<p>PRIMARY FUNCTION: This position is responsible for planning, developing, coordinating and evaluating the delivery of services to students with identified disabilities.</p> <p>REPORTS TO: Senior Director of Specialized Instruction</p> <p>SALARY SCHEDULE: Teacher</p> <p>WORK DAYS: 250</p> <p>REQUIREMENTS:</p> <p>Educational Level: Masters degree in Special Education or related field from an accredited college or university; Eligible for an Educational Leadership Certificate; Passing GAPSC approved Leadership Certification test required.</p> <p>Experience, Skill and Certification:</p> <ul> <li> <p>Eligibility for Educational Leadership Certificate. Must have clear- renewable or obtain non-renewable certification prior to being employed. If obtaining a non-renewable certification, it must be completed in 3 years.</p> </li><li> <p>Valid certification in Special Education</p> </li><li> <p>At least five (5) years of teaching experience</p> </li><li> <p>Proficient in the use of technology</p> </li><li> <p>Proven ability to communicate well with parents and staff.</p> </li><li> <p>Proven ability to manage multiple priorities, deadlines, administrative work, and special projects.</p> </li><li> <p>Demonstrable knowledge of laws, policies and practices related to students with disabilities.</p> </li></ul> <p>Preferred:</p> <ul> <li> <p>Leadership Certificate in Educational Leadership</p> </li><li> <p>Previous supervisory experience</p> </li><li> <p>Three (3) years' experience in a leadership role</p> </li></ul> <p>ESSENTIAL DUTIES:</p> <ul> <li>Coordinates delivery of services to identified students. </li><li>Implements procedures to ensure compliance with regulations. </li><li>Recommends and develops program budgets and grants. </li><li>Provides programming support to special education teachers and other staff. </li><li>Completes assessments to determine program effectiveness and generates plans for program improvement. </li><li>Coordinates FTE and December 1 Count verification procedures. </li><li>Develops and implements procedures for managing special education data required for trend analysis. </li><li>Assists in developing training and information material for dissemination to schools, parents and community agencies. </li><li>Coordinates and monitors psychological services at various sites. </li><li>Uses program evaluation data to provide information as appropriate. </li><li>Assists principal as requested in the evaluation of instruction and staff. </li><li>Serves with parent, faculty, and student groups as requested in advancing educational and related activities and objectives. </li><li>Responds as necessary to urgent situations or emergencies to maintain safety, calm, and order for students, staff, and visitors. </li><li>Performs other duties as necessary for the effectiveness of the organization. </li></ul> <p>Terms of Employment</p> <p>Incumbents will receive an annual contract. The work calendar will be 250 days. Salary will be determined based on level of certification and allowable experience.</p> <p>Non-Essential Responsibilities</p> <p>A responsibility is considered to be "non-essential" (for the purposes of compliance with the Americans with Disabilities Act) if:</p> <ul> <li>it is shared between multiple incumbents in the job; or </li><li>it could be performed by an employee in another job within the workgroup. </li></ul> <p>Note the responsibility number from the list in the "Duties and Responsibilities" section for those responsibilities that could be considered "non-essential" based on this definition.</p> <p>Physical and Sensory Demands</p> <p>Most jobs in the District have physical and sensory demands that can be described by one of the two categories noted below. For jobs that require more physical or sensory effort, please list the requirements in this section. The category applicable for this position is listed below.</p> <p>OFFICE Employees in this category are normally exposed to a typical environment. The employee has some control over the length of time sitting, standing, or ambulating. There are occasions that require the lifting or pulling of equipment or supplies, as well as bending, stooping, or stretching. There is frequent use of computers, telephone, and other standard office equipment, which includes reading, listening, writing, or speaking. There are few exceptional physical or sensory demands.</p> <p>OTHER: Incumbents must have valid driver's license and reliable personal transportation due to frequent travel between school locations.</p>