Special Education Coordinator

Washington D.C.
May 30, 2018
Jul 04, 2018
Full Time

Under general supervision of the Assistant Principal, the incumbent is responsible for performing the normal teaching job functions as well as the overall operation of the assigned House which consists of multiple classrooms. House duties include supervising teaching staff ensuring the proper planning, organizing, implementing, monitoring, and evaluating class activities, serving as Principal’s Designee at Individualized Education Plan (IEP) meetings, and working with assigned staff, therapists and students to achieve IEP goals and objectives.  The incumbent is responsible for supervising all students in the assigned House and all House classroom staff insuring that students and staff are compliant with all school policies and procedures. This position requires close supervision of students which includes the ability to keep up with running children and or to lift or assist with lifting students is essential to perform this task. An important aspect of the job is gaining knowledge of and implementing the assigned student’s Individual Education Plan goals and objectives as well as ensuring accurate data collection and documentation of same.

In accordance with the federal wage-hour laws, this is a salaried position and is not subject to the Fair Labor Standards Act’s (FLSA) minimum wage and overtime pay requirements.

Other Performance Measures:

Successful performance on the job requires following safety guidelines and policies to reduce accident or injury to self or students, school dress standards, proper attendance and leave policies, and compliance with other policies set forth in the Employee Handbook.  Creativity, initiative and effective problem solving is also important to the success of the incumbent.

Examples of Essential Functions

  • Teaching responsibilities as detailed in the Teacher job description.
  • Review and act as Principal’s designee for all IEPs of students assigned to House.
  • Supervise and evaluate classroom staff, providing training, instruction and support.
  • Supervise students during emergency drills, assemblies, play periods and community-based instruction; the ability to keep up with running children and or to lift or assist with lifting students is essential to perform this task.
  • Assist administration with daily organizational tasks as needed (tours, interviews and staffing, bus issues, etc.).
  • Act as liaison for any visitors to the assigned house (psychologists, LEAs, observers.).
  • Provide updated database information to the IEP/Assessment Coordinator as needed such as re-evaluation dates, related services, etc.
  • Keep abreast of students’ progress in designated classrooms.
  • Collect and assume responsibility for the accuracy of the IEP and progress reports for designated classrooms.
  • Ensure that support staff complete necessary incident reports; review and correct as needed on a daily basis.
  • Review and approve purchases and financial requests for classroom operations as needed.
  • Track finances of House to maintain budget.
  • Conduct staff meetings or trainings as needed.
  • Assist in monitoring of contents and order of students’ files (i.e., IEPs, Progress Reports, etc.).
  • Conduct portfolio trainings as needed.
  • Conduct weekly meetings with teachers.
  • Collaborate with teachers to establish appropriate vocational goals and objectives.
  • Review and evaluate weekly lesson plans from teachers.
  • Observe and evaluate teachers.
  • Acquaint the faculty and staff with all school polices and procedures
  • Assist assigned teachers in developing functional behavior assessments, behavior intervention plans, or other reports (ESY, justification for one-to-one, etc.) as needed.
  • Prepare quarterly progress reports.
  • Ensure that data collection is being performed using a variety of methods including charts, videos, photographs, language samples, observation, task analysis, student portfolios, theme and project-based performance.
  • Lead weekly team meetings to develop theme-based plans and activities, individualizing for each student as appropriate to their needs.  Complete weekly team meeting notes that reflect therapists’ participation and assignments for assistants.
  • Coordinate with other teachers and staff during team meetings.
  • Attend, as needed, meetings outside the school day to include “Back To School Night” and Parent Teacher Organization (PTO) meetings.
  • Establish and maintain professional, caring, cooperative relationships with parents, guardians, outside specialists and agencies.
  • Foster a cooperative classroom atmosphere.
  • Assist in maintenance of the physical environment of the school.
  • Ability to exert moderate physical effort in light work, typically involving some combination of bending, stooping, squatting, reaching, kneeling, crouching, crawling and brisk walking, and which may involve lifting, carrying, pushing and/or pulling of objects and materials of moderate weight (45 lbs.).
  • Most tasks require oral communication, visual and hearing perception, and the ability to get around the classrooms, cafeteria, gym, campus, etc. 
  • The ability to keep up with running children and or to lift or assist with lifting students is essential.
  • Clearly communicate the mission of the school to the community.
  • Support overall school mission through volunteer opportunities.
  • Maintain confidentiality of parent, student and staff personal identifiable information.
  • Other duties as assigned.

Required Qualifications:

  • Working knowledge and understanding of students with intellectual disabilities, autism and multiple disabilities
  • Working knowledge of the principles and practices of teaching.
  • Working knowledge of instructional methods applicable to the field of special education.
  • Working knowledge of current literature trends and sources of information in the field of special education.
  • Skill in accessing and evaluating students with special needs.
  • Ability to evaluate problems and progress of assigned students.
  • Ability to work with parents, aides and specialists in developing a constructive and healthful learning environment.
  • Ability to learn and adapt new methods and techniques.
  • Ability to supervise, train and discipline assigned staff.
  • Requires strong interpersonal skills and the ability to communicate verbally and in writing.
  • Successful completion of the required training courses within a specified period of time.
  • Tuberculosis screening to assure no significant risk to the health and safety of others.
  • Successfully passing a criminal background investigation and pre-employment and random drug screenings.

Examples of Knowledge, Skills and Abilities

  • Working knowledge of modern principles, techniques and methods of teaching, particularly as applied to special education.
  • Working knowledge of the needs and requirements of working with students with disabilities.
  • Working knowledge of the principles and methods of educational research.
  • Skill in assessing and evaluating students with special needs.
  • Ability to evaluate critically the achievements of students and to give assignments according to their interests and ability.
  • Ability to prepare lesson plans and organize a meaningful instructional program.
  • Ability to maintain records, and prepare reports and correspondence related to the work.
  • Ability to communicate effectively with others.
  • Ability to write routine reports and correspondence using English grammar and spelling.

Sensory Requirements

Most tasks require visual perception and discrimination. Some tasks require oral communications ability. Some tasks require the ability to perceive and discriminate sounds.

Minimum Acceptable Education and Experience:

Bachelor’s degree in special education, and holds or is eligible for District of Columbia teaching certification with appropriate endorsement.  Prior teaching/instructional experience with individuals with special needs is preferred

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