Full-Time and Permanent; 7.5 Hours/Day; 252 Days/Year; 12 Months/Year; Grade I
DEFINITION
The Senior Coordinator is responsible for coordinating a number of district-wide functions and programs under the Individuals with Disabilities Education Act of 2004 (IDEA) and/or Section 504 of the Rehabilitation Act of 1973 (Section 504) to assist with improving achievement, performance, behavior, attendance, and health for students with disabilities ages 2-21, inclusive. The work involves training, coordinating activities, providing services, managing programs, and overseeing complex district initiatives as assigned. Assigned functions and programs are subject to change based on the needs of the division and department in effectively implementing special education and related services for students with disabilities throughout Norfolk. An employee in this class is responsible for gathering information from multiple departments or stakeholders and facilitating a smooth interchange of information and collaboration. Employee develops and refines his/her own work routines and is expected to carry out assignments independently.
SUPERVISION
Work is performed under the direct supervision of the Senior Director, Learning Support-Special Education. Coordinators frequently develop and refine their own routines and are expected to carry assignments through to completion independently. Employee is responsible for providing direct leadership support and supervision to Teacher/Program Specialists, instructional staff/service providers, and clerical personnel as assigned. Evaluation of assigned staff is completed in collaboration with the Senior Director.
ESSENTIAL FUNCTIONS OF THE CLASS (May not include all duties performed)
Coordinates the delivery of special education and related services for qualifying students.
Coordinates the activities of support personnel assigned to special education or related services instruction.
Collaboratively designs best practice approaches for students requiring Individualized Education Programs (IEPs) and assists with monitoring the fidelity of program implementation.
Coordinates, designs, and implements programs and training in support of students (to include, but not limited to IDEA/§504, specially designed instruction, behavioral support, various related services support, and Child Find/Evaluation).
Conducts regular site visits to schools to provide the necessary coaching support for building administrators and other school staff related to areas of responsibility.
Collaborates with various school and district personnel in resolving student-related concerns.
Counsels students and parents/guardians regarding assigned department related matters.
Monitors and analyzes division, school, and student data and regularly makes recommendations based on data trends.
Keeps abreast of progress, new developments, and legal happenings related to IDEA and §504.
Assists in preventing and/or preparing for special education and/or §504 dispute resolution, including but not limited to due process hearings and attending all meetings pertinent to those cases.
Recommends policy and procedures essential for regulatory compliance and the improvement of special education programs.
Organizes and assigns programs and personnel to provide optimum delivery of services.
Engages in interdepartmental collaboration to support student academic and behavioral success, provide training to relevant division staff, maintain accurate data and meet reporting deadlines.
Provides necessary professional development and training opportunities to a variety of audiences and stakeholders, including parents/guardians.
Coordinates the selection, procurement, and inventory of assessment instruments, instructional material, and equipment.
Assists in the development, expenditure, and monitoring of departmental budgets and funds as it relates to assigned areas and adheres to local, state, and federal policies and regulations in all budgetary and finance activities.
Assists in developing and monitoring special education staffing allocations/caseloads for assigned areas to include recruitment and hiring of program staff.
Annually participates in meaningful professional development to remain current in the areas of special education law and instructional best practices.
Performs related work as required and assigned.
REQUIRED KNOWLEDGE, SKILLS, AND ABILITIES
Extensive knowledge of the laws, procedures, principles, practices, and current developments associated with §504 and with the administration of special education programs under IDEA.
Extensive knowledge of the evaluation/identification and needs of students with disabilities.
Extensive knowledge of instructional strategies and specially designed instruction to support the needs of diverse learners academically and behaviorally.
Knowledge of research-based professional learning practices on effective coaching models and ability to implement practices in supporting administrators and instructional staff within assigned schools and programs.
Ability to work independently and serve as an active team member while promoting a positive, productive work environment to collaborate effectively with all strata of the population.
Ability to effectively allocate and evaluate personnel for the improvement of student outcomes.
Ability to maintain confidential material/information and make appropriate decisions based on outcomes.
Ability to independently and effectively manage complex projects and tasks.
Ability to quickly analyze situations, accept observations of others, and solve or coordinate a solution for problems and needs encountered.
Ability to gather, analyze, and use data to inform decision-making to include conducting needs assessments for assigned schools/program areas.
Demonstrated proficiency in use and application of a variety office and instructional technology not limited to Microsoft Office Applications, Google applications, school student information and data systems, proficient word processing/keyboarding, and others as needed.
Exhibit a high degree of professionalism to include work ethic, assuming and accepting responsibility, flexibility, attention to detail, time management, organization, maintaining composure in high demand and challenging situations, and modeling a positive attitude which contributes to a positive climate and culture within the department/division.
Excellent oral, written, and human relations and communication skills.
Applicants in this position must possess extensive knowledge and backgrounds in administering a variety of programs and services for students with disabilities according to assigned responsibilities to include, but not limited to: Early Childhood Special Education (ECSE), K-12 school-aged special education, Post-Secondary Transition, self-contained special education services for low-incidence needs (i.e. Autism, Emotional Disabilities, and Intellectual/Multiple Disabilities), Private Day/Residential Placements, Homebound/Homebased services, Deaf/Hearing Impaired services, Vision Impaired services, Related Services (i.e., Occupational/Physical/Speech Language Therapy, Adaptive P.E., Assistive Technology, Nursing), Comprehensive/Coordinated Early Intervening Service (CCEIS/CEIS), Federal Indicators or other special education reporting, and IDEA/Section 504 dispute resolution.
MINIMUM EDUCATION, TRAINING AND EXPERIENCE REQUIREMENTS
Master’s degree in special education or related field. Training in supervision, school law, evaluation, and curriculum. Minimum of five years of teaching experience in the field of special education or a related service.
LICENSE/CERTIFICATION
Postgraduate Professional License with an endorsement in Administration and Supervision PreK-12.
PHYSICAL ATTRIBUTES
Normal physical effort required when working in offices & schools. Work may involve extended periods of sitting at a desk and looking at a terminal screen. May require stair navigation in buildings where there are no elevators. May require ability to lift items or equipment up to 30lbs.
HAZARDS
Work involves exposure to normal, everyday risks in an office or school environment. Must use universal precautions to avoid contagious diseases.
UNUSUAL DEMANDS
Work involves regular site visit travel to school buildings daily/weekly. Reliable transportation is required. Work is performed in an office and is subject to stress related to expressions of anger and hostility from parents/guardians or other stakeholders, constant deadlines, and frequent interruptions.
