FTE: HOURS PER DAY: CONTRACT TYPE: ANTICIPATED START DATE:
1.0 8 Continuing August, 2016
SUMMARY OF ASSIGNMENTS:
One of Washington's premiere emerging charter schools, The Village Academy is seeking outstanding candidates to provide assistance to individuals, schools and system, working with and in support of building educational teams, in meeting compliance timelines reporting requirements, corrective actions for evaluations and IEPs and ensure compliance documentation and procedural requirements for programs serving students with disabilities as defined in P.L. 105-17 and WAC are implemented consistently on a district wide basis. Successful candidates will provide oversight to technology support in meeting compliance requirements, improve communication between schools and central administration, develop and maintain data bases and reporting systems that enable the department to utilize data in evaluation of services and allocation of resources.
Work closely and cooperatively with the respective area director in the supervision and organization of all special education programs within the assigned area.
Monitor the management of special education programs with respect to attainment of all compliance features and due process guidelines established within I.D.E.A.
Implement compliance features related to appropriate comprehensive evaluation of students, established individual educational plans, and due process procedures.
Facilitate the implementation of procedures as outlined by the program in compliance with I.D.E.A. and the current WAC rules and regulations as issued by the State Department of Special Education.
Ensure collection and documentation of disabled student enrollment and the facilitation of this information to the State and Federal Reporting requirements.
Maintain a liaison position with all school administrators within their areas of responsibility.
Manage fiscal responsibility for assignment including allocations, encumbrances, and expenditures in a fiscally prudent manner.
Interpret and implement board policies and administrative regulations.
Develop and maintain effective school/community relationships, interpret program to the community, and enlist the participation of the community in school life.
Assist in interviewing and recommending special education applicants to be assigned within assignment areas.
Supervise and evaluate certificated and classified personnel, specifically those for whom the coordinator is assigned as a primary evaluator.
Work as a cooperative member of the special education administrative team and site councils, administration, staff, students, and parents to develop a consistent and effective service delivery model throughout the district.
Identify program needs, staff distribution, personnel assignments, and other related issues pertaining to the implementation of services within the coordinator’s responsibility.
Identify the in-service needs of those certified and classified personnel within the assigned responsibilities and facilitate the implementation of professional growth by involvement or other coordinators, program personnel, district staff development specialists, or other persons as technical assistant agents for professional growth.
Coordinate and utilize community resources and parent groups for the effective development of services to students with disabilities within the assigned areas.
Collaborate with all agencies as needed for the implementation of services to students with disabilities within the designated areas of responsibility.
Conduct staff meetings pertaining to the assigned areas of responsibility.
Perform other duties as assigned by the supervisor of special education
Current Washington State administrative credential or other state equivalent. Master's degree in Education, Special Education or ESA certification.
Minimum of three years of successful professional experience in the field of special education or closely related assignment. Experience as a service provider or administrator K-12 school level.
Demonstrated working understanding of the essential components within I.D.E.A. The Individuals with Disabilities Education Improvement Act of 2004 (IDEA) (Part A, B, C, D) as they apply to the WAC rules and regulations.
Possess a strong background in curriculum and instruction including an understanding of the instructional process and a variety of instructional techniques and a commitment to the improvement of instructional programs.
Demonstrated understanding of effective instruction, assessment, and socially just practices.
Demonstrated ability in utilizing culturally responsive strategies to work effectively with administrators and teachers to improve classroom instruction.
Demonstrated skill in staff leadership and supervision, including the ability to evaluate classroom instruction and to work effectively with teachers to improve instruction.
Demonstrated ability to foster an environment that focuses on quality results while motivating, developing, and supporting a diverse staff, encouraging continuous improvement, and working effectively as a member of a diverse team.
The ability and desire to establish positive relationships with persons regardless of race, gender, physical limitation, sexual orientation, or religious belief, with an active commitment to equal opportunity for all persons.
Demonstrated success incorporating culturally competent strategies and utilizing culturally responsive communication and engagement strategies with all members of the school community.
Demonstrated understanding of the change process and its relationship to current trends in public education.
Demonstrated ability to effectively plan, schedule and use resources; reach logical conclusions and make high quality decisions using appropriate decision-making processes; and take action and accept the responsibility for actions and consequences.
Demonstrated success in exercising good judgment, insight, self-awareness, integrity, and cultural responsiveness when interacting with diverse employee groups, patrons, and business partners of the school district.
Demonstrated commitment and ability to continue one’s own lifelong learning, to develop talent and leadership skills in others, to provide critical feedback, and to receive critical feedback in order to maintain high standards for one’s self and the organization.
Demonstrated ability to use computer technologies to enhance instruction and management of administrative functions.
Demonstrated ability to communicate effectively in both written and verbal form with the ability to make clear, persuasive presentations to diverse groups.
Demonstrated strong commitment to the principles of trust, teamwork, accessibility, problem solving and collaboration.
Demonstrated ability to establish effective working relationships and interact successfully with diverse instructional, support services and administrative staff, including perceiving the needs and concerns of others; assisting others in resolving conflicts; motivating others; and designing programs to assist others in meeting organizational goals.
Ability to reach logical conclusions and make high quality decisions, skilled in identifying educational needs and setting priorities.
Ability to develop budgets and manage fiscal resources.
Required use of personal vehicle and mobile phone.