Director, Special Education School Supports - Programs for Exceptional Children (PEC) (2025-26)
Apply NowCompany: Oakland Unified School District
Location: Oakland, CA 94601
Description:
Ref. 9495
Position Description
TITLE:
Director, Special Education School
Supports
REPORTS TO:
Assigned Supervisor
DEPARTMENT:
Special Education
CLASSIFICATION:
Certificated Management
FLSA:
Exempt
WORK YEAR/HOURS:
227 Days / 7.5 Hours
ISSUED:
Created: June 2017
Revised: May 2018
Revised: June 2021
SALARY GRADE:
A227 Range 19
BASIC FUNCTION: Under the general direction of the Executive Director of Special Education, direct implementation of the Special Education (SPED) Department's goals for the implementation of comprehensive, data-driven Individualized Education Programs (IEPs). Assist the Executive Director in providing educational leadership within the SPED Department, aligning the goals and objectives with the overall strategic vision of the District and implementing Local Control Accountability Plan goals specific to the service of students with disabilities.
The Director, Special Education School Supports position possesses deep knowledge in the areas of evidence-based practices and strategies for supporting students with disabilities and leads a team of educational professionals to ensure implementation of evidence-based practice within school sites.
REPRESENTATIVE DUTIES: (Incumbent may perform any combination of the essential functions shown below. This position description is not intended to be an exhaustive list of all duties, knowledge, or abilities associated with this classification, but are intended to accurately reflect the principal job elements).
ESSENTIAL FUNCTIONS:
Direct the selection, adoption, distribution, implementation and professional learning associated with District- approved specialized and intervention curricula and ensure staff have access to and training in the implementation of all appropriate general education adopted curricula.
Create a District-wide professional learning calendar for Special Education teachers, Special Education support staff, and general education personnel serving students with disabilities.
Develop, direct the implementation of, and monitor the Department's mentorship and coaching program for Special Education teachers and support staff.
Facilitate the placement of students into special education programs aligned to ensure a Free, Appropriate Public Education (FAPE), including during periods of transition, as IEP teams agree to new services, or when a student enrolls in Oakland Unified School District.
Participate in a planned program of classroom visitations and observations to provide teachers, site leaders and network leaders with feedback on instructional practices.
Partner with school site and network leaders to recommend discipline, reassignment or termination action as appropriate, including documentation of evidence of substandard performance.
Initiate and develop partnerships with District leaders and community partners to ensure continuous improvement of outcomes for students with disabilities aligned to the District's Special Education Plan (SEP), Comprehensive Coordinated Early Intervening Services (CCEIS) Plan, and Local Control Accountability Plan (LCAP).
Cultivate opportunities for academic division and site leaders to collaborate in communities of practice to address the diverse needs of learners with disabilities, ensuring close alignment with general education academic leaders, Office of Equity, and English Language Learner Multilingual Achievement (ELLMA).
Serve as a resource for information regarding special education services, programs and policies and ensure that procedures are appropriate in relation to policies required by region, district, state and federal regulatory requirements.
Meet with District, network and site leaders for assigned schools to analyze data from a variety of sources (e.g. district assessments, IEPs, observations progress monitoring tools) and use the data to inform decision-making.
Maintain knowledge of current Special Education regulations and best practices to provide high-quality leadership and support at assigned sites.
Support general education teachers and administrators in implementation of appropriate strategies aligned to the principles of Universal Design, including recommending accommodations, and modifications to meet the needs of students with IEPs.
Coordinate progress report completion in accordance with District guidelines.
Create and maintain Special Education documentation as required by federal, state and district regulations.
Collaborate to ensure the compliance of IEPs for assigned networks, including directing the process for IEP audits, corrective actions, and professional learning; coordinate next steps for case managers with non-compliant IEPs in conjunction with site leaders.
Manage relationships with colleagues to ensure students receive all individually prescribed IEPs services, i.e., Occupational Therapy, Language and Speech, etc.
When required, schedule and facilitate IEP meetings in a collaborative and professional manner. Provide direct services to students with disabilities, as needed and assigned by Executive Director.
Develop positive relationships with parents and families in order to engage them in the IEP process and model best practice when managing disagreement and dispute.
Support with responses to Grievances and Level 1 complaints.
Monitor and manage staffing allocation across assigned networks of schools, including adjusting staffing levels to meet students' needs as indicated in IEPs and sourcing specialized staff from nonpublic agency (NPA) partners where required; ensure effective position control for all programs within assigned networks.
Evaluate all direct reports in adherence to the processes set forth in collective bargaining agreements. Support Site Administration with evaluating teachers as needed.
Assist in the preparation of Informal Dispute Resolution, mediation and due process material, including representing the District in resolution sessions, mediations and hearings when required.
Collaborate with Talent Division personnel to ensure high-quality candidates are sourced for Special Education vacancies.
Participate in the District-sponsored professional development training program which focuses on the District's LEA plan, curriculum, instructional skills, leadership skills, communication techniques, and supervision and evaluation skills based on the California Standards for the Teaching Profession and the California Professional Standards for Educational Leaders.
Communicate and model the Department's mission, vision and core goals in various spaces, actively cultivating positive rapport with stakeholders and partners external to the district.
Monitor the provided budget for instructional and assessment materials and manage the process of purchasing and distributing materials required to implement programs.
Address other duties and processes required to maintain the assigned Networks' program of services and compliance for assigned sites.
Attend school and District meetings as required. Perform other related duties and projects as assigned.
QUALIFICATIONS:
The District determines whether a candidate is qualified based on fulfillment of prerequisites, relevant work experience, ability to perform the essential functions, reference checks, effective interpersonal and communication skills demonstrated by interview performance and/or writing samples, and achievement on performance-based assessments (if applicable) that demonstrate the candidate possesses the requisite knowledge, skills and abilities. Meeting prerequisites only satisfies the initial screening process and does not indicate the candidate is qualified to perform the essential functions of the position.
KNOWLEDGE OF:
California Department of Education Frameworks governing work scope such as: Common Core Standards, Content Standards, Curriculum, Multi-Tiered System of Supports, Full Service Community Schools
Curriculum for special education programs
Counseling and testing programs for special education students
Federal, state and local agencies that provide services for students with disabilities Local, state and federal policies and procedures regarding students with disabilities County and District policies, procedures and standards regarding special education
Ethical guidelines applicable to the position as outlined by professional organizations and/or federal, state and local laws, rules and regulations
Effective budgetary processes and school finance
Current literature, trends, methods and developments in the area of special education Principles of supervision, organization and administration
Utilization of various forms of assessment to guide and design instruction
Diverse academic, socioeconomic, cultural, ethnic, and disability backgrounds of District students, including knowledge of anti-racist, anti-ableist and culturally-responsive instructional practices
Correct English usage, grammar, spelling, and punctuation
Principles and practices of administration, supervision, and coaching, training Computer software, hardware, and related technology
ABILITY TO:
Apply specialized academic instructional knowledge to the administration and management of SELPA programs and services within established policy guidelines, research and evaluation concepts and solutions
Assess the needs of students
Train, supervise, coach and evaluate certificated and classified personnel Interpret District collective bargaining contract language
Demonstrate cultural competence with diverse groups across race, ethnicity, religion, gender, class, and sexuality
Demonstrate excellent and effective written and spoken communication skills in English, including content, context, communication, conciseness, grammar and usage
Establish, coordinate and maintain communication with school staff, community and parent groups
Model effective communication skills using tact, patience, and courtesy to understand and respond to the needs and expectations of team members and customers
Read, interpret, apply and explain rules, regulations, policies and procedures to students, parents, and community groups
Analyze situations accurately and adopt an effective course of action Work independently with little direction
Plan and organize work
Supervise and evaluate the performance of assigned staff
Remain current on trends and development in the Special Education field Operate personal computer, related software, and other office equipment PREREQUISITES
Bachelor's Degree in Human Development or related field required
Master's degree in Public Administration, Education Administration, Special Education or related field preferred
Five (5) years successful experience as a special education teacher, school psychologist, school nurse, speech and language pathologist or other related certificated field
Demonstrated knowledge and understanding of special education programs
Demonstrated understanding of the regulations regarding the operation of special education programs Experience working with a variety of agencies and community resources involved with students and families Experience in working with a diverse population of students and families within an urban school setting
Successful experience in working well in diverse economic, multicultural and multilingual communities and environment
Valid California Administrative Services Credential
Valid California teaching Credential with English Learner authorization required; authorizing services in special education is preferred
Valid California Driver's License, if applicable
PRE-EMPLOYMENT PROCESS:
Employment eligibility will include fingerprints, tuberculosis and/or other employment clearance
WORKING CONDITIONS ENVIRONMENT:
Office and diverse school site environments; driving a vehicle to conduct work; fast-paced work; constant interruptions; occasional evenings and weekend events to engage with students, parents, or external community at District events
PHYSICAL REQUIREMENTS:
Consistent mental alertness; sitting or standing for extended periods of time; lifting, carrying, pushing, and pulling objects up to 30 pounds, occasionally 30+ pounds; bending and twisting at the waist, reaching overhead, above the shoulders and horizontally; dexterity of both hands and fingers while performing duties; seeing to read, write and use the computer; hearing and speaking to exchange information, in person or on the telephone, and make presentations.
NON-DISCRIMINATION POLICY:
The Oakland Unified School District does not discriminate in any program, activity, or in employment on the basis of actual or perceived race, religion, color, national origin, ancestry, age, marital status, pregnancy, physical or mental disability, medical condition, genetic information, veteran status, gender, sex, or sexual orientation.
Position Description
TITLE:
Director, Special Education School
Supports
REPORTS TO:
Assigned Supervisor
DEPARTMENT:
Special Education
CLASSIFICATION:
Certificated Management
FLSA:
Exempt
WORK YEAR/HOURS:
227 Days / 7.5 Hours
ISSUED:
Created: June 2017
Revised: May 2018
Revised: June 2021
SALARY GRADE:
A227 Range 19
BASIC FUNCTION: Under the general direction of the Executive Director of Special Education, direct implementation of the Special Education (SPED) Department's goals for the implementation of comprehensive, data-driven Individualized Education Programs (IEPs). Assist the Executive Director in providing educational leadership within the SPED Department, aligning the goals and objectives with the overall strategic vision of the District and implementing Local Control Accountability Plan goals specific to the service of students with disabilities.
The Director, Special Education School Supports position possesses deep knowledge in the areas of evidence-based practices and strategies for supporting students with disabilities and leads a team of educational professionals to ensure implementation of evidence-based practice within school sites.
REPRESENTATIVE DUTIES: (Incumbent may perform any combination of the essential functions shown below. This position description is not intended to be an exhaustive list of all duties, knowledge, or abilities associated with this classification, but are intended to accurately reflect the principal job elements).
ESSENTIAL FUNCTIONS:
Direct the selection, adoption, distribution, implementation and professional learning associated with District- approved specialized and intervention curricula and ensure staff have access to and training in the implementation of all appropriate general education adopted curricula.
Create a District-wide professional learning calendar for Special Education teachers, Special Education support staff, and general education personnel serving students with disabilities.
Develop, direct the implementation of, and monitor the Department's mentorship and coaching program for Special Education teachers and support staff.
Facilitate the placement of students into special education programs aligned to ensure a Free, Appropriate Public Education (FAPE), including during periods of transition, as IEP teams agree to new services, or when a student enrolls in Oakland Unified School District.
Participate in a planned program of classroom visitations and observations to provide teachers, site leaders and network leaders with feedback on instructional practices.
Partner with school site and network leaders to recommend discipline, reassignment or termination action as appropriate, including documentation of evidence of substandard performance.
Initiate and develop partnerships with District leaders and community partners to ensure continuous improvement of outcomes for students with disabilities aligned to the District's Special Education Plan (SEP), Comprehensive Coordinated Early Intervening Services (CCEIS) Plan, and Local Control Accountability Plan (LCAP).
Cultivate opportunities for academic division and site leaders to collaborate in communities of practice to address the diverse needs of learners with disabilities, ensuring close alignment with general education academic leaders, Office of Equity, and English Language Learner Multilingual Achievement (ELLMA).
Serve as a resource for information regarding special education services, programs and policies and ensure that procedures are appropriate in relation to policies required by region, district, state and federal regulatory requirements.
Meet with District, network and site leaders for assigned schools to analyze data from a variety of sources (e.g. district assessments, IEPs, observations progress monitoring tools) and use the data to inform decision-making.
Maintain knowledge of current Special Education regulations and best practices to provide high-quality leadership and support at assigned sites.
Support general education teachers and administrators in implementation of appropriate strategies aligned to the principles of Universal Design, including recommending accommodations, and modifications to meet the needs of students with IEPs.
Coordinate progress report completion in accordance with District guidelines.
Create and maintain Special Education documentation as required by federal, state and district regulations.
Collaborate to ensure the compliance of IEPs for assigned networks, including directing the process for IEP audits, corrective actions, and professional learning; coordinate next steps for case managers with non-compliant IEPs in conjunction with site leaders.
Manage relationships with colleagues to ensure students receive all individually prescribed IEPs services, i.e., Occupational Therapy, Language and Speech, etc.
When required, schedule and facilitate IEP meetings in a collaborative and professional manner. Provide direct services to students with disabilities, as needed and assigned by Executive Director.
Develop positive relationships with parents and families in order to engage them in the IEP process and model best practice when managing disagreement and dispute.
Support with responses to Grievances and Level 1 complaints.
Monitor and manage staffing allocation across assigned networks of schools, including adjusting staffing levels to meet students' needs as indicated in IEPs and sourcing specialized staff from nonpublic agency (NPA) partners where required; ensure effective position control for all programs within assigned networks.
Evaluate all direct reports in adherence to the processes set forth in collective bargaining agreements. Support Site Administration with evaluating teachers as needed.
Assist in the preparation of Informal Dispute Resolution, mediation and due process material, including representing the District in resolution sessions, mediations and hearings when required.
Collaborate with Talent Division personnel to ensure high-quality candidates are sourced for Special Education vacancies.
Participate in the District-sponsored professional development training program which focuses on the District's LEA plan, curriculum, instructional skills, leadership skills, communication techniques, and supervision and evaluation skills based on the California Standards for the Teaching Profession and the California Professional Standards for Educational Leaders.
Communicate and model the Department's mission, vision and core goals in various spaces, actively cultivating positive rapport with stakeholders and partners external to the district.
Monitor the provided budget for instructional and assessment materials and manage the process of purchasing and distributing materials required to implement programs.
Address other duties and processes required to maintain the assigned Networks' program of services and compliance for assigned sites.
Attend school and District meetings as required. Perform other related duties and projects as assigned.
QUALIFICATIONS:
The District determines whether a candidate is qualified based on fulfillment of prerequisites, relevant work experience, ability to perform the essential functions, reference checks, effective interpersonal and communication skills demonstrated by interview performance and/or writing samples, and achievement on performance-based assessments (if applicable) that demonstrate the candidate possesses the requisite knowledge, skills and abilities. Meeting prerequisites only satisfies the initial screening process and does not indicate the candidate is qualified to perform the essential functions of the position.
KNOWLEDGE OF:
California Department of Education Frameworks governing work scope such as: Common Core Standards, Content Standards, Curriculum, Multi-Tiered System of Supports, Full Service Community Schools
Curriculum for special education programs
Counseling and testing programs for special education students
Federal, state and local agencies that provide services for students with disabilities Local, state and federal policies and procedures regarding students with disabilities County and District policies, procedures and standards regarding special education
Ethical guidelines applicable to the position as outlined by professional organizations and/or federal, state and local laws, rules and regulations
Effective budgetary processes and school finance
Current literature, trends, methods and developments in the area of special education Principles of supervision, organization and administration
Utilization of various forms of assessment to guide and design instruction
Diverse academic, socioeconomic, cultural, ethnic, and disability backgrounds of District students, including knowledge of anti-racist, anti-ableist and culturally-responsive instructional practices
Correct English usage, grammar, spelling, and punctuation
Principles and practices of administration, supervision, and coaching, training Computer software, hardware, and related technology
ABILITY TO:
Apply specialized academic instructional knowledge to the administration and management of SELPA programs and services within established policy guidelines, research and evaluation concepts and solutions
Assess the needs of students
Train, supervise, coach and evaluate certificated and classified personnel Interpret District collective bargaining contract language
Demonstrate cultural competence with diverse groups across race, ethnicity, religion, gender, class, and sexuality
Demonstrate excellent and effective written and spoken communication skills in English, including content, context, communication, conciseness, grammar and usage
Establish, coordinate and maintain communication with school staff, community and parent groups
Model effective communication skills using tact, patience, and courtesy to understand and respond to the needs and expectations of team members and customers
Read, interpret, apply and explain rules, regulations, policies and procedures to students, parents, and community groups
Analyze situations accurately and adopt an effective course of action Work independently with little direction
Plan and organize work
Supervise and evaluate the performance of assigned staff
Remain current on trends and development in the Special Education field Operate personal computer, related software, and other office equipment PREREQUISITES
Bachelor's Degree in Human Development or related field required
Master's degree in Public Administration, Education Administration, Special Education or related field preferred
Five (5) years successful experience as a special education teacher, school psychologist, school nurse, speech and language pathologist or other related certificated field
Demonstrated knowledge and understanding of special education programs
Demonstrated understanding of the regulations regarding the operation of special education programs Experience working with a variety of agencies and community resources involved with students and families Experience in working with a diverse population of students and families within an urban school setting
Successful experience in working well in diverse economic, multicultural and multilingual communities and environment
Valid California Administrative Services Credential
Valid California teaching Credential with English Learner authorization required; authorizing services in special education is preferred
Valid California Driver's License, if applicable
PRE-EMPLOYMENT PROCESS:
Employment eligibility will include fingerprints, tuberculosis and/or other employment clearance
WORKING CONDITIONS ENVIRONMENT:
Office and diverse school site environments; driving a vehicle to conduct work; fast-paced work; constant interruptions; occasional evenings and weekend events to engage with students, parents, or external community at District events
PHYSICAL REQUIREMENTS:
Consistent mental alertness; sitting or standing for extended periods of time; lifting, carrying, pushing, and pulling objects up to 30 pounds, occasionally 30+ pounds; bending and twisting at the waist, reaching overhead, above the shoulders and horizontally; dexterity of both hands and fingers while performing duties; seeing to read, write and use the computer; hearing and speaking to exchange information, in person or on the telephone, and make presentations.
NON-DISCRIMINATION POLICY:
The Oakland Unified School District does not discriminate in any program, activity, or in employment on the basis of actual or perceived race, religion, color, national origin, ancestry, age, marital status, pregnancy, physical or mental disability, medical condition, genetic information, veteran status, gender, sex, or sexual orientation.