Position Overview
The mission of the Office of Teaching and Learning (OTL) is to provide educators with curricular resources, academic programs, and aligned professional development to ensure rigorous and joyful learning experiences for every student. OTL team members support school-based staff in implementing DCPS's existing academic programs while simultaneously working to rethink and redesign school programming, academic and curricular resources, and educator professional development.
The Division of Specialized Instruction (DSI) within the Office of Teaching and Learning works to provide a high-quality continuum of services in an inclusive environment so every student with disabilities is prepared for success in college, career, and life. The division works with schools to design, implement, and monitor programs and support for students with disabilities.
Divisions/Teams
The Related Services team (Assistive Technology, Audiology, Occupational Therapy, Physical Therapy and Speech-Language Pathology) is committed to increasing educational access and independence of every student in our schools by providing quality evidence-based interventions and supports to students through the provision IEP, 504 and RTI services.
The Transition team oversees the process of preparing students for life after they leave high school, including participation in post-secondary education or training, employment, and community living.
The Modified Instruction and Programming team oversees self-contained special education classrooms that implement a modified curriculum, including Communication and Education Support (CES), Independent Learning Support (ILS), Early Learning Support (ELS).
The team also manages the Extended School Year (ESY) and the Home and Hospital Instruction Program (HHIP).
The Inclusive Instruction and Programs team provides training, coaching, and actionable resources to build the capacity of all DCPS leaders and educators to effectively implement instructional practices that support the needs of all DCPS learners, including and especially those students receiving special education services, regardless of learning environment.
The Resolution team ensures DCPS complies with IDEA by supporting schools through the due process complaint process and resolving special education disputes. In partnership with the Office of General Counsel, the team manages complaints, mediations, HOD implementation, and compliance with settlements, LODs, and OCR agreements.
The Monitoring and School Support team provides coaching and guidance to schools to ensure compliance with federal, state, and DCPS requirements. Through monitoring, data reviews, professional development, and technical assistance, the team strengthens school systems and improves outcomes for students with disabilities by translating policy into practice.
The Non-Public and Central IEP team ensures the provision and progress monitoring of special education and related services for DCPS students placed in non-public and residential settings. It also leads Child Find activities for students enrolled in parentally placed settings and private schools.
The Manager, Non-Public Unit oversees the coordination, monitoring, and continuous improvement of services for students placed in non-public and restrictive educational settings. The Manager supervises a team of Non-Public Unit Specialists, providing leadership, direction, and oversight to ensure high-quality service delivery and compliance with federal and local requirements. This role ensures that placements are appropriate, data-driven, and aligned with the Least Restrictive Environment (LRE) requirements under IDEA.
The Manager leads efforts to support student transitions both into and out of restrictive placements by collaborating closely with DCPS schools, non-public providers, and internal teams. This includes managing DCPS’ participation in transition-related meetings at local schools, as well as 30-day review meetings at new placements, to monitor student adjustment and ensure continuity of services.
This position has been designated as Protection Sensitive. Pursuant to section 410 of Chapter 4 of the D.C. Personnel Regulations; in addition to the general suitability screening, individuals applying for or occupying protection sensitive positions are subject to the following checks and tests: Criminal background check; Sex Offender Registry check; Pre-employment drug and alcohol test; Traffic record check (as applicable); Reasonable suspicion drug and alcohol test; and Post-accident or incident drug and alcohol test.
The Manager, Nonpublic Unit will report to the Director, Nonpublic Unit.
Essential Duties and Responsibilities
The below statements are intended to describe the general nature and scope of work being performed by this position. This is not a complete listing of all responsibilities, duties, and/or skills required. Other duties may be assigned.
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Supervises, coaches, and evaluates a team of Non-Public Unit Specialists, ensuring high-quality performance, accountability, and alignment with DCPS priorities.
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Establishes team goals, manages workload distribution, and monitors effectiveness to ensure timely and compliant service delivery.
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Oversees the identification, approval, and monitoring of non-public placements, ensuring alignment with IDEA and Least Restrictive Environment (LRE) requirements.
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Leads the coordination of student transitions to and from more restrictive placements, ensuring continuity of services and strong collaboration across stakeholders.
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Ensures IEP, transition and 30-day review meetings occur for students moving to more restrictive placements and 30-day review meetings at new settings are completed.
- Oversees the collection, management, and analysis of historical and current student data to assess progress, placement effectiveness, and readiness for transition.
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Leads the development, refinement, and implementation of policies, procedures, and guidance for the Nonpublic team.
- Identifies system gaps and implements process improvements to ensure consistency, efficiency, and compliance.
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Serves as a liaison between central office, schools, non-public providers, and families, facilitating clear communication and problem-solving.
Qualifications
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Bachelor's degree and four to six years of related work experience.
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Master's degree preferred.
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Previous exposure to or experience in the education sector a plus.
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Specific experience managing a team strongly preferred.
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Excellent verbal and written communication skills, including ability to make persuasive presentations.
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Highly organized with an ability to manage multiple tasks concurrently.
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STUDENTS FIRST: We recognize students as whole children and put their needs first in everything we do.
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COURAGE: We have the audacity to learn from our successes and failures, to try new things, and to lead the nation as a proof point of PK-12 success.
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EQUITY: We work proactively to eliminate opportunity gaps by interrupting institutional bias and investing in effective strategies to ensure every student succeeds.
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EXCELLENCE: We work with integrity and hold ourselves accountable for exemplary outcomes, service, and interactions.
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TEAMWORK: We recognize that our greatest asset is our collective vision and ability to work collaboratively and authentically.
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JOY: We enjoy our collective work and will enthusiastically celebrate our success and each other.
We are an equal opportunity employer and are committed to creating an inclusive, accessible workplace. We welcome and encourage applications from individuals with disabilities. Accommodation and/or application assistance is available upon request at all stages of the application and employment process. To request accommodation, please contact [email protected].
