Pay Grade:                         3590

Position Control:               

Department:                        Special Services

Accountable To:                 Director of Special Services

FLSA Status:                       Exempt

Creation/Revision Date:   May 6, 2019

Summary:

Incumbent provides District-wide instructional support to include meeting with campus special services teams and administration to identify effective strategies and practices in working with students with emotional disabilities as well as provide service delivery support for inclusive practices in general and special education classrooms. Serves on Special Services District Leadership team and collaborates with all other District departments to provide effective special education services for students identified with emotional disabilities and other conduct-related disabilities.

Essential Functions:

• Facilitates the development of an Arizona Department of Education approved, high quality in-house Educational Development Program (EDP).
• Supervises district programs serving students identified as emotional disabled as well as those who present with significant conduct disorders
• Supervises the Cross Categorical Behavior (CCB) Program Coaches, Lead Assistants, Clinical Psychologist, and Teachers in collaboration with school administration and EDP staff.
• Determines and provides development of programming and training to include:

• Positive behavioral supports
• Effective district aligned curriculum/instruction
• Classroom management and organization
• Behavior Intervention Plans
• Social Skills Instruction
• Crisis Intervention
• Facilitation of all special education meetings weekly, monthly and annually. (Case management, Program Coach and Lead Assistant meetings, IEP, MET, etc.)
• Hiring and maintaining highly qualified staff
• Consultation and collaboration with all stakeholders to include outside agencies, school site staff and district personnel.

• Gathers and tracks behavior/academic data in accordance with federal, state, district, school site, and individual needs.

• Analyzes behavior/academic data to identify strengths and weaknesses and articulate findings to stakeholders

• Engages in on-going professional development to increase knowledge and skills of positive student behavior support for all students.

• Ensures all documents are in compliance with federal, state and district guidelines.

Required Qualifications:

To be eligible for this position, an applicant must meet the following required qualifications. Verification of these required qualifications is necessary.

• Bachelor’s degree in Education;
• Five years of special education teaching experience;
• Minimum of three years’ experience with Emotionally Disabled students;
• Valid Arizona Department of Education Special Education Teacher Certificate;
• School Administration Certification.

Preferred Qualifications:

It is preferred that applicant possesses the following preferred qualifications; however, the following qualifications are not required to be eligible for this position.

• Master’s degree in Education;
• Supervisory experience;
• Multiple years of experiences in a variety of special education settings;
• Multiple years of school teacher leadership;
• Multiple years of district-level teacher leadership responsibilities;
• One-year Special Education Professional Development trainer.

Knowledge and Skills Required:

To perform the job successfully, an individual must be able to perform each essential duty satisfactorily. The qualifications for this job description are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

Skills required, but not limited to, for this position include:

• Demonstrating knowledge of legal processes of IDEA implementation;
• Demonstrating effective instructional skills;
• Possessing knowledge of IDEA regulations and compliance procedures, including timelines, paperwork, transition services effective IEP team meetings;
• Applying facilitation skills;
• Demonstrating knowledge of District curricula, assessment, and instructional programs;
• Demonstrating skills with computer applications;
• Managing multiple projects and meeting deadlines;
• Understanding and applying professional development strategies;
• Applying standard troubleshooting strategies;
• Understanding lesson plan design;
• Possessing knowledge of State standards and district curriculum;
• Demonstrating use of technology for instructional support;
• Engaging and encouraging communication skills while interacting with supervisors, staff, students, etc. to exchange information.

Physical Requirements:

The physical requirements described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

While performing the duties of this job, the employee is regularly required to talk or hear. The employee frequently is required to stand and walk. The employee is occasionally required to sit; use hands to finger, handle, or feel; reach with hands and arms; climb or balance; and stoop, kneel, crouch, or crawl. The employee must occasionally lift and/or move up to 25 pounds. Specific vision abilities required by this job include close vision, distance vision, peripheral vision, depth perception, and ability to adjust focus.

Working Conditions:

The working environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

While performing the duties of this job, the employee is occasionally exposed to wet and/or humid conditions; moving mechanical parts; high, precarious places; fumes or airborne particles; toxic or caustic chemicals; and outside weather conditions. The noise level in the work environment is usually moderate.