TITLE: Districtwide Team Chair
QUALIFICATIONS:
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Masters's Degree from an accredited College or University
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A valid DESE administrator license required to serve as a personnel evaluator under 603 CMR 35.00 — acceptable licenses include Special Education Administrator or Supervisor/Director.
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SEI Endorsement
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Citizenship, residency, or work visa required
REPORTS TO: Director of Special Education
TERMS OF EMPLOYMENT: Full Time, 215 Days, Unit B Administrator
JOB SUMMARY:
The Team Chair shall provide leadership and coordination of the IEP process and serve as a districtwide administrator for special education compliance, coordination, and staff development. This position is responsible for ensuring that all students referred for or receiving special education and related services receive timely, legally compliant evaluations and individualized programming in alignment with Massachusetts special education law (M.G.L. c. 71B and 603 CMR 28.00) and the Individuals with Disabilities Education Act (IDEA). As a Unit B administrator, the Team Chairperson also carries a formal responsibility for coaching and developing special education staff, including case managers, in IEP quality and instructional practice.
The Team Chairperson works in close collaboration with the Director of Special Education, building administrators, classroom teachers, related service providers, school psychologists, families, and community partners to ensure that every student’s educational program reflects high standards, is responsive to individual need, and is delivered in the least restrictive environment. This position centers on process leadership, compliance, coordination, family engagement, and alignment with the district’s strategic priorities.
PERFORMANCE RESPONSIBILITIES (include but are not limited to):
TEAM LEADERSHIP AND IEP COORDINATION
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Chair all IEP evaluation, development, amendment, and annual review meetings for an assigned district caseload in compliance with IDEA, M.G.L. c. 71B, and 603 CMR 28.00
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Lead the IEP Team in all relevant eligibility and evaluation decisions, ensuring that decisions reflect the collective expertise of the team and are grounded in comprehensive data.
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Coordinate all aspects of the evaluation and IEP development process, including consent, evaluation planning, and document completion, adhering to all mandated timelines as required by state and federal law
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Ensure that notices, consents, and procedural safeguards (N1–N3 forms) are provided to parents/guardians in accordance with 603 CMR 28.07, and that parents’ rights are clearly communicated.
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Serve as the district’s primary procedural compliance lead for special education processes at the secondary level, maintaining accurate, confidential student records in compliance with FERPA and IDEA
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Oversee the development and quality of IEPs, ensuring that goals are measurable, services are appropriate, and placement reflects the least restrictive environment as required under IDEA and M.G.L. c. 71B § 3
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Coordinate with building administrators and receiving providers across grade bands to support smooth transitions in special education programming at key student transition points (e.g., elementary to middle, middle to high school), consistent with assigned caseload responsibilities.
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Facilitate age-appropriate transition planning for students on assigned caseloads, including the development of Transition Planning Forms (TPFs) for eligible students beginning at age 14, and coordination with vocational programs, post-secondary institutions, and community agencies as required under IDEA § 614(d)(1)(A)(i)(VIII) and 603 CMR 28.05(4)(c).
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Maintain student records and protect their confidentiality in compliance with FERPA and IDEA.
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Possesses knowledge of federal, state, and local laws, regulations, and policies regarding children’s special education eligibility and programming.
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Adhere to all mandated timelines and collect relevant data related to special education.
MTSS COLLABORATION AND STUDENT SUPPORT
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Collaborate with the school psychologist, school counselors, and building-level MTSS teams to ensure that special education referrals are grounded in data-informed, tiered intervention processes in alignment with the district’s integrated MTSS framework.
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Support the consistent use of universal screening data, progress monitoring, and diagnostic data in informing special education eligibility decisions and service planning
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Contribute to the design and implementation of the District Curriculum Accommodation Plan (DCAP), ensuring that appropriate accommodations and supports are embedded in Tier 1 instruction prior to referral for special education evaluation.
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Work with building leaders and the Director of Special Education to ensure that staffing models, master schedules, and service delivery structures support the effective implementation of IEPs within the school environment.
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Collaborate with the Assistant Superintendent and SPED Director to align secondary special education practices with district-wide MTSS priorities, including Universal Design for Learning (UDL) and inclusive instructional practices
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Serve as a primary point of contact for families of students receiving or being considered for special education services, ensuring clear, accessible, and culturally responsive communication.
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Communicate with families in plain, jargon-free language, and ensure that information is accessible to all families, including those requiring translation services or other communication supports, consistent with the district’s commitment to two-way family communication.
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Actively engage families from underrepresented communities, including the Wampanoag community, as meaningful partners in their children’s educational planning.
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Attendance at SEPAC meetings at the request of the Director of Special Education.
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Provide families with information about available school, district, and community supports across academic, behavioral, social-emotional, and transition domains.
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Facilitate collaborative, solution-focused IEPmeetings that honor family voice and prioritize student outcomes in the least restrictive environment.
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Coordinate with community agencies, vocational programs, and post-secondary institutions to support students’ transition goals and preparation for life beyond Mashpee Public Schools.
PROFESSIONAL LEARNING AND LEADERSHIP
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Provide professional development, consultation, and support to general and special education staff on special education processes, legal obligations, inclusive practices, and effective IEP implementation.
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Maintain and expand professional competence through in-service training, professional organizations, and approved outside learning opportunities aligned with district professional learning priorities.
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Participate in district and building-level leadership structures, including Student Support Teams, MTSS teams, and department meetings as appropriate.
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Support the Director of Special Education in the development and implementation of department-wide initiatives, policies, and systems.
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Perform duties and responsibilities as assigned by the Director of Special Education.
Equal Opportunity Employer
The Mashpee Public Schools is committed to maintaining a work and learning environment free from discrimination on the basis of race, color, religion, national origin, pregnancy, gender identity, sexual orientation, marital/civil union status, ancestry, place of birth, age, citizenship status, veteran status, political affiliation, genetic information or disability, as defined and required by state and federal laws.
