Coordinator: Special Education - Programs for Exceptional Children Department (2023-24)

Ref. 9219

Position must be posted for a minimum of 10 days

TITLE:

Coordinator, Special Education

REPORTS TO:

Assigned Supervisor

DEPARTMENT:

As Assigned

CLASSIFICATION:

Certificated Management

FLSA:

Exempt

WORK YEAR/HOURS:

227 Days / 7.5 Hours

ISSUED:

Created: June 2017
Revised: May 2018

SALARY GRADE:

A227 Range 74

BASIC FUNCTION: Under the general direction of the Executive Director of Special Education, organize, coordinate, and administer assigned programs and services related to student discipline, attendance, and instruction; assist with administrative duties involving Special Education (SPED), including, but not limited to: student conduct, curriculum development, and school site operations; supervising and evaluating the performance of assigned certificated and classified teachers, coaches, classified support staff, volunteers, and interns as directed by the Executive Director of SPED. Assist the Executive Director in providing educational leadership within the SPED Department, aligning the goals and objectives with the overall strategic vision of the District. The SPED Coordinator has thorough understanding of challenges and opportunities related to students with disabilities to ensure they have specialized academic instruction and equitable access to District programs and services needed to graduate from high school and pursue post-secondary education and careers.

REPRESENTATIVE DUTIES: (Incumbents may perform any combination of the essential functions shown below. This position description is not intended to be an exhaustive list of all duties, knowledge, or abilities associated with this classification, but is intended to reflect the Coordinator job elements accurately.)

ESSENTIAL FUNCTIONS:

• Participate in a planned program of classroom visitations and observations to provide teachers with feedback on instructional practices; recommends discipline, reassignment or termination action as appropriate; documents evidence of substandard performance.
• In collaboration with SPED leadership, participate in the development and implementation of District-approved curriculum; integrating it with the needs of the individual school and Special Education statutory requirements.
• Plan, organize, control, direct and evaluate instructional activities, extracurricular events, special programs and school site operations.
• Case-manage all Individualized Education Programs (IEP) at assigned sites and be responsible for all IEP development, including IEP meeting coordination and facilitation.
• Develop related goals and objectives and recommend policies, planning, and implementation by working with school staff to meet the needs of students with disabilities.
• Serve as a resource for information regarding special education services, programs and policies and ensure that procedures are appropriate in relation to policies required by region, district, state and federal regulatory requirements.
• Analyze data, plan activities and monitor programs and services.
• Respond to others and consult with teachers, administrators and Network staff.
• Address other duties and processes required to maintain the Network's program of services and compliance for assigned sites.
• Maintain knowledge of current Special Education regulations and best practices.
• Support general education teachers and administrators in implementation of appropriate strategies to meet the needs of students with IEPs.
• Support implementation of accommodations and modifications for students with IEPs in general education and Special Education classrooms.
• Analyze assessment results to drive instruction and IEP development.
• Coordinate progress report completion in accordance with district guidelines.
• Provide professional learning for Special Education Support Staff, as assigned.
• Mentor Resource Specialists at assigned sites.
• Develop IEPs in accordance with federal, state and district standards.
• Create and maintain Special Education documentation as required by federal, state and district regulations.
• Ensure IEP timeline compliance of assigned caseload.
• Complete weekly internal reporting documents for assigned sites.
• Manage relationships with colleagues to ensure students receive all individually prescribed IEPs services, i.e., Occupational Therapy, Language and Speech, etc.
• Schedule and facilitate IEP meetings in a collaborative and professional manner.
• Provide direct services to students with disabilities, as needed and assigned by Executive Director.
• Develop positive relationships with parents and families in order to engage them in the IEP process and keep them apprised of student progress.
• Implement the District Multi-Tiered Systems of Support and Student Success Team process.
• Provide special education program leadership at assigned sites.
• Develop and provide ongoing professional development for general and special education staff and administrators.
• Support with responses to Grievances and Level 1 complaints.
• Assist in evaluating staffing allocation and Non Public Agency aides.
• Support Site Administration with evaluating teachers.
• Assist in the preparation of Informal Dispute Resolution, mediation and due process material.
• Supervise assigned staff, i.e., Program Specialists, and evaluate performance of assigned personnel in accordance with the District's adopted uniform guidelines for evaluation and assessment.
• Participate in the District sponsored professional development training program which focuses on the District's LEA plan, curriculum, instructional skills, leadership skills, communication techniques, and supervision and evaluation skills based on the California Standards for the Teaching Profession and the California Professional Standards for Educational Leaders.
• Attend school and District meetings as required.
• Other related duties and projects as assigned.

QUALIFICATIONS:

The District determines whether a candidate is qualified based on fulfillment of prerequisites, relevant work experience, ability to perform the essential functions, reference checks, effective interpersonal and communication skills demonstrated by interview performance and/or writing samples, and achievement on performance-based assessments (if applicable) that demonstrate the candidate possesses the requisite knowledge, skills and abilities. Meeting prerequisites only satisfies the initial screening process and does not indicate the candidate is qualified to perform the essential functions of the position.

KNOWLEDGE OF:

• California Department of Education Frameworks governing work scope such as: Common Core Standards, Content Standards, Curriculum, Response to Intervention, Full Service Community Schools
• Curriculum for special education programs
• Counseling and testing programs for special education students
• Federal, state and local agencies that provide services for students with disabilities
• Local, state and federal policies and procedures regarding students with disabilities
• County and District policies, procedures and standards regarding special education
• Ethical guidelines applicable to the position as outlined by professional organizations and/or federal, state and local laws, rules and regulations
• Effective budgetary processes and school finance
• Current literature, trends, methods and developments in the area of special education
• Principles of supervision, organization and administration
• Utilization of various forms of assessment to guide and design instruction
• Effective pedagogy for ethnic populations, English, and Standard English Learners
• Diverse academic, socioeconomic, cultural, ethnic, and disability backgrounds of District students
• Correct English usage, grammar, spelling, and punctuation
• Principles and practices of administration, supervision, and training
• Computer software, hardware, and related technology

ABILITY TO:

• Apply specialized academic instruction knowledge to the administration and management of SELPA programs and services within established policy guidelines, research and evaluation concepts and solutions
• Assess the needs of students
• Train, supervise and evaluate certificated and classified personnel
• Interpret District collective bargaining contract language
• Demonstrate cultural competence with diverse groups across race, ethnicity, religion, gender, class, and sexuality
• Demonstrate excellent and effective written and spoken communication skills in English, including content, context, communication, conciseness, grammar and usage
• Establish, coordinate and maintain communication with school staff, community and parent groups
• Model effective communication skills using tact, patience, and courtesy to understand and respond to the needs and expectations of team members and customers
• Read, interpret, apply and explain rules, regulations, policies and procedures to students, parents, and community groups
• Analyze situations accurately and adopt an effective course of action
• Work independently with little direction
• Plan and organize work
• Supervise and evaluate the performance of assigned staff
• Remain current on trends and development in the Special Education field
• Operate personal computer, related software, and other office equipment

PREREQUISITES

• Bachelor's Degree in Human Development or related field required
• Master's degree in Public Administration, Education Administration, Special Education or related field preferred
• Five (5) years successful experience as a special education teacher, school psychologist, school nurse, speech and language pathologist or other related certificated field
• Demonstrated knowledge and understanding of special education programs
• Demonstrated understanding of the regulations regarding the operation of special education programs
• Experience working with a variety of agencies and community resources involved with students and families
• Experience in working with a diverse population of students and families within an urban school setting
• Successful experience in working well in diverse economic, multicultural and multilingual communities and environment
• Valid California Administrative Services Credential
• Valid California teaching Credential with English Learner authorization required; authorizing services in special education is preferred
• Valid California Driver's License, if applicable

PRE-EMPLOYMENT PROCESS:

Employment eligibility will include fingerprints, tuberculosis and/or other employment clearance

WORKING CONDITIONS

ENVIRONMENT:

Office and diverse school site environments; driving a vehicle to conduct work; fast-paced work; constant interruptions; occasional evenings and weekend events to engage with students, parents, or external community at District events

PHYSICAL REQUIREMENTS:

Consistent mental alertness; sitting or standing for extended periods of time; lifting, carrying, pushing, and pulling objects up to 30 pounds, occasionally 30 pounds; bending and twisting at the waist, reaching overhead, above the shoulders and horizontally; dexterity of both hands and fingers while performing duties; seeing to read, write and use the computer; hearing and speaking to exchange information, in person or on the telephone, and make presentations.

NON-DISCRIMINATION POLICY:

The Oakland Unified School District does not discriminate in any program, activity, or in employment on the basis of actual or perceived race, religion, color, national origin, ancestry, age, marital status, pregnancy, physical or mental disability, medical condition, genetic information, veteran status, gender, sex, or sexual orientation.

Primary Location: PEC Special Ed Local Plan Area (SELPA)
Salary Range: $95,212.86 - $121,543.33 / Per Year
Shift Type: Full-Time

Salary : $95,213 - $121,543