Special Education Supervisor; High School Categorical and Transition Programs

The Grosse Pointe Public School System, a leader in public education for over 100 years, serves approximately 6,500 students from all five Grosse Pointe communities and portions of Harper Woods. Our district is composed of seven elementary schools, three middle schools, two high schools, an early childhood center, and a community campus. We are committed to attracting, retaining, and developing a talented and diverse staff that supports, nurtures, and grows all learners in our district.

JOB SUMMARY: The Supervisor of Special Education reports to the Director of Student Services and is responsible for the instructional leadership and day‑to‑day supervision of the special education programs including self‑contained and post high school programs at the secondary level. The Supervisor of Special Education works collaboratively with building teams and parents to ensure an appropriate and high quality special education program for eligible students, ages 0-26.

• Participate in the development and promotion of the special education philosophy of service and delivery.
• Support teacher coordination of staffing, scheduling of IEPs and related meetings.
• Participate in METS, IEPs and staffing as needed.
• Responsible for implementing the mission and vision of the special ed department under the leadership of the Director of Special Education.
• Serve as the primary evaluator for select special education teachers and itinerant staff.
• Assist in the selection of new teachers, paraprofessionals and itinerant staff.
• Assist in the assignment of teaching, paraprofessional and itinerant staff.
• Participate in the creation and supervision of professional practice standards in the department.
• Foster and develop positive relationships and communicate with parents, staff, and families.
• Keep informed of legal requirements governing special education and assure that staff and programs are in total compliance with the law.
• Assume responsibility for compiling, maintaining and filing all reports, records and other documents legally required or administratively useful.
• Develop and implement professional development opportunities for both professional and non‑professional staff.
• Perform the other duties as requested by the Director of Student Services.

The individual selected for this position will be the one who offers the best combination of qualities in accordance with the following standards and requirements:

• Michigan Department of Education Supervisor approval or temporary approval for Supervisor of Special Education;
• Master's Degree or higher with specific emphasis in special education administration;
• Minimum of 3 years of successful teaching in special education or certification as a school psychologist or school social worker with 3 years of successful professional experience;
• Demonstrated ability in the organization and supervision of Special Education Programs;
• Evidence of an ability to take a leadership role in special education through active participation in professional organizations & special interest groups;
• Full approval in at least one area of special education.

Evidence of the candidate's ability to provide quality leadership must be demonstrated through:

• Excellent communication skills;
• A record of leadership in effecting reform and meaningful change in instructional practice;
• A conceptual understanding of human growth and development, learning theories and teaching methodologies, special education service delivery models, state and federal rules related to special education;
• Skill in fostering the continued growth of staff members;
• A record of productive, positive interpersonal relationships;
• Ability to mediate conflict;
• A demonstrated knowledge and commitment to support equity, inclusive practices and
• diversity.

• Ability to stand and walk over 60% of the work day in order to walk between classrooms to observe instruction and meetings and rotate throughout the school complex on a regular basis.
• Ability to sit up to 40% of the day in meetings, and to sit/stand several times in short periods of time while moving between classroom and sitting for short intervals of…