Hs Special Education Instructional Specialist/Team Leader

Overall Purpose
The job of Secondary Special Education Instructional Specialist/Team Leader is done for the purpose/s of coordinating assigned Special Education program components and related activities; providing information to others; and implementing and maintaining services within established guidelines and standards. This job is distinguished from similar jobs by the following characteristics: working collaboratively with Special Education teachers, regular teachers, and administrators.
Direct Supervisor
Building Principal
Essential Functions

• Facilitates open line of communication between building administrators and district Special Education coordinators.
• Assists with personnel functions (recruitment, hiring, evaluations, training, etc.) for the purpose of maintaining adequate staffing, enhancing productivity of personnel, and ensuring that objectives of Special Education programs are achieved within budget as allocated to school.
• Collaborates with district Department chairs in other schools for the purpose of implementing and maintaining services and/or programs.
• Coordinates Special Education activities and curriculum (working with Special Education teachers to develop appropriate curriculum, etc.) for the purpose of delivering services in compliance to established guidelines.
• Coordinates program components, support needs and material for the purpose of delivering services which conform to established guidelines.
• Creates schedules for building level SPED teachers and Paraprofessionals for the purpose of ensuring adequate coverage for instructional minutest of Special Education students.
• Evaluates school Special Education program (classroom observation, student progress, etc.) for the purpose of carrying out and achieving objectives within area of responsibility.
• Attends monthly team leader meetings and ensures information is disseminated to Special Education teachers.
• Facilitates trainings, meetings, processes, etc. for the purpose of implementing and maintaining programs and services which achieve district's desired objectives.
• Implements assigned programs and/or projects for the purpose of conforming to district and state curriculum and/or instructional objectives.
• Maintains a variety of documents, files, and records for the purpose of providing up-to-date reference and complying with regulatory requirements and established guidelines.
• Monitors assigned school activities and/or program components for the purpose of coordinating activities and ensuring compliance with established financial, legal, and/or administrative requirements.
• Observes assigned personnel for the purpose of ensuring that standards are achieved and performance is maximized.
• Prepares a wide variety of written materials (quantity reports, student activities, correspondence, internal audits, etc.) for the purpose of documenting activities, providing written reference, and/or conveying information.
• Presents information on a variety of topics (regulatory updates, trends in Special Education, etc.) for the purpose of communicating information and/or gaining feedback.

Marginal Functions

• Performs other related duties as assigned for the purpose of ensuring the efficient and effective functioning of the work unit.

Competencies

• Skills-based Competencies

Required to perform multiple, technical tasks with a need to occasionally upgrade skills in order to meet changing job conditions. Specific skill based competencies required to satisfactorily perform the functions of the job include: operating standard office equipment including pertinent software applications; facilitating meetings; planning and managing projects; preparing and maintaining accurate records; adhering to safety practices and procedures; administering first aid; analyzing data; applying assessment instruments; applying job-related codes, regulations, and laws; classifying data and/or information; conducting interviews; counseling and mentoring employees; providing critical observation; enforcing discipline policies; and promoting activities and/or events.

• Knowledge-based Competencies

Required to perform algebra and/or geometry; read technical information, compose a variety of documents, and/or facilitate group discussions; and analyze situations to define issues and draw conclusions. Specific knowledge based competencies required to satisfactorily perform the functions of the job include: appropriate codes, policies, regulations, and/or laws; age appropriate activities; lesson plan requirements; stages of child development; behavioral management strategies; assessment instruments and techniques; classroom instructional media and technology; cultural differences of student population; current and emerging curricula; health standards and hazards; job-related codes/laws/rules/regulations/policies; community resources; methods of instruction and training; office equipment and technology; school safety and security practices; school safety and security practices.

• Ability-based Competencies

Required to schedule a significant number of activities, meetings, and/or events; often gather, collate, and/or classify data; and consider a number of factors when using equipment. Flexibility is required to work with others in a wide variety of circumstances; work with data utilizing defined but different processes; and operate equipment using standardized methods. Ability is also required to work with a diversity of individuals and/or groups; work with a variety of data; and utilize job-related equipment. Problem solving is required to analyze issues and create action plans. Problem solving with data requires independent interpretation of guidelines; and problem solving with equipment is limited to moderate. Specific ability based competencies required to satisfactorily perform the functions of the job include: establishing and maintaining constructive relationships; adapting to changing work priorities; maintaining confidentiality; exhibiting tact and patience; working flexible hours.; communicating with persons of diverse backgrounds; dealing with frequent interruptions; meeting deadlines and schedules; organizing tasks; setting priorities; working as part of a team; working extended hours; and working with detailed information/data; working with frequent interruptions.
Requirements
Master's Degree in Education
Three (3) years' classroom experience in Special Education
Georgia certification in Special Education
Hold or eligible for a valid Georgia Leadership Certification (L-5 or higher)
Physical Requirements
The usual and customary methods of performing the job's functions require the following physical demands: occasional lifting, carrying, pushing, and/or pulling, frequent stooping, kneeling, crouching, and/or crawling and significant fine finger dexterity.
Generally the job requires 20% sitting, 40% walking, and 40% standing.
Continuing Education/Training
Maintains all licenses and certifications
Clearances
Criminal Justice Fingerprint
Background Clearance
Fair Labor Standards Act
Exempt