Senior Administrator - Special Education Programming

Working Title

Senior Administrator – Special Education Programming

This position title is Senior Administrator – Special Education Programming at Special Education Services located in Crossroads II, Cary, NC, paid as Senior Administrator – Band 3. The role is exempt, eligible for an employment contract, and follows a hybrid telework workweek of Monday–Friday with occasional evenings or weekends.

Position

Purpose:

Provides leadership at district and school level in the development, coordination, and implementation of special education and related services to identified exceptional children. Acts as the liaison between the central office and schools and promotes the development and improvement of programs for all exceptional children.

• Extensive knowledge of state and federal regulations and school laws and policies related to special education.
• Extensive knowledge of curriculum and curriculum design including practices for differentiation.
• Considerable knowledge of facilitative leadership skills.
• Considerable knowledge of Microsoft Office (Word, Excel, PowerPoint);
  Google Apps.
• Knowledge of transition education and transition services.
• Knowledge of community agencies.
• Effective time‑management skills.
• Ability to design and deliver professional development to adult learners.
• Ability to evaluate trainings and professional development to ensure topics and information are implemented.
• Ability to work in a team environment.
• Ability to work independently and without close supervision.
• Ability to communicate clearly and concisely, both orally and in writing, using a variety of communication techniques and tools to ensure appropriate flow of information, collaborative efforts, and feedback.
• Ability to establish and maintain effective working relationships with school system staff, students, external agencies, and the community.

• Master’s degree from a regionally accredited college or university in Educational Administration or a directly related field.
• Five years of successful teaching experience or related school‑based professional experience.
• Leadership experience in assessing student needs.
• Experience planning, developing, and implementing programs; evaluating program effectiveness;
• Designing and conducting staff professional development.

• Hold or be qualified to hold a North Carolina Professional Educator’s License in one of the following areas:
  • Exceptional Children
  • School Administrator‑Principal
  • Exceptional Children’s Program Administrator
• Leadership experience in assessing student needs.
• Experience planning, developing, and implementing programs; evaluating program effectiveness;
• Designing and conducting staff professional development.

• Leadership or supervisory experience.

• Leads the district work group in the development and implementation of special education programming.
• Works collaboratively with administrators of district teams in the development and implementation of special education programming.
• Collaborates with administrators to develop a process for collection of data to measure the effectiveness of student progress.
• Leads Special Education Services in the deployment of professional learning, coaching, modeling, and checking fidelity of implementation for special education processes and procedures.
• Develops and deploys resources for implementation of programming (i.e., Wiki, Canvas, Live Binder, etc.).
• Designs, delivers, evaluates, and monitors the effectiveness of professional development on the instructional process, student achievement, and system goals.
• Provides assistance to school‑based contacts and administrators in the development of professional activities as it relates to implementation of programming and transitions.
• Works collaboratively with central services administrators to implement developed goals and measure the effectiveness of programming and process for graduation.
• Works collaboratively with central service administrators in the identification and deployment of evidence‑based intervention strategies…