Special Education Supervisor

Grand Rapids Public Schools•Grand Rapids, MI

16h•Onsite

About The Position

This individual serves as the visionary leader responsible for facilitating all phases of the school’s programming, including the leadership and organization of instructional (including social-emotional) programming, administration, organization, and supervision of staff and scholars. This position is responsible for leadership regarding all tasks related to the instructional programming, administration and organization for prevention, intervention, and programming. This position is responsible for continually monitoring and evaluating programs and services for compliance and ensuring quality programming. Position reports directly to the Executive Director of Special Education and Early Intervention Services for Grand Rapids Public Schools.

Requirements

Master’s degree in administration, supervision, or education.
Pursuant to 380.1246 and District expectations, the individual in this position must either hold a valid Michigan school administrator’s certificate or not later than 6 months after he or she begins employment as a school administrator enroll in a program leading to certification as a school administrator and must complete the program within 3 years.
BA degree with comparable training and experience Knowledge which is acquired through completion of a master’s degree; and eligibility for Full Approval as a Supervisor or Director of Special Education pursuant to 340.1771or 340.1772 of the Michigan Administrative Rules for Special Education
At least 6 months of successful experience in an area of Special Education administration or other positions of leadership, significantly related to the responsibilities of the job.
Demonstrated strong dedication and related skills/knowledge for scholar-centered teaching and learning which builds scholar, family, and community connections.
Ability and desire in managing diversity by creating an environment for all in the school community regardless of differences and similarities, to reach their full potential in accomplishing the objectives of the school and the district.
Proven administrative experience with strong collaboration skills, effective interpersonal communication, creativity, optimism, problem-solving abilities, and adaptability.
Must meet the continuing education requirement per the State of Michigan.
High level of interpersonal skills to handle sensitive and confidential situations and documentation.
Proven team leadership and problem solving (listen, identify problem and collaboratively problem solve).
Ability to make good decisions that are consistent and fair within contractual guidelines and Board policies.
Understanding/knowledge of MARSE, IDEA, ADA.
Attention to detail in composing, typing, and proofing materials, establishing priorities and meeting deadlines.
Excellent spelling, grammar, and written communication skills.
Excellent telephone etiquette and oral communication skills.
Strict adherence to the confidentiality requirements of the office/District and ability to maintain it at a high level.
Knowledge of current issues, problems and challenges faced by urban education systems.
Good attendance, punctuality, and communication skills (verbal and written).
Ability to work flexible hours, evenings and weekends if needed.
Must have reliable transportation.
Regular on time and in person attendance is an essential function of this job.

Nice To Haves

In a program to become eligible to receive MDE Full Approval as a Supervisor or Director of Special Education.

Responsibilities

Facilitating all phases of the school’s programming.
Leadership and organization of instructional (including social-emotional) programming.
Administration, organization, and supervision of staff and scholars.
Leadership regarding all tasks related to instructional programming, administration, and organization for prevention, intervention, and programming.
Continually monitoring and evaluating programs and services for compliance and ensuring quality programming.
Maintaining and communicating an informed vision of success for all scholars while treating all persons with civility, respect, and dignity.
Working with district/building leadership, staff, scholars, parents, local educational agencies (LEAs), the Kent Intermediate School District (KISD), and community to build a shared vision of learning for all scholars.
Progress monitoring, alignment of resources, and fostering innovation on valid measures, including IEP goals and objectives.
Using data, information, and research to set priorities, evaluate school programs, and collaborate for improved results for scholars.
Linking school priorities and strategies into the School Improvement plan to achieve school and district goals.
Contributing to practices and norms that help build capacity within District.
Establishing program routines that support and recognize habits of reflective practice, self-assessment, and personal renewal.
Consistently demonstrating dependable attendance and punctuality.
Assisting district/building leadership and staff in interpreting curriculum expectations, including PBIS, selecting appropriate instructional and social-emotional resources, developing differentiation strategies, and making the curriculum relevant for all scholars per the District’s Academic Plan and the School Improvement Plan.
Using working knowledge of effective instruction in establishing school processes and routines that engage teachers/staff in routine monitoring of scholar progress and evaluation, interventions, and improvement of instructional strategies which meet the individualized needs of scholars.
Establishing building and district systems, processes, trainings, and shared leadership to ensure full compliance with the IDEA, Michigan Administrative Rules for Special Education (MARSE), and the Kent Intermediate School District (KISD) Special Education Plan.
Monitoring, evaluating, and ensuring development and implementation of quality evaluations, IEPs, transition planning, and provision of a free appropriate public education.
Building relationships with district/building leadership, staff, scholars, families, LEAs, and the broader school community and seeking out resources and support while advocating for the district.
Ensuring all segments of the community are included, involved, respected, and valued.
Establishing regular systems of two-way communication with district/building leadership, parents, and community, while involving parents in their child’s education.
Training teachers/staff to lead collaborative inquiry, assisting colleagues in developing evidence-based goals and strategies, and disseminating successful improvement work.
Deepening scholar and school data analysis to evaluate and revise school improvement goals and strategies.
Providing staff training and support to use the school’s data system for collecting, analyzing, and interpreting multiple forms of data for progress and performance monitoring.
Learning and using emerging technologies to increase productivity, develop leadership, and expand staff use of technology.
Providing leadership, advocacy, and creative solutions for the school’s use of technology to improve parent and community involvement, expand scholar learning opportunity, improve the monitoring and communication of scholar progress, and adapt the teaching and learning environment for better scholar results.
Providing leadership that encourages and recognizes staff initiative and innovative use of technology to improve scholar results.
Evaluating the school’s professional learning culture and the impact of internal and external professional learning on scholar results.
Identifying, developing, and supporting staff, scholar and parent leaders with training, mentoring, and coaching needed to carry out meaningful leadership in the school.
Evaluating staff in accordance with state laws and district personnel evaluation policies.
Performing other duties as assigned.