Special Education Co-Director for Support & Service Delivery; Two Rivers Supervisory Union

Special Education Co-Director for Staff Support & Service Delivery (Two Rivers Supervisory Union)

Vermont Learning Collaborative Vermont Learning Collaborative - Windsor, Vermont Open in Google Maps

Job : 5918343

Final date to receive applications: Posted until filled

Posted: Sep 08, 2026 12:00 AM (UTC)

Starting Date: Immediately

Position Type: Full-time

Reports To:

Superintendent or designee, in collaboration with the Special Education Co-Director for Regulatory Compliance

• Lead the development and implementation of a clear instructional vision for special education services grounded in evidence-based practices, inclusive service delivery, and improved outcomes for students with disabilities.
• Support consistent implementation of high-leverage practices across schools, including collaboration, responsive data-driven instruction, expert instruction, and intensification and individualization of services.
• Coach, support, and guide special educators, related service providers, interventionists, and support staff in strengthening instructional practice, service delivery, and team-based problem solving.
• Collaborate with building leaders to ensure special education staffing, scheduling, and service delivery models are aligned with student needs, least restrictive environment expectations, and district wide priorities.
• Develop structures for regular collaboration among special education staff, general education staff, related service providers, and administrators so that services are coherent across settings and schools.
• Partner with school teams to strengthen MTSS and educational support systems so that students receive timely intervention and so that special education is not the only pathway for students to access support.
• Use student performance data, service delivery data, staffing information, and program review data to identify patterns, monitor effectiveness, and recommend improvements to staffing, programming, and resource allocation.
• Support district wide analysis of special education demographic trends, service patterns, inclusion data, placement data, and staffing needs to inform equitable and effective decision making.
• Facilitate professional learning for special educators, general educators, para educators, and administrators in areas such as inclusive instruction, accommodations and modifications, specialized instruction, data use, collaboration, behavior support, and effective service delivery.
• Help identify, elevate, and spread examples of strong practice already present in TRSU schools, including teacher leadership, effective team structures, and promising instructional models.
• Serve as a thought partner to building principals and district leaders regarding complex student needs, program development, staffing deployment, and cross-school collaboration.
• Coordinate with the Co-Director for Regulatory Compliance to ensure that service delivery decisions are educationally sound, legally compliant, and clearly communicated to staff and families.
• Support teams in designing services that supplement, rather than supplant, access to core instruction and that maintain students’ meaningful participation in general education settings whenever appropriate.
• Promote coherent communication with families, caregivers, community partners, and outside providers regarding service delivery, student support, and program improvement.
• Assist with budget development and resource planning by identifying staffing, professional learning, programmatic, and service delivery needs across the supervisory union.
• Other associated duties as required.

Key Leadership Priorities:
Build a unified service delivery model:
Reduce variation across schools by creating shared expectations, common decision-making processes, and consistent structures for service delivery. Strengthen staff capacity:
Provide coaching, supervision, collaboration structures, and professional learning that help staff implement evidence-based special education practices with confidence and consistency. Improve instructional coherence:
Ensure that specialized instruction, related services, accommodations, modifications, and general education supports are aligned around student needs and progress data. Promote inclusive practice:
Support schools in increasing access to first instruction and improving the continuum of regular education placements and supports available to students. Use data for continuous improvement:
Establish routines for reviewing service delivery patterns,…