Director, Special Education Services (Academic Programming)
Philadelphia, PA, United States
Title: Director, Special Education Services (Academic Programming) (Service Providers)
Department: Specialized Services
Reports To: Deputy, Office of Specialized Services
Union: CASA
Salary Grade: 0666
The School District of Philadelphia is committed to becoming the fastest improving District in the country and transforming the educational opportunities it offers to our city's more than 200,000 students. The District seeks leaders who have a passion for working with schools and communities who are committed to ensuring all students achieve. Serving a population as diverse as ours requires creativity, commitment and vision. Will you join us?
Job Summary
Assists building level teams, provides direction with due process proceedings, and manages hearing office decisions and settlement agreements. Ensures that assigned schools are prepared for cyclical monitoring of special education programs and are implementing a corrective action plan, when required, because of monitoring and investigations conducted by the Pennsylvania Department of Education. Designs strategic supports in special education that provide the necessary systemic processes and procedures as it relates to early intervention, secondary transition, and related services. Informs the work of staff who work directly in schools, in addition to serving as a liaison between Office of Specialized Services (OSS) field staff and central office. Coordinates with other departmental leaders to ensure that the educational needs of all students are met in the areas of secondary transition, early intervention, and related services. Provides leadership, plans, and delivers high quality substantive training and consultative support to related services providers and OSS staff on early intervention, secondary transition, and related services to ensure foundational understanding of IDEA and adherence to the goals and objectives of the annual Intermediate Plan and the state and local special education plan. Conducts data analysis and monitoring of department initiatives to ensure fidelity of implementation.
Essential Functions
•Works with school teams to ensure that appropriate processes and procedures are being utilized to provide students with opportunities to engage in learning in the least restrictive environment and that instructional changes and supplementary aids and services are employed prior to the use of restrictive services and placements.
•Utilizes data to monitor the behavioral and academic progress of special education students and to identify areas where educators require additional support.
•Serves as a liaison between the Pennsylvania Department of Education Bureau of Special Education (PDE/BSE) and school teams to ensure compliance with federal and state regulations and District policies and practices.
•Provides accurate and timely information on building specific programs to support large-scale operational functions including but not limited to student transitions, Extended School Year (ESY) programming, program and population forecasting.
•Performs other duties as assigned to support with the advancement of student learning.
•Ensures that all due process procedures and timelines are met; ensures that parents/guardians are notified of the meetings.
•Performs related duties as required.
Academic Programming
•Provides leadership in the areas of school-based support, staff development and the effective utilization of instructional materials aligned to the core curriculum and students IEPs.
•Assist with instructional walkthroughs in order to analyze teaching practices, support schools and teachers to attain high quality instructional practices, and provide professional development support based on a teacher and school's area of need.
•Ensures that principals, teachers and central staff are equipped with the tools and training to implement, support and monitor effective instruction.
•Develops strategies that connect curriculum, instruction, assessment and professional development for effective data driven interventions to improve teaching and learning.
•Coordinates with the Office of Educational Technology, the Office of Research and Evaluation and the District Performance Office to support teachers and schools to
obtain on-going periodic assessments results on their students and how to best use the results to deliver differentiated instruction.
•Trains network staff and school based staff and other central offices to deliver professional development sessions.
•Reviews and assesses the effectiveness and efficiency of the Network Office professional development activities.
•Coordinates and ensures the successful integration of strategies.
•Organizes the analysis of multiple data sources to determine instructional support plans for schools.
•Supports the implementation of educational initiatives related to transformed educational systems and educational reform.
•Facilitates and fosters communication and cooperation in the attainment of goals and objectives.
•Addresses problems and concerns regarding instruction and coordinates resources as needed to provide timely and effective responses.
•Supports the Executive Director of Instructional, Programming, and Services in developing and sustaining partnerships.
•Develops and implements a timetable to achieve short and long-term goals.
•Develops objectives and methods of operation for a sustained delivery system; confers, consults and coordinates with other District personnel and a variety of agencies, committees and councils in the provision of instructional support.
•Implements the planned activities for teachers as outlined in the Special Education Plan.
•Directs the activities of staff engaged in the scheduling, coordination and provision of staff development workshops; determines appropriate learning objectives, revising and/or adapting instructional methodology; ensures that staff development workshops are effective in meeting assessed needs and achieving departmental and District objectives.
•Reviews and evaluates proposals submitted by external organizations to conduct workshops and seminars and makes decisions as to the propriety and effectiveness of their contractual services.
•Develops and monitors timeline for completion of projects.
Other Functions
•Attends professional meetings as appropriate to support curriculum and instruction development. Minimum Requirements
•Master's degree from an accredited college or university.
•Three years of full-time, paid, experience as an appointed school professional in the area of special education which has included experience outside of the classroom in a leadership role (e.g. mentor teacher, Administrative Assistant, or Assistant Principal).
•Valid Commonwealth of Pennsylvania Administrative certificate for K-12 or Elementary and Secondary Principal.
AND
•Valid Commonwealth of Pennsylvania certificate to teach special education.
OR
•Valid Commonwealth of Pennsylvania Special Education Supervisory certificate.
Knowledge and Abilities
•Demonstrated knowledge of :
o periodic assessments and ongoing informal assessments and strategies to support students based on the results.
o site visit protocols for Walk Throughs.
o the modern principles, practices and methods of educational administration.
o the principles and theories of adult learning.
o curriculum development and implementation as well as authentic assessment practices.
o instructional strategies related to curriculum and content.
o governmental statues and regulations relating to instruction and curriculum.
o the effective use of technology in the delivery of staff development programs.
o supervisory methods and techniques.
o current research regarding communities of learners, instructional practices linked to student achievement, differentiated instruction, mentoring, coaching and emergent technologies.
o project-based learning, blended learning and experiential learning.
o Instructional practices which contribute to a college going culture among non-traditional students.
o national standards, the current trends, developments, practices, objectives and theories of staff development.
o curriculum development and implementation and instructional strategies related to curriculum, content and problem solving.
o the principles, practices and methods of education in Literacy, Math, Science, Social Studies, or World Languages.
o a variety of pedagogical modalities.
o standards and current curriculum frameworks.
o research-based school improvement designs and current issues facing urban public education.
o governmental mandates impacting special education.
o differentiated instruction.
o current best practices in curriculum, instruction and assessment.
o research related to the field of expertise and the ability to apply this research to practical situations.
•Demonstrated skill in :
o collecting, analyzing and using data.
o the use of technology to access student assessment results for informing instruction.
o data management including interpretation, solutions and applications.
o coaching and modeling for school based staff and leaders.
•Demonstrated ability to :
o supervise implementing interventions (strategy groups, conferencing, guided reading groups, etc) based on formal and informal assessment results.
o design and facilitate school led workshops for staff development incorporating assessments and interventions into current curriculum.
o build relationships and help teachers and principals feel comfortable with and understand instruction.
o provide leadership in professional development design and implementation.
o coordinate, facilitate and implement diversified professional development programs.
o engage adult learners in meaningful, research-based staff development designs.
o use disaggregated student data to determine adult learning priorities, monitor progress and help sustain continuous improvement.
o use multiple sources of information to guide improvement and demonstrate its impact.
o prepare educators to understand and appreciate all students, create safe, orderly and supportive learning environments, and hold high expectations for their academic achievement.
o deepen educators' content knowledge and provide them with research-based instructional strategies to assist students in meeting rigorous academic standards.
o evaluate, manage, and interpret data and prepare cogent recommendations.
o plan, develop, conduct and oversee a comprehensive instructional support program and staff development program for a large urban school district.
o review, select and adapt resources to better support schools in academic achievement.
o assess staff development and instructional support needs.
o review, select and adapt course materials for a variety of staff development sessions.
o oversee and review formative assessment content and design.
o interpret all relevant District and federal rules and regulations concerning program administration.
o guide and channel resources, ideas for recommendations for problem solution and refinement.
o manage and interpret data.
o use a personal computer.
o communicate effectively, both orally and in writing.
o establish and maintain effective working relationships.
Disclaimer
The above statements are intended to describe the general nature and level of work being performed by people assigned to this classification. They are not to be construed as an exhaustive list of all responsibilities, duties, and skills required of personnel so classified.
Nondiscrimination
The School District of Philadelphia provides equal employment opportunities to all employees and applicants for employment without regard to race, color, age, creed, religion, sex, sexual orientation, ancestry, national origin, disability, pregnancy, marital status, gender identity, or genetic information. Please refer to Board Policy 348 for further information regarding the District's commitment to Nondiscrimination in Employment Practices.
#J-18808-Ljbffr