Who We Are
Our mission is to provide an exemplary educational program that includes all students. Our developmentally appropriate, student and family-centered educational approach nurtures students to expand their developmental skills, in order to build a foundation for life-long learning. Our Core Values are:
- Responsibility
- Engagement
- Acceptance
- Creativity
- Honesty
Who Are We Looking For
We are seeking passionate educators to build an inclusive PK-5 school community. We are seeking committed individuals to provide high-quality and innovative instruction to a diverse student community. We are seeking individuals that recognize that they are in a position of public trust and are held to a high standard of personal and professional conduct. If you are a dedicated educator who is passionate about creating a culture of inclusion and respect, we invite you to join our team. Together, we can make a difference in the lives of our students and build a brighter future for our community.
The Special Education Coordinator will be willing to learn about Universal Design for Learning (UDL) in order to provide classroom support, coaching, and in-service workshops that merge best practices in special education with UDL. The position supports programs within the organization; reports major activities to senior-level administrators through conferences and reports. This is a 12-month position.
Our Graduate Profile
A Bridges “Graduate”
- Is a unique and independent individual who is prepared to pave their own path.
- Self advocates through their preferred communication modalities.
- Welcomes diversity with inclusion, openness, acceptance, and respect for others.
- Demonstrates empathy and a desire to help and support others in need.
- Perseveres in the face of challenges to meet their individual academic, social, and extracurricular goals.
- Is prepared for the next steps after leaving Bridges Public Charter School.
SPECIAL EDUCATION COORDINATOR RESPONSIBILITIES INCLUDE:
- Managing a caseload of special education students and the implementation of their IEP/504 plans in inclusive, self-contained, and pull-out settings.
- Ensuring appropriate delivery of both special education instruction and related services as stipulated on IEPs/504 plans.
- Ensuring compliance by the school with all local and Federal laws and regulations relating to students with IEPs/504 plans and students referred to special education.
- Ensuring that services provided by contractual personnel are of high quality, provided in the LRE, and are aligned with students’ IEPs/504 plans.
- Effectively communicating to parents and guardians the special education process, including the process for referrals, evaluations, annual IEPs/504 plans, and re-evaluations as well as parental rights granted by IDEA.
- Facilitating IEP meetings using a strengths-based and family-centered approach
- Coordinating with the student’s special education team to ensure all documents are completed promptly (according to state, local, and school policies and procedures) prior to MDT meeting. Connect with special education team to ensure all team members (including parents) are prepared for the content of the meeting.
- Coordinating with the special education team to complete quarterly IEP progress reports and provide them to parents/guardians.
- Maintaining student files (paper and electronic) according to school and OSSE standards.
- Providing training and technical assistance to case managers, teachers, related service providers, and support service professionals on all aspects of case management: use of computer systems for the special education process, writing of goals, progress reports, annual reviews, and parent communication.
- Ensuring IEPs are developmentally appropriate, curriculum/standards -based, strength-based, and relevant to individual students.
- Working to maintain school and LEA tracking and data system that includes: student information related to IEPs, services, service hours, evaluations, MDT referrals, timelines in which evaluations were competed and discipline incidents. Documented.
- Coaching special education classroom staff to strengthen classroom practices and support classroom teams.
- Identifying and developing appropriate curriculum and school-based assessments to support the academic growth of students with IEPs/504 plans.
- Supporting the planning of special education initiatives and the implementation of initiatives. Integrates new developments, research findings, and best practices into ongoing programs and new initiatives.
- Representing Bridges as a subject matter expert in contact with OSSE, Federal Agencies, and non-profits concerning students with special needs.
- Overseeing the special education inventory of equipment/materials.
- Gathering and reporting data for all reporting requirements concerning students with IEPs/504 plans and other required reports (to the State, Department of Education, census, grant applications, annual report, etc.). Examples: Child Count and COSF
- Maintaining a high level of knowledge regarding developing special education issues, such as changes in federal and local special education policy.
- Advocating for special education with school leadership.
- Establishing and maintaining communication with parents of students in the program.
- Facilitating workshops/meetings for parents, as well as identifying resources for parents of students with special needs.
- Engaging parents and families in their student’s learning and acting as an ambassador for the school in the community.
- As appropriate, connecting with students’ outside providers, pediatricians, and therapists to support students’ needs in the classroom.
- Co-Coordinating ESY program
- Maintaining confidentiality of student records and student information
- Attend and participate in school events outside of regular school hours.
- Other duties as assigned.
PROFESSIONAL RESPONSIBILITIES
- Adhering to the 8:00 a.m.-4:00 p.m. work day
- 1-2 days of telework possible as part of the weekly schedule
- Regularly attends work and adheres to all attendance policies.
- Be on time for classes, duties, team meetings and professional development activities. Communicate about and plan for absences in advance with teaching teams and the Principal.
- Participate in weekly Professional Learning Community (PLC) meetings.
- Contribute to PLC sessions by being prepared to share data, ideas, student work, materials, feedback, facilitating sessions, and/or discussions.
- Participate in a Summer Professional Development. Summer Professional Development will be two weeks in August before students return.
- Seek out additional opportunities for professional development that will lead to achieving personal and school-wide professional development goals.
- Reading provided school information and adhering to all deadlines.
- Respond to all emails within 24 hours or the next business day.
- Other professional duties as assigned.
SCHOOL CULTURE
- Create and maintain a physically and emotionally safe environment for students.
- Communicate respectfully with students, staff, and families at all times.
- Model, practice, and discuss respectful, unbiased, and effective communication with students.
- Other school culture expectations as assigned.
QUALIFICATIONS
- Have a dual Master's Degree in Elementary Education and Special Education; a Master's Degree and certification in Special Education; a Bachelor's Degree and certification in Special Education; or a BA and passed the Praxis SPED exams. BA and experience in special education.
- Have 1 to 2 years of successful classroom teaching experience in an urban school setting. 2 or more years of teaching experience is preferred.
- Demonstrate an advanced understanding of instructional strategies for students with autism, developmental delay, specific learning disabilities, and behavior disorders.
- Be a strong classroom manager and team leader.
- Demonstrate strong skills in partnering with families.
- Demonstrate excellent oral and written communication skills and the ability to communicate effectively with a diverse group of colleagues, parents, families, and community members.
- Be committed to meeting the needs of a diverse student population.
- Have a track record of being a team player and community-minded.
- Be committed to their own learning.
- Have excellent time-management skills, attention to detail, and the ability to work independently.
- Have a passion for urban public schools.
- Adhere to a high level of professional and ethical standards.
SALARY & BENEFITS
$71,000 - $104,500
Salary is based on educational level, certification(s), and years of experience.
- Bachelor's - $71,000 - $99,500
- Master's - $82,000 - $104,500
A $2000 add-on will be awarded to those with a valid, relevant DC certification.
The successful candidate will be contracted yearly. Employment will be renewed according to evaluations and staff interest. Child care and health savings plans, pre-tax deduction for Metro, bike racks, and regular staff engagement and wellness activities. Staff lounge and lactation room for nursing mothers. Health benefits (medical & dental), disability insurance, and a retirement plan: 401 (k) with a 4% match or the continuation of the DCPS retirement plan.
To ensure safety for all students, all staff members will be fingerprinted. Background checks will be conducted on all school staff prior to their service as employees.
For more information about the school, please visit www.bridgespcs.org
