Special Education Coordinator

JOB GOAL                              

Assist the Supervisor to lead and administer all district programs for students with disabilities under the guidelines of the Individuals with Disabilities Education Act (IDEA)

QUALIFICATIONS

Holds a valid Tennessee teacher's license with a special education endorsement preferred, a minimum of three years teaching or administrative experience in the field of special education, administrative or supervisory experience preferred; and meets health and physical requirements.                 

REPORTS TO               Special Education Director

FLSA STATUS              Exempt

SCHEDULE                   240 Day 

ESSENTIAL FUNCTIONS

• Assists in providing ongoing regularly scheduled consultation to special and regular education personnel in the district;
• Ensures personnel are held accountable and responsible for meeting established timelines outlined in completing required paperwork for referrals, evaluations, IEP meetings, and progress monitoring;
• Leads special education teachers in providing optimum instruction with academic improvement and evidence of student growth;
• Maintain information on and liaison with other public and private agencies and individuals who provide services to students with disabilities in the district, particularly those ages 14 and above;
• Stays current on development and trends in special education, instructional management, and training for Special Education employees; 
• Design and implement Child Find activities in accordance with state and federal guidelines; 
• Develops or assists in the development of interpretive and informational materials, handbooks, manuals, etc. used by the Special Education staff, the Board, and the public; 
• Cooperates with and assists the appropriate building principals and administrators in supervising Special Education personnel, resolving issues, and ensuring the effective and efficient provision of Special Education programs and services; 
• Disseminate information and training provided by the Special Education Department to district personnel, parents, students, and patrons, as appropriate;
• Assists in the coordination of professional development for special education staff and general education staff as appropriate; 
• Monitors IEPs for compliance with state and federal laws;
• Attend IEP meetings and other student-centered meetings as necessary to resolve issues and ensure the appropriate development and implementation of programs and services;
• Assists in the preparation of federal, state, county, and district reports and grants as necessary;
• Assists in the coordination of efficient allocation of materials and supplies including testing materials (alternative assessments);
• Maintain positive relationships with the building administration, parents, other staff, and students in the buildings;
• Assists in teacher recruitment and hiring in the area of Special Education; and
• Performs other duties as assigned.

TEMPERAMENT (Personal Traits)

• Adaptability to performing a variety of duties, often changing from one task to another of a different nature without loss of efficiency or composure;
• Adaptability to accepting responsibility for the direction, control, and/or planning of an activity;
• Adaptability to working with students; and
• Adaptability to making generalizations, evaluations, or decisions based upon sensory or judgmental criteria.

CAPACITY AND ABILITY REQUIREMENTS

Specific capacities and abilities may be required of an individual to learn or perform adequately a task or job duty.

• Intelligence: The ability to understand instructions and underlying principles; the ability to reason and make judgments.
• Verbal: The ability to understand the meanings of words and the ideas associated with them.
• Numerical: The ability to perform arithmetic operations quickly and accurately.
• Data Perception: The ability to understand and interpret information presented in the forms of graphs, charts, or tables.
• Form Perception: The ability to make visual comparisons and discriminations and to see slight differences in shapes and shadings of figures.
• Color Discrimination: The ability to perceive or recognize similarities or differences in colors or shades or other values of the same colors.

PHYSICAL DEMANDS

This job may require lifting or carrying of objects that exceed fifty (50) pounds, with frequent lifting and/or carrying of objects weighing up to twenty-five (25) pounds. Other physical demands that may be required are as follows: pushing and/or pulling, stooping and/or kneeling, reaching and/or handling, talking, hearing, seeing, and climbing.

WORK CONDITIONS

Normal working environment.

GENERAL REQUIREMENTS

The above statements are intended to describe the general nature and level of work being performed by people assigned to this position.  They are not intended to be a complete list of responsibilities, duties, and skills of personnel so assigned.

NONDISCRIMINATION POLICY

The Wilson County Board of Education does not discriminate because of age, race, color, gender, national origin, disability, religion, genetics, creed, or veteran status in the provision of services, in programs or activities, or in employment opportunities or benefits.  The Wilson County School System is an Equal Opportunity Employer and member of TN Drug-Free Workplace.  Employees or applicants who need reasonable accommodations should contact Human Resources for assistance.