Assistant Director, Special Education

Position Type:
Administration

Date Posted:
6/12/2024

Location:
Perrysburg Central Office

Date Available:
2024-2025 School Year

Closing Date:
06/26/2024
Job Title: 1.54 Assistant Director, Special Education

Reports to:

Director of Special Education

Contract Length:

Full Time - [222 days]

FLSA Status:

Exempt - Administrative Salary Schedule

Last Updated:

October 2022

General Summary: The Assistant Director of Special Education will implement and maintain special education programs and services in alignment with district procedures and state and federal laws; serve as a resource to parents and school personnel as well as the Superintendent; and supervise staff to ensure objectives of programs and services are achieved within budget. Providing leadership in special education programs, the Assistant Director of Special Education collaborates with administrators, school psychologists, teachers, related service personnel, contracted providers, and other staff members to support students with various needs.

Time Weighting (Percentage)

Job Duties

50%

Program Oversight

• Collaborate with building principals and administrators in other departments to ensure students with disabilities have access to and are able to meaningfully participate in the general education curriculum.
• Provide assistance in developing proposals for new programs, collaboratively as part of the Pupil Services Team for the purpose of meeting student needs.
• Collaborate with administrators, teachers, and other instructional staff to address specific student needs.
• Evaluate special education programs and curricula for the purpose of providing FAPE to each eligible student.
• Facilitate meetings, processes, etc. for the purpose of developing, implementing, and maintaining appropriate special education services.
• Coordinate and monitor assigned programs and/or services for the purpose of complying with district and state curriculum and/or instructional objectives.
• Supervise personnel for the purpose of assuring the development and implementation of services based on student needs.
• Conduct evaluations of all professional personnel as assigned, participating in other evaluations as requested.
• Participate in the recruitment and hiring process for the purpose of maintaining adequate staffing, matching staff to student needs, and ensuring that objectives of special education programs are achieved.
• Maintain communication and adequate records necessary in reporting to the Director of Special Education.
• Provide training and professional development to general and special education staff members, administrators, and classified staff as needed.
• Function as the district's contact person with agencies and organizations related to services for students with disabilities.
• Serve as Perrysburg's district representative for students placed in out-of-district special education programs and also serve as the liaison to the private, parochial, and career technical schools.
• Collaborate with the Director of Special Education to ensure effective programming and a continuum of services are made available to students with disabilities, providing access to a Free Appropriate Public Education (FAPE).

20%

Compliance

• Maintain a thorough knowledge of state and federal laws pertaining to students with disabilities.
• Stay current with changes in mandates resulting from new state and federal regulations and updated case law pertaining to students with disabilities.
• Establish and utilize responsive and effective data collection systems to accurately track student progress.
• Collaborate with the Director of Special Education to formulate plans for corrective action in response to district violations of the Individuals with Disabilities Education Act (IDEA).
• Participate as directed by the Director of Special Education in the manifestation determination process, ensuring compliance with all timelines, when significant conduct violations occur that involve students with disabilities.
• Oversee the implementation and compliance with Ohio Department of Education special education scholarship programs (ie. John Peterson Special Needs Scholarship, Autism Scholarship Program).

20%

Community Involvement

• Interact with community providers, parents, and advocates of students with disabilities for the purpose of defining and implementing programming and services addressing the unique needs of each student.
• Assist with presentation of information on programs, services, regulations, etc. for the purpose of serving as a resource to parents, school personnel, or the Board of Education.

10%

Other

• Other duties as assigned.

Supervisory Responsibilities:

This position includes directly supervising paraprofessional staff and assigned certified staff and cooperating with the district management team as needed.

Requirements and Qualifications

Minimum Requirements

• Current Ohio Professional Administrator License.
• Master's degree in Education, Educational Administration, or Curriculum
• Experience in the field of special education (i.e., teaching, related service provider, or administrator).
• Evidence of a minimum of three (3) years of successful experience working in the field of special education.
• Understanding of special education law, terminology, procedures, and forms.
• Working knowledge of instructional methods, assistive technology, augmentative communication, and behavioral supports used with special needs children.
• Prior training with physical and behavioral management techniques.
• Experience with writing, implementing, and monitoring educational plans.
• Availability to respond to student emergencies requiring assistance.
• Professional tact, diplomacy, and presentation with administrators, staff, teachers, students, parents, and the community.
• Demonstrated ability to establish positive rapport with children.
• Display enthusiasm and a sincere desire to aid all students.
• Conscientious and assumes responsibility for own work performance.

Preferred Qualifications

• OTES 2.0 Credentialed
• Up to date threat assessment and crisis prevention and intervention training.

Knowledge, Abilities, Skills, and Other Characteristics

Knowledge:

• English Language: Knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar.
• Administrative: Knowledge of administrative and office procedures and systems such as word processing, managing files and records, and workplace terminology.
• Customer and Personal Service: Knowledge of principles and processes for providing customer and personal services. This includes customer needs assessment, meeting quality standards for services, and evaluation of customer satisfaction.
• Administration and Management: Knowledge of business and management principles involved in strategic planning, resource allocation, human resources modeling, leadership technique, production methods, and coordination of people and resources.

Skills:

• Speaking: Talking to others to convey information effectively.
• Active Listening: Giving full attention to what other people are saying, taking time to understand the points being made, asking questions as appropriate, and not interrupting at inappropriate times.
• Writing: Communicating effectively in writing as appropriate for the needs of the audience.
• Service Orientation: Actively looking for ways to help people.
• Reading Comprehension: Understanding written sentences and paragraphs in work-related documents.
• Social Perceptiveness: Being aware of others' reactions and understanding why they react as they do.
• Coordination: Adjusting actions in relation to others' actions.
• Time Management: Managing one's own time and the time of others.
• Active Learning: Understanding the implications of new information for both current and future problem-solving and decision-making.
• Critical Thinking: Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions, or approaches to problems.
• Judgment and Decision Making: Considering the relative costs and benefits of potential actions to choose the most appropriate one.
• Complex Problem Solving: Identifying complex problems and reviewing related information to develop and evaluate options and implement solutions.

Abilities:

• Oral Expression: The ability to communicate information and ideas in speaking so others will understand.
• Oral Comprehension: The ability to listen to and understand information and ideas presented through spoken words and sentences.
• Speech Clarity: The ability to speak clearly so others can understand you.
• Speech Recognition: The ability to identify and understand the speech of another person.
• Written Comprehension: The ability to read and understand information and ideas presented in writing.
• Written Expression: The ability to communicate information and ideas in writing so others will understand.
• Deductive Reasoning: The ability to apply general rules to specific problems to produce answers that make sense.
• Problem Sensitivity: The ability to tell when something is wrong or is likely to go wrong. It does not involve solving the problem, only recognizing that there is a problem.
• Inductive Reasoning: The ability to combine pieces of information to form general rules or conclusions (includes finding a relationship among seemingly unrelated events).
• Relationship Building: The ability to cultivate effective relationships.
• Information Ordering: The ability to arrange things or actions in a certain order or pattern according to a specific rule or set of rules (e.g. patterns of numbers, letters, words, pictures, mathematical operations.)

Work Type Classification:

Light work: Exerting up to 20 pounds of force occasionally, and/or up to 10 pounds of force frequently, and/or a negligible amount of force constantly to move objects. If the use of arm and/or leg controls requires exertion of forces greater than that for sedentary work and the worker sits most of the time, the job is rated for light work.

Work Environment and Hazards:

The work environment for this position involves everyday risks or discomforts that require normal safety precautions typical of such places as offices, meeting and training rooms, libraries, residences, or commercial vehicles e.g., use of safe work practices with office equipment, avoidance of trips and falls, observance of fire regulations and traffic signals. The work area is adequately lighted, heated, and ventilated. The employee will face occasional exposure to blood, bodily fluids, and tissue; occasional operation of a vehicle under inclement weather conditions; and occasional interaction among unruly children.

Mental Demands:

Mental demands for this position include concentration, interpretive skills, understanding verbal instructions, differentiating, reading, communicating (verbal/written), reasoning skills, analyzing, memorizing, and coordinating.

Physical Demands: Physical demands for this position include standing, kneeling, lifting, typing, reaching, and walking.

This job description documents the general nature and level of responsibility associated with the position. It is not intended to be a comprehensive list of all activities, duties and responsibilities required of the employee, nor is it intended to limit or modify the right of any supervisor to assign, direct, and monitor the work of employees under supervision.

The employee shall remain free of any alcohol or nonprescribed controlled substance abuse in the workplace throughout his/her employment in the District.

The Perrysburg Exempted Village School District Board of Education is an equal opportunity employer offering employment without regard to race, color, religion, gender, national origin, age or disability. This job description summary does not imply that these are the only duties to be performed. This job description is subject to change.