Early Childhood Special Education Coordinator

Overview

Early Childhood Special Education Coordinator oversight and leadership for development, implementation, and evaluation of special education programs for children in grades prek-2. Focus on equity-driven practices to reduce over-identification of minority students and promote inclusive education in early childhood settings. Collaborates with district leaders, school-based staff, families, and community partners to ensure culturally responsive support in the least restrictive environment.

• Analyze district- and school-level data to monitor patterns of special education referrals and placements, particularly among racially and linguistically diverse students.
• Develop and implement processes that ensure culturally and linguistically appropriate screening and evaluation practices.
• Attend all change of placement meetings in preschool sites to ensure consistency and equitable access to general education.
• Lead professional development focused on bias-aware assessment and developmentally appropriate interventions prior to referral.
• Collaborate with MTSS/RTI teams to strengthen early intervention efforts that reduce unnecessary referrals.
• Review data and consult with IEP teams on all initial evaluations.

• Champion and oversee the expansion of inclusive early childhood classrooms, co-teaching models, and collaborative instructional planning.
• Provide materials, instructional assistance, and in-service activities to assist teachers in strengthening instruction and assessment practices at the building and district level.
• Ensure individualized education programs (IEPs) support meaningful access to the general education curriculum.
• Provide guidance and resources to ensure general and special educators receive training on inclusive practices and best practices in inclusive education.
• Monitor fidelity of inclusive service delivery and support continuous improvement.

• Supervise and support ECSE staff, including assessment team, preschool resource itinerants and therapists at the Early Learner First Steps Office.
• Provide instructional leadership, vision and goal setting, for all preschool special education staff.
• Build collaborative relationships with preschool program principals, network special education administrators, general education teachers, family engagement specialists, and community-based providers.
• Participate in district equity and inclusion initiatives and contribute to policy development addressing disproportionality and inclusive education.

• Ensure compliance with IDEA, Section 504, and state/local regulations governing early childhood special education.
• Oversee budget, staffing, and resource allocation for ECSE programs.
• Conduct program evaluations and use data to inform improvements and communicate progress to stakeholders.
• Submit all ISBE required early childhood data as required for early childhood special education: transition and outcome data.

• Professional Educator License with General Administrative or Principal endorsement, or Educator License with Stipulations with a Provisional General Administrative or Principal endorsement preferred.
• Master’s degree or higher in Special Education, Early Childhood Education, Educational Leadership, or a related field.

• At least five (5) years of building or program leadership experience with direct preschool special education supervision.
• Knowledge of the ISBE PFA/PFAE Implementation requirements and the monitoring process.
• Knowledge of early childhood development, preschool curriculum, authentic assessment, and inclusive preschool education best practices.
• Experience with culturally responsive practices and addressing disproportionality in special education.
• Knowledge of child development, early childhood education, social work or related fields.
• Ability to maximize district-wide systems for overall program growth and success.
• Effective communication skills; well-organized with time-management, problem solving, and reflective capabilities.
• Demonstrates professionalism by engaging with stakeholders and continuous learning; familiarity with the district and communities served.

• Ability to work in a fast-paced environment and on a computer for major portions of the work day.
• Occasionally requires physical exertion to move, lift, carry, pull, or push objects up to 30 lbs. with proper technique.
• Must have own vehicle to facilitate travel within the district.

• This is a twelve-month work year position.
• Salary and benefits as established by the Board of Education. The full salary range for this position is $ - (base information not provided in source).

• Seniority level:
  Mid-Senior level
• Employment type:
  
  Full-time
• Job function:
  Education and Training
• Industries:
  Primary and Secondary Education