DIRECTOR OF SPECIAL EDUCATION

 

Start Date: July 1, 2026

Salary: $128,785 to $142,787

Days per year: 225 days per school year

Reports To: Superintendent

FLSA Status: Exempt

 

Position Summary: 

The K-12 Special Education Director shall provide administrative leadership and oversight for development, implementation and maintenance of research based on effective school instructional program(s), instructional practices and sustaining positive learning environments for special programs within the District.  Primary responsibilities are for curriculum development and evaluation, improvement of instruction, staff development, district-wide assessment and analysis of same, coaching special education teachers in effective research based practices and learning strategies, interpreting data; oversight of compliance with State and Federal Special Education Laws and respective Division 22 standards, as well as supervising federal grant program implementation and evaluation reports.  The Special Education Administrator works in concert with Human Resources and Curriculum Director and independently and in small and large groups with Principals and/or instructional staff and Secretaries/Bookkeepers

 

ESSENTIAL DUTIES AND RESPONSIBILITIES

Essential duties of this position include the following.  Employees in this position perform some or all of the following tasks.  Other duties may be assigned.

 

  

Nature of Position:

• Reports directly to the Superintendent;
• Responsive to Cabinet Members, Principals, Managers and Supervisors;
• Member of Superintendent’s Cabinet;
• Oversight of K-12 Special Education Services and curriculum;
• Oversight of 504 plans;
• Oversight / Supervision of special education teacher and special education specialist evaluation process;
• Facilitate and complete SPRI (System Performance Review and Improvement) – Special Education Continuous Improvement Process and documentation of same;
• Works with Curriculum Director on Oversight of MTSS (Multi-Tiered Systems of Support)
• Oversight of ELL and ELL District Plan as it relates to IEPs;
• Represents District interests at ESD/Regional, State Special Education Meetings.
• Oversight of budgeting – IDEA grants

 

Minimum Qualifications:

• Hold a current TSPC Teaching License
• 3 years of successful classroom teaching experience
• Hold a TSPC Administrator Endorsement
• 2 years of successful administrator experience
• CPI Certification – Crisis Prevention Institute Certification
• Maintain current first aid card
• Holds Special Education Certification
• Current on laws, rules, policies, practices regarding special education, 504, TAG
• Proficient with techniques for screening, evaluation, and progress monitoring/evaluation
• Experience with assistive technology, applications, devices and services
• Ability to hold self and others accountable
• Skilled in presentation, coaching teachers and administrators
• Data based decision making/data team systems
• Embodies and practices life-long learning perspective and strives for Continuous Improvement
• Believes that all students can learn and that a student failing is not an option
• Models appropriate costume and interpersonal behavior
• Models Oregon Teacher Ethical Educator Standards
• Holds a valid Oregon driver’s license
• Embodies a strong work ethic, maintains regular attendance, willing to work evenings and occasional Saturdays, performs the physical, mental and emotional requirements associated with successful performance
• Excellent verbal, written, math, computer and organizational skills
• Experience in drafting grant proposals, implementing and monitoring same

 

Preferred Qualifications:

• Successful completion of School Law, Student Rights, Human Resource Management, Contract Law, Title IX, Budget, Accounting, Special Education Law, 
• Graduate degree in Special Education
• Training or Experience with curriculum development and review:

• Performance data analysis
• Baldrige Continuous Improvement / Continuous Improvement
• Danielson Instructional Improvement Model
• Standards and Power Standards Based Instruction and Assessment
• Effective Research Based Instructional Methods
• Conflict Resolution / Mediation
• MTSS – Multi-Tiered Systems of Support
• Auditing Division 22 Standards
• Special Education
• Grant writing and monitoring
• Understands and practices Zero-based budgeting
• Experience with alternative and compensatory education programs and how they serve special education students
• Experience with ESL/ELL (SIOP or GLAD)

 

Skills/Competencies:

• Strong verbal and writing skills;
• Strong computer and data base/spread sheet skills;
• Data based decision making/data team systems
• Think creatively and open minded
• Hold self and others accountable
• Establish and maintain accurate and up-to-date files, strategic plans
• Life-long learner;
• Be an effective model/trainer of constructive change;
• Lead/Cheerlead effective practices:
• Meet timelines with an attention for detail;
• Work effectively with teachers, secretaries, bookkeepers; administrators and managers;
• Carryout directives and directions;
• Conflict resolution skills;
• Budgeting and accounting of areas of responsibility;
• Effectively interact with others in difficult situations;
• Interpret and comply with laws; regulations and policies;
• Motivate others through effective leadership.
• CPI – Crisis Prevention and Restraint

 

Examples of Performance Responsibilities: (Include but not limited to)

• Maintain teaching and administrator endorsement(s);
• Implement and supervise district’s instructional and student special education assessment programs at the building level as assigned;
• Train and Coach special education licensed and classified staff in instructional strategies as well as behavior strategies;
• Train licensed staff in assessment strategies and interpretation of assessment data;
• Oversight of Professional Learning Communities;
• Oversight of development of Special Education Continuous Improvement Plan(s);
• Interpret and implement District policies and administrative rules, State and Federal Regulations and follow all legal regulations regarding special education curriculum, instruction, and alternative and compensatory education programs;
• Undertake program evaluation as directed;
• Maintain a First Aid Card and CPI Card;
• Support and hold others accountable for adhering to State, Federal and District policies and administrative rules;
• Coordinate selection, supervision and perform formative and summative evaluations of special programs, personnel and assigned instructional programs and staff;
• Assist in maintaining learning and working environments that are conducive for learning and work;
• Represent the District at ESD/Regional Curriculum meetings;
• Promote good public relations within and outside the District;
• Oversight of Administrator Training in Special Education Curriculum and Effective Instructional and Learning Practices as well as Data Based Decision Making;
• Assist with development of School Calendar;
• Oversight Special Education Student Teacher Placement and monitor Student Teacher performance as well as Mentor Teacher Role;
• Part of Alternative and Charter School Evaluation Team – Superintendent/ESD;
• Federal Grant monitoring and compliance;
• Serves as liaison to agencies to facilitate services for qualifying students;
• Participates in recruitment and selection of personnel;
• Assists in communication to public relative to special education;
• Maintains records and files for reports required to meet state and federal obligations;
• Perform other responsibilities and duties as required by the task or directed by the Superintendent or Superintendent’s designee.
• Monitor State of Oregon Compliance Website – SPRI and Consolidated Reports

  

Terms of Employment:

Employed by Superintendent’s recommendation and ratified by the Board.  An At-Will employ whose salary is contingent upon the Board adopted Administrator Pay Schedule.  Normal work year is 225 days with 9 holidays.

 

Evaluation/Performance Review:       

Superintendent evaluates this position. 

 

Physical Requirements:

May work alone at times but usually must interact with students, parents, coaches and varied staff.  Work may involve use of ground equipment, brooms, cleaning chemicals and strenuous labor.  Working conditions may require exposure to adverse weather conditions as well as exposure to noisy work areas and in confined spaces on ladders, scaffolding, and roofs.  During any day may: 

• Stand/walk 6-8 hours or more
• Drive 1-5 hours or more at a time
• Engage students, parents, teachers, coaches, other administrators and managers
• Use hands repetitively on computer, grasping pushing
• Sit 1-4 hours or more
• May need to bend, squat, climb, lift 50 or more pounds, administer CPR or first aid
• Restrain special needs students on occasion