ESE Supervisor - Autism Spectrum Disorder

Location:Central Office

Reports to: ESE Executive Director - ACT 18 Programs

Bargaining Unit: OSAS

Benefits Eligible: Yes

Telecommuting Eligibility: Not eligible for telecommuting

Position Summary:

The Exceptional Student Education (ESE) Supervisor for Autism Programs works under the direction of the Executive Director of Act 18 Programs and Separate Facilities or designee to coordinate, monitor, and evaluate the comprehensive continuum of services in the District's Autism Programs. In collaboration with District and community stakeholders, the Autism Program Supervisor will ensure students with exceptionalities are provided with sound educational programs, experiences, and services commensurate with their needs and abilities.

The Autism Program Supervisor serves as a resource to parents, district personnel, and the community.

Minimum Qualifications:

• Applicants must show evidence of a master's degree in special education or a related field from an accredited college or university.
• Candidates for this position must present evidence of graduate credit in three of the following areas:
  School Administration and Organization, Curriculum Development/Planning, School Law and School Finance, School Community Relations, School Social Work and Supervision.
• Applicants must possess and provide evidence of:
  Valid State of Michigan Teacher Certificate in Exceptional Student Education and/or related field, and School Administrator Certificate
• Applicants must possess or be able to obtain an Exceptional Student Education Supervisor approval through the Michigan Department of Education.
• Candidates must present evidence of a minimum of five (5) years' successful teaching experience, or a minimum of (5) years successful practice as a school social worker, three of which must be as a contract teacher, teacher consultant in a state-approved special education program.
• Preparation must include systematic study and knowledge in the following areas: curriculum, administrative and supervisory procedures, evaluation methods and procedures, in-service development, school social work, learning theories, and teaching methodologies.
• Preparation must include systematic study and knowledge in the following areas: child growth and development, learning theories and teaching methodologies, school social work, and assessment of educational needs.
• Candidates with prior administrative experience are preferred.
• Candidates should also have the following special qualifications: special competence pertaining to instructional materials and equipment specially designed or used by persons with autism.
• Knowledge of best instructional practices geared to autism.
• Knowledge of general, modified, and alternate curricula.
• Knowledge of appropriate assistive technology for students with autism.
• Knowledge of agencies that broaden the transition capabilities of students with autism.
• Knowledge of current rules and regulations relating to monitoring students with autism.

Essential Functions:

• Provide direct support to teachers and paraprofessionals on the best practices and scientific research-based practices that can improve the learning outcomes for students identified as Autism Developmental Disorder (ASD).
• Provide consultation and leadership to principals, curriculum leaders, and other general and special education staff in methods that increase opportunities for students with moderate to severe impairment to be mainstreamed with their non-handicapped peers.
• Provide coaching demonstrations and professional development that lead to the accomplishment of district and department goals, including activities relating to current best practices in classroom management and planning for the alignment of curriculum, academic instruction, social-emotional instruction,…