Special Education Coordinator

First Learning•Rochester, NY

12d•$20 - $25

About The Position

The Special Education Coordinator supports programs that provide educational assistance to children with mental, psychological, learning, behavioral, or physical disabilities, with the goal of facilitating processes that maximize the growth potential of students with exceptional learning needs. The position oversees special education students and prospective students and supports implementation of IEP and 504 plans in inclusive settings. It ensures appropriate delivery of special education instruction and related services, compliance with applicable regulations, timely documentation, and coordination among students, families, school districts, itinerant service providers, and other members of the special education team. The coordinator maintains confidential student files, service and evaluation tracking data, special education equipment and materials records, and required reports. The role also coaches and mentors classroom staff, communicates with families about special education processes and parental rights, facilitates parent workshops and conferences, and connects with outside providers when appropriate. It supports child assessment and portfolio requirements, visits classrooms, and helps integrate national accreditation criteria into classroom practices and center operations. The position requires ongoing professional development, including at least 30 hours in the first year and 24 hours annually thereafter, and attendance at at least one local or regional conference each year. Other duties include training staff, maintaining clean and inviting classrooms, traveling between centers as needed, serving as a model teacher for potential employees, opening or closing the center as assigned, and communicating regularly with families, staff, peers, and administration.

Requirements

Master’s degree in Special Education and New York State certification in Special Education, or a bachelor’s degree and certification in Special Education.
Minimum of 1 year of successful classroom teaching experience as a Special Education teacher.
Minimum of 2 years of supervision and program experience.
Thorough knowledge of early childhood programming.
Working knowledge of community needs and resources.
Working knowledge of the regulatory environment, including National Accreditation Criteria.
Advanced understanding of instructional strategies for students with special needs.
Extensive background knowledge of IEP management.
Excellent oral and written communication skills and ability to communicate effectively with diverse colleagues, parents, families, and community organizations.
Commitment to meeting the needs of a diverse student population; demonstrated teamwork and community-mindedness.
Strong leadership and organizational skills.
Ability to model behaviors that support the organization’s philosophy and design.
Strong aptitude for directing and motivating people; initiative and program management skills.
Flexibility with varied assignments and willingness to take direction from others.
Ability to solve program challenges, apply appropriate programming principles in daily practice, and act quickly in emergency situations.
Ongoing professional development.

Responsibilities

Oversee and manage a caseload of special education students and potential special education students, including implementation of their IEP and 504 plans in an inclusive setting.
Ensure appropriate delivery of special education instruction and related services stipulated in IEPs and IFSPs, in conjunction with itinerant services.
Ensure compliance with local and federal laws and regulations related to students with IEPs or IFSPs and students referred to special education.
Assist in identifying the needs and appropriate supports of children who have not yet been identified as having special needs.
Coordinate with students’ special education teams to ensure documents are completed on time according to applicable policies and procedures; serve as a liaison with families and attend school district IEP meetings as necessary.
Maintain paper and electronic student files according to school and regulatory standards, while preserving confidentiality.
Ensure IEPs are developmentally appropriate, curriculum- and standards-based, strength-based, and relevant to individual students.
Maintain tracking and data records concerning student information, IEPs, services, service hours, evaluations, referrals, evaluation timelines, and documented disciplinary incidents.
Oversee the special education inventory of equipment and materials, maximize available MCDHHS funding, and maintain records in accordance with MCDHH guidelines.
Gather and report data for required reports concerning students with IEPs or 504 plans, including reports to the State, Department of Education, census, grant applications, and annual reports.
Stay current with developing special education issues, including changes in federal and local special education policy.
Establish and maintain communication with parents and connect with students’ outside providers, pediatricians, and therapists as appropriate to support classroom needs.
Coach and mentor classroom staff in appropriate supports for special education services.
Communicate the special education process to parents and guardians, including referrals, evaluations, annual IEPs and 504 plans, reevaluations, and parental rights under IDEA.
Facilitate workshops and meetings for parents and identify resources for parents of students with special needs.
Coordinate biannual parent conferences to share child development information and encourage family partnerships.
Ensure teachers complete child assessment plans biannually and that records are kept in children’s confidential files.
Ensure children’s portfolios are maintained according to national accreditation and school district criteria.
Visit classrooms regularly to ensure children’s needs are met and programming supports their development.
Become familiar with national accreditation criteria, ensure criteria are incorporated into classroom operations and decisions, and educate and mentor staff on appropriate practices.
Assist the Program Director and Program Coordinator, as assigned, with paperwork and actions needed to achieve or maintain national accreditation.
Communicate national accreditation philosophies to staff and parents as an influence on the curriculum and program.
Complete at least 30 hours of professional development in year one and 24 hours per year thereafter; attend at least one local or regional conference annually.
Stay current with Generations policies, OCFS regulations, national accreditation criteria, CACFP, Health Department requirements, and other pertinent regulations.
Conduct training on assigned topics.
Ensure classrooms are clean, neat, organized, and inviting for children and families.
Travel between centers as needed.
Operate as a Model Teacher for potential employees and be prepared to discuss job and professional expectations.
Open and close the center as assigned.
Communicate daily in person with families, staff, peers, and administration about child care program operations; maintain relationships with other company coordinators and attend monthly meetings.
Use written, telephone, and electronic communications to share information, communicate policies or guidance, discuss program needs, and resolve problems.
Apply problem-solving skills to program challenges, use appropriate programming principles in daily practice, and act quickly in emergency situations.