FTE Special Education Coordinator

Position Summary

The Special Education Coordinator provides teacher support and system leadership, direction, and coordination in special education consistent with the Board's Special Education Plan. The Coordinator acts as a resource for principals, SERTs, and classroom educators by supporting effective programming, evidence-informed instructional practices, and inclusive approaches that respond to the strengths and needs of all learners. Within the scope of this role, EQAO and other relevant student learning evidence are used to support system and school improvement.

In addition, Equity and Inclusive Education and Indigenous Education are intentionally woven through planning, professional learning, and program supports to reduce barriers and improve outcomes for students. The Coordinator also supports school teams in developing and strengthening student self‑regulation supports and strategies that promote well‑being, engagement, and readiness to learn, in collaboration with and/or under the guidance of the Special Education Administrator and other system colleagues.

District wide travel is required to support schools and Board initiatives.

Location:

Fort Frances/Stratton/Atikokan

Reports to:

Supervisory Officer or Designate

• Maintains regular communication and visits schools in the Board as required to observe and assist in programs for exceptional children.
• Assists SERTs (Special Education Resource Teachers) and classroom teachers in the design and implementation of IEPs (Individual Education Plan) as well as transition plans.
• Works collaboratively with other system level Coordinators and Leads to ensure coordinated program delivery for students and staff.
• Acts as a resource to the SEAC (Special Education Advisory Committee).
• Attends RSEC (Regional Special Education Committee) meetings several times/school year.
• Assists the schools, upon invitation, with the interpretation of psychological reports to parents/guardians.
• Liaises with community associations and agencies as necessary.
• Works in collaboration with the Special Education Administrator to provide training to Educational Assistants and other support staff during Professional Activity Days.
• Inclusive Special Education Programming and Instructional Support (UDL, Accommodations, Modified and Alternative Programs):
• Provides system level leadership and teacher support to strengthen inclusive special education programming aligned with the Board's Special Education Plan.
• Supports principals, SERTs, and classroom educators to implement Universal Design for Learning (UDL), differentiated instruction, and evidence‑informed instructional practices to reduce barriers and improve access for all learners.
• Assists school teams in the development, implementation, and monitoring of accommodations, modified expectations, and alternative programs, including alignment to curriculum, assessment, and reporting practices.
• Supports the consistent and effective development, implementation, monitoring, and review of IEPs and Transition Plans, including supporting staff to use current Ministry requirements and the Board's procedures.
• Student Well‑Being, Self‑Regulation and Safety Planning:
• Supports school teams in developing and strengthening student self‑regulation supports and strategies that promote well‑being, engagement, and readiness to learn.
• Assists schools, as needed, with Safety Plan development, implementation, and review, including ensuring plans are practical, communicated appropriately, and aligned with the Board's processes and expectations.
• Collaborates with the Special Education Administrator, Mental Health Lead, Behaviour Team and other school and system staff as required, to support coordinated approaches to safety planning, student support processes, and system consistency.
• Evidence Informed Improvement (EQAO and Student Learning Data):
• Supports schools and system teams in using a range of student learning evidence (including EQAO and other Board/school‑based data) to identify needs, set goals, monitor impact, and strengthen programming and interventions for students with exceptionalities.
• Collaborates with other Leads and Coordinators to align…