TITLE: High School Special Education Chair
WELCOME TO INDIANAPOLIS PUBLIC SCHOOLS!
At IPS, we believe in the transformative power of education. We work collectively every day to prepare our students for success in the classroom and in life by providing equitable, high-quality educational experiences across our family of schools. IPS is a place to make an impact, grow your career, and ensure every student has access to a high quality education, all while earning a good living in a district on the move. While the work is challenging, it is deeply meaningful and impactful. We seek innovators and trailblazers who bring varying experiences and expertise and share our belief that every child deserves access to an exceptional education. As part of TeamIPS, you’ll create lasting connections, find a sense of belonging, and feel supported to make a meaningful difference in students’ lives.
In return, no matter your role here, we expect a commitment to excellence and accountability. You’ll be held to high standards. Resilience and passion are key—you must be adaptable, handling adversity with flexibility while putting students at the heart of everything you do. Ethical conduct, clear communication, and mutual respect are fundamental. Being a dependable, collaborative team player who builds meaningful relationships is essential.
Together, we are Proving What’s Possible by building a community where everyone belongs and each student has the opportunity to fulfill their potential.
A Career in IPS Offers…
Purpose and Impact:
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Students First: Teaching for IPS is a rewarding opportunity to support bright, curious students as they shape their futures. We hold ourselves to the highest expectations of excellence and focus on students’ holistic needs during their educational journey with us.
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Community: Working in a school means it is your home away from home, and you have a school family who supports you and leads with empathy and vision.
Professional and Personal Growth:
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Grow Your Career: We offer professional development and career advancement opportunities, including dedicated mentorship programs for early-career teachers.
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Access to Financial Benefits: Working in IPS allows one to take advantage of federal programs such as Public Service Loan Forgiveness (PSLF) or Teacher Loan Forgiveness (TLF), which help reduce the financial burden of student loans.
Work-Life Balance and Well-being:
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Comprehensive Health Insurance: Access top-tier health plans covering medical, dental, and vision needs. IPS also offers a private clinic for staff and their families through our partners at Ascension St. Vincent.
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Flexible Wellness Leave: Our generous leave policies allow you to take the time you need to care for yourself and your family. Teachers receive 70 hours of sick leave in their first year (56 hours annually after) for illness, family, or mental health, plus three personal days, two floating holidays, and school breaks. Unlimited accumulated sick leave adds flexibility, supporting teachers’ health and work-life balance.
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Incentivized Discounts through IPS Wellness Program: Opportunities to earn hundreds of dollars off your medical premium by participating in proactive and simple health screenings, plus discounted group fitness classes, health and fitness assessments, personal training, and more.
What We Expect:
Commitment to Excellence:
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High Standards: Strive for the very best in all you do, maintaining high standards for yourself, your students, and your colleagues. Embrace lifelong learning and adapt to new teaching methods and challenges.
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Educational Equity: IPS is deeply committed to breaking down systemic inequities. We do this by “walking the walk” on new policies and practices, building diverse and inclusive classrooms and staff teams, and ensuring our environments are grounded in our values of respect, inclusivity, and educational equity.
Resilience and Passion:
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Dedication to Students: Make students the heart of your work and be passionate about their success and well-being.
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Adaptability: Handle adversity with resilience and flexibility. Be prepared for a dynamic work environment.
Professional Integrity:
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Ethical Conduct: Uphold the highest standards of professionalism and integrity. Act responsibly and respectfully toward all individuals, communicate with candor and care.
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Team Player: Be dependable, punctual, and collaborative, contributing positively to our supportive work environment.
Indianapolis Public Schools is more than a workplace; it’s a community where purpose, impact, and belonging come together to help Prove What’s Possible – in your career and in your school. If you’re ready to embrace challenges, strive for excellence, and make a meaningful impact, IPS is the place for you.
SUMMARY OF OPPORTUNITY:
TITLE: Middle School Special Education Department Chair
WHO WE ARE:
Indianapolis Public Schools (IPS) is a student-focused, innovative educational organization committed to academic excellence. Our mission is to empower and educate all students to think critically, creatively, and responsibly, to embrace diversity, and to pursue their dreams with a purpose. We are a family of excellent public schools in which every student has the opportunity to succeed and the power to create their own future.
Led by forward-thinking leadership and our commitment to prioritizing students, racial equity, and authentic engagement with our families, team members, and communities, our staff have diverse opportunities to develop their careers in a challenging but rewarding environment. We are an organization for people who are passionate about education and who are committed to the Indianapolis community.
SUMMARY OF OPPORTUNITY:
The Special Education Department Chair (Secondary) is a building-based instructional and compliance leader for special education across the Learning Community’s middle and high schools. Reporting to building and Learning Community leadership in coordination with Unified Student Supports (USS), the Department Chair supports student achievement through staff development, compliance monitoring, and student transition support; partners closely with principals, Learning Community Directors, and USS; and serves as the first and strongest advocate for racial and ableness equity for students with disabilities.
The Department Chair ensures that students with disabilities have equitable access to rigorous, standards-aligned instruction and the supports they need to progress toward graduation and postsecondary readiness — regardless of their least restrictive environment (LRE). The role requires fluency in secondary structures, including master scheduling, service delivery, staffing configurations, and the high school graduation and transition landscape.
Preferred licensure: An Indiana Special Education license or certification is highly preferred for this role. In rare cases, exceptions may be considered for otherwise exceptionally qualified candidates, in coordination with Human Resources and the Executive Director of Special Education.
WHAT YOU’LL DO:
The responsibilities below are illustrative of the role and are not a comprehensive list of every duty performed by the position.
Equity, Advocacy & Student-Centered Support
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Serve as the first and strongest advocate for racial and ableness equity and student-centered approaches to teaching, learning, service, and support.
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Ensure all students with disabilities have access to the accommodations, materials, and technology they need to reach their goals, regardless of LRE.
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Help ensure students with disabilities have equitable access to rigorous coursework, inclusive opportunities, graduation-aligned supports, and transition-focused experiences.
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Advocate for and model strong school–family partnerships so that students face as few barriers to success as possible.
Compliance, Case Conferences & Discipline
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Serve as a public agency representative (PAR) for case conferences and manifestation determination conferences, sharing this responsibility with building administrators, counselors, and other staff who have completed PAR training. Teachers of Record (TOR) do not serve as the PAR; instead, the Department Chair builds the capacity of TORs to lead high-quality case conferences and conference preparation.
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Support building teams in conducting timely, legally compliant case conferences and maintaining accurate, defensible IEP documentation consistent with IDEA and Indiana's Article 7.
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Support building administrators and teams through the disciplinary process for students with disabilities, including manifestation determination reviews and change-of-placement considerations.
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Support compliance monitoring and timely follow-through on corrective actions across assigned schools.
Instructional Leadership & Professional Learning
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Facilitate PLC meetings for special and general educators to ensure specially designed instruction (SDI), Universal Design for Learning (UDL), and similar best practices are taught, practiced, and evaluated.
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Support secondary teams in aligning specially designed instruction and interventions with content-area demands, adolescent development, and postsecondary outcomes.
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Support and monitor implementation of the district coaching framework for special education coaches assigned to the building(s), in partnership with USS.
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Partner with school leaders to ensure special education programming, intervention planning, and progress monitoring are well-integrated with the school’s multi-tiered system of supports (MTSS).
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Create and implement a system that gives school teams a consistent platform to discuss, strategize, and problem-solve for students who are struggling to progress under their current IEP supports.
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Provide specific feedback, support, and suggestions to principals to strengthen teaching and learning for students with disabilities, regardless of LRE.
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Provide technical assistance to principals in working with marginal teachers and staff.
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Evaluate special education staff, per building leadership’s expectations or mandates.
Operations, Scheduling & Staffing
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Demonstrate a strong grasp of middle and high school scheduling, including service delivery within master schedules, course access, staffing implications, and support coordination across content areas.
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Coordinate and choreograph staffing structures, recognizing the typically higher number of special education staff, service providers, and programming configurations at the secondary level.
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Support oversight of special education special programs in middle and high schools, including move-in student placement navigation, program fit, continuity of services, and coordination with school leaders and USS.
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Assist principals with decision-making and problem-solving as it pertains to intensive programming.
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Assist in the coordination and articulation of the district’s special education programs and services across and between grade levels within the Learning Community.
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Support principals in special education and student services human resource management, including recruiting, retaining, and developing staff.
Transition & Postsecondary Readiness
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Provide leadership related to transition planning, including postsecondary goals, graduation pathways, college and career planning, and readiness for life after high school.
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Support teachers and school leaders in keeping students with disabilities on track for course completion, credit attainment, graduation, and postsecondary readiness.
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Monitor and support student transitions and transition planning across the secondary grade band.
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Demonstrate working knowledge of assessments and readiness indicators commonly relevant in secondary settings — including the PSAT, SAT, and ASVAB — and support teams in planning accommodations, access, and preparation as appropriate.
Collaboration, Liaison & Team Culture
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Serve as the primary liaison between the school and USS, ensuring systems and processes are communicated and cascaded in both directions.
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Provide direct managerial support, in partnership with school leaders and Learning Community Directors, to the daily work of special education and student services programming, ensuring adherence to established policies, procedures, and standards.
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Work in collaboration with Learning Community Directors and principals to resolve school-based concerns and problems as they arise with special programming.
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Assist Learning Community staff and principals in setting and attaining student achievement goals for students with disabilities, in alignment with School Improvement Plans (SIPs) and the goals and “big bets” identified by the USS team.
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Facilitate Results Driven Accountability (RDA) meetings and collaborate to support schools in increasing student achievement.
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Participate in and attend USS-designed training and meetings on a regular cadence, including weekly Department Chair meetings.
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Consistently contribute to a positive team culture by being direct, transparent, helpful, and collaborative, while prioritizing a customer-service orientation.
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Perform other duties as assigned by the USS administrative team or building principal.
"DAY IN THE LIFE" OVERVIEW
On a typical day, the Secondary Special Education Department Chair might:
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Serve as PAR for a case conference or manifestation determination, strengthening a Teacher of Record (TOR) approach to conference preparation.
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Work with principals and other USS staff to review data and connect best practices and materials to standards and IEPs.
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Assist a principal in developing appropriate professional development for staff.
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Work with a principal to resolve a difficult special education situation between the school and a family that could not be resolved at the school level.
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Support staffing needs and problem-solve approaches to staff absences and vacancies.
WHAT YOU’LL BRING: SKILLS AND MINDSETS
As an ideal candidate for this role, you will be able to demonstrate:
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Highly developed written and verbal communication skills and strong interpersonal savvy.
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A results and action orientation, with solid project-management skills.
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A racial equity mindset and fluency in other critical indicators related to diversity, equity, and inclusion.
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Organizational agility and developed negotiation skills.
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An unquestionable personal code of ethics, integrity, diversity, and trust.
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The ability to navigate varying degrees of ambiguity in a fast-paced environment.
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Strong strategic analysis skills.
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Creativity in developing alternatives to meet students’ instructional needs.
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A track record of building and maintaining strong working relationships among a diverse group of stakeholders.
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Close attention to detail coupled with the ability to exercise good judgment.
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A proactive nature, anticipating conflicts before they arise.
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The ability to work well both independently and collaboratively.
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The ability to conduct meetings, calls, and emails with professionalism, courtesy, and accuracy.
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Personal qualities of maturity, humility, a strong work ethic, a sense of humor, and diligence.
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The ability to allocate and prioritize time across multiple tasks to ensure all are completed.
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Working knowledge of secondary structures — including master scheduling, service delivery, and the high school graduation and postsecondary readiness landscape.
EDUCATION, CERTIFICATION, AND LICENSURE REQUIREMENTS
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Hold, or be eligible for, an Indiana administrator and/or director license.
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An Indiana Special Education license or certification (Teaching, Professional, or Related Service) is highly preferred; in rare cases, exceptions may be considered for otherwise exceptionally qualified candidates, in coordination with Human Resources.
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Master’s degree in Education Administration, with 3 to 5 years of experience as a practitioner and 3 to 5 years of experience as a school assistant principal; or any equivalent combination of training and experience that provides the required knowledge, skills, and abilities.
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Working knowledge of federal and state special education laws, rules, and practices, including IDEA and Article 7.
FLSA CLASSIFICATION:
Exempt
ELIGIBILITY FOR REMOTE WORK:
This role is ineligible for remote work. Any potential exceptions to this standard must be vetted with Human Resources.
PHYSICAL REQUIREMENTS:
The physical requirements 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 for individuals with disabilities to perform the essential functions. While performing the duties of this job, the employee is regularly required to use hands to finger, handle, or feel and to talk or hear. The employee is frequently required to stand and walk, and is occasionally required to sit; reach with hands and arms; and stoop, kneel, crouch, or crawl. The employee must occasionally lift and/or move up to 10 pounds. Specific vision abilities required by this job include close vision, distance vision, peripheral vision, depth perception, and the ability to adjust focus.
EEOC STATEMENT:
Indianapolis Public Schools, in accordance with its nondiscrimination policies, will not discriminate in its programs, facilities, or employment or educational opportunities on the basis of race, color, religion, creed, national origin or ancestry, sex, age, physical or mental disability, pregnancy, veteran or military status, genetic information, sexual orientation, gender identity or expression, marital status, familial status, domestic violence victim status, homelessness or any other legally recognized protected basis under federal, state or local laws, regulations, or ordinances. Indianapolis Public Schools does not tolerate any form of retaliation or bias-based intimidation, threat, or harassment that demeans individuals’ dignity or interferes with their ability to learn or work.
DISCLAIMER:
Essential functions, as defined under the Americans with Disabilities Act, may include any of the above representative duties, knowledge, and skills. This job description is illustrative only, and is not a comprehensive list of all essential functions and duties performed by the occupant of this position. Factors such as regular and punctual attendance are not routinely listed in job descriptions, but are an essential function.
