources to each site/program. Provide administrative support to principals, assistant principals and counselors in the areas of suspension and expulsion Other duties as assigned. QUALIFICATIONS Knowledge of: 1. Basic assessment strategies for students with exceptional needs; 2. Laws, regulations and education code pertaining to special education; 3. Principles, practices and trends in the field of special education; 4. Philosophical, educational, fiscal, and legal aspects affecting a school district operation; 5. Organization, management, planning, and evaluation strategies, techniques, and procedures; 6. Curriculum and instruction design and delivery systems for students receiving special education services; 7. Research and development strategies, processes, and techniques; 8. Human relationships, conflict resolution strategies, and procedures, and team management building methods and techniques; 9. Trends and practices in professional development of teachers and support staff. 10. Continuum of special education services and placement options. Ability to: 1. Communicate fluently in Spanish (highly desirable); 2. Plan, organize and conduct comprehensive professional development programs for teachers, administrators, paraprofessionals, specialists and parents; 3. Communicate effectively in oral and written form; 4. Effectively utilize computer technology in day-to-day work; 5. Work cooperatively with parents, community and colleagues; 6. Plan, organize and coordinate site and district-wide special education programs and services; 7. Evaluate and analyze complex problems, issues, and concerns, and recommend appropriate alternative solutions and make effective and timely decisions; 8. Establish and maintain cooperative organizational, public, and educational community relationships. EXPERIENCE AND EDUCATION Any combination of experience and training that would likely provide the required knowledge and skill is qualifying. A typical way to obtain the required knowledge and skill would be: Experience: Four (4) years of experience as a special education teacher, program specialist, school psychologist, special education or pupil services administrator. At least one (1) year of administrative experience, including direct supervision of programs and staff. Education: Equivalent to the completion of a master of arts or higher degree in special education, educational administration, or closely related field. CERTIFICATIONS, LICENSES AND CONDITIONS Certification Requirement Possession of a valid special education, pupil personnel services, or health services credential, vocational education or school psychologist authorization. Must have had advanced training and related experience in the education of individuals with exceptional needs and/or pupil services. Possession of or the ability to qualify for a valid California credential authorizing service as a school administrator. License Requirement Possession of a valid Motor Vehicle Operator's License. Condition of Employment Insurability by the District's liability insurance carrier.