To perform this job successfully, an individual must be able to perform the essential job functions satisfactorily. Reasonable accommodations may be made to enable individuals with disabilities to perform the primary job functions herein described.  Since every duty associated with this position may not be described herein, employees may be required to perform duties not specifically spelled out in the job description, but which may be reasonably considered to be incidental in the performing of their duties just as though they were actually written out in this job description.

GRPS MISSION: Our mission is to ensure that all students are educated, self-directed and productive members of society.

EXECUTIVE DIRECTOR OF SPECIAL EDUCATION, INTERVENTION SERVICES, AND SECTION 504

Department:             Special Education

Bargaining Unit:       Executive Exempt

Salary Rate:              Compensation range listed is based on an average 1-15 years of experience, as determine by Human Resources

                                Grade 115 – Specific salary based on experience.

JOB SUMMARY

This is an instructional leadership position on the Learning and Teaching Team. This leader reports to the Deputy Superintendent. In collaboration with the Deputy Superintendent and the Learning & Teaching Team, this instructional leader provides system support, oversight, and direction for all schools across the district for special education, early intervention services, and Section 504. This position ensures program integration with the other instructional and district departments, Kent Intermediate School District, its constituent local educational agencies, and the Michigan Department of Education. This transformative leader ensures compliance with special education Laws, Rules, Regulations, Acts, and Codes (State and Federal). This leader is a catalyst for more inclusive and equitable education, inclusive systems, and practices across the district.

ESSENTIAL JOB FUNCTIONS

Essential functions under the Americans with Disabilities Act may include any of the following duties, knowledge, and skills. This list is illustrative only and is not a comprehensive listing of all functions and duties performed by employees in this position. Regular on time and in person attendance is an essential function of this job. Other essential functions may include, but are not limited to the following:

• Ensures that each school and instructional program is employing the district’s instructional model(s) and programs in a manner that will improve student success and wellness.
• Assists our school leaders/instructional teams and professional team, in collaboration with the Learning and Teaching Team to build capacity in every learning community leading to more equitable and inclusive instruction. Ensures that each school and instructional program implements the Michigan Curriculum Framework, assesses scholars consistent with the framework and develops appropriate schedules to meet unique needs of learners.
• Supervises and evaluates (SE) administrators, in alignment with our Strategic Plan, Priority Scholar Outcomes and Theory of Action.
• In partnership with the Deputy Superintendent, develops and administers the SE budget.
• Ensures compliance with local, state, and federal laws, rules, regulations, acts, and codes.
• Monitors District performance on compliance indicators and engages in feedback cycles reinforcing impactful practices.
• Monitors scholar and staff progress, while engaging in courageous conversations and relevant support.
• Creates and sustains impactful systems and protocols aligned with district policy.
• Build capacity in general education staff and strengthen collaboration between special education and general education staff.
• Assist in the reimagining of highly impactful and student-centered instructional programming and learning culture.
• Assists in recruitment, selection, and recommendation of hiring of personnel.
• Responsible for managing student data system for individual records of all students receiving MTSS, SE, and 504 services.
• Assists in the implementation of school policies and procedures to include special education needs and scholars who experience homelessness.
• Keeps informed of all legal mandates governing special education and shares critical updates.
• Organizes teams and other supports to assist staff in effective inclusive instructional practices and curriculum implementation that increase access to the general curriculum for students with IEPs.
• Directs, manages and implements on-going training to improve instructional delivery in conjunction with other Cabinet members.
• Gathers and analyzes data for the purpose of improving academic achievement and student outcomes.
• Collaborates and works closely with the Deputy Superintendent and other Learning & Teaching leaders to develop and implement strategies that will lead to academic success for all students.
• Maintains knowledge of current and emerging teaching and learning theories and strategies.
• Maintains positive, cooperative, and mutually respectful relationship with all administrative and instructional staff and community stakeholders.
• Leads and supports the SE administrative team, in alignment with our Vision for Excellence and Priority Scholar Outcomes.
• Performs other related duties and responsibilities as may from time to time be assigned.

This description describes the type and level of work performed by a person assigned to this position. It is not an exhaustive list of all duties and responsibilities required in the position.

QUALIFICATIONS

Education and Experience:

• Hold a valid Director of Special Education certificate, or not later than 6 months after employment, become enrolled in a program leading to certification as a Special Education Director. Completion of the program must occur within two years of hire.
• Master’s degree in education or a special education related field
• Seven years of professional practice or seven years of relevant special education administrative experience

Knowledge, Skills, and Abilities:

• High level of interpersonal skills to handle sensitive and confidential situations and documentation.
• Able to lead courageous conversations.
• Proven team leadership and problem solving (listen, identify problem and collaboratively problem solve).
• Demonstrated ability to make good decisions that are consistent and fair within contractual guidelines and Board policies.
• Ability to work with diverse groups, facilitate group discussions, and teach adult learners.
• Ability to be a team leader, plan and manage multiple projects and budgets.
• Attention to detail in composing, typing, and proofing materials, establishing priorities and meeting deadlines.
• Good to excellent spelling, grammar, and written communication skills.
• Excellent telephone etiquette and oral communication skills.
• Recognition of adherence to the confidentiality requirements of the office and ability to maintain it at a high level.
• Knowledge of current issues, problems and challenges faced by urban systems.
• Demonstrated regular and predictable attendance.
• Ability to work flexible hours, evenings, and weekends.

ADA REQUIREMENTS

The physical demands, work environment factors, and mental functions described below are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

PHYSICAL DEMANDS

While performing the duties of this job, the employee is required to stand, walk, sit, use hands to finger, handle, or feel, reach with hands and arms, climb or balance, stoop, kneel, crouch, or crawl, talk, hear (in a quiet or noisy environment). Specific vision abilities required by this job include close vision, distance vision and ability to adjust/focus.

WORK ENVIRONMENT (need to review for each position)

The noise level in the work environment is usually loud to moderate.  Work is performed indoors although there will be required outdoor activities.  The employee is directly responsible for the safety, well-being, and work output of students.

MENTAL FUNCTIONS

While performing the duties of this job, the employee is required to compare, analyze, communicate both orally and in writing, copy, coordinate, instruct, compute, synthesize, evaluate, use interpersonal skills, compile, and negotiate.

Non-Discrimination

The Grand Rapids Public Schools will not discriminate against any person based on race, sex, sexual orientation, gender, gender identity and expression, height, weight, color, religion, national origin, age, marital status, pregnancy, disability, veteran, or military status.

Americans with Disabilities Act accommodations: Assistance with the application process may be requested through the Human Resources Department at (616) 819-2022 or humanresources@grps.org.