SY 26-27 Student Program Support Administrator (SPSA)

Fitchburg School District•Fitchburg, MA

About The Position

The vision of each of the Fitchburg Public Schools is to provide learning experiences that engage all students in achieving high academic standards while developing intellectual rigor, creative interest, and social characteristics that prepare them for the challenges of living successfully and productively as citizens of this new century. The Student Program Support Administrator (SPSA) is a member of the school leadership team along with the principal and Assistant Principal. The SPSA provides support to the school-based Special Education department.

Requirements

Bachelor's Degree from an accredited college or university; Master’s Degree preferred
Massachusetts Department of Elementary and Secondary license in one or more of these area(s): Special Education Administrator — Grades: All Levels Supervisor/Director — Level depends on prerequisite license SEI Endorsement
5+ years’ experience as a Special Education Teacher, Psychologist, guidance counselor, social adjustment counselor, and/or other related service providers
Knowledge and experience in behavior management and behavioral plans, Responsive Classroom/Developmental designs, PBIS, Response to Instruction, Differentiation of Instruction, Reading Disabilities and various specialized programs related to Reading and Dyslexia, and working knowledge of IDEA and state special education regulations, evaluation, and IEP meeting/process/development
Knowledge of current education legislation/regulations
Ability to work effectively with teachers, support staff, and parents and advocate for children to effectively problem-solve
Strong interpersonal, communication, and organizational skills and ability to work with all stakeholders
Belief in the commitment to increasing personal growth, both academic and social-emotional, to obtain the highest level of achievement for every student Ability to withstand strong public and professional scrutiny
Equipped with personal characteristics required to lead people through an intense change process
Strong commitment to work on the school redesign team
Proven ability to work with all types of data related to school improvement and underperformance
Willingness to self-reflect and to grow professionally.

Nice To Haves

Master’s Degree preferred

Responsibilities

Facilitate, coordinate, and supervise the initial and re-evaluation process in accordance with the most current state and federal regulations, make decisions regarding areas of dissent amongst TEAM members, follow up to ensure that all team members complete information on the student’s IEP, and that individuals’ responsibilities are completed in a timely fashion
Communicate with the Directors of Pupil Services and Principals on discipline issues, rejected IEPs, and complicated student service issues. Files timely paperwork with the BSEA when IEP is rejected
Serves as the primary administrative contact in buildings for student behavior management, behavior program development and implementation, and discipline occurrences for all students including but not limited to assisting teams with the development and oversight of behavior plans and data collection and timely review associated with behavior plans, including but not limited to PBIS/MTSS-aligned plans for individual students and/or the school. Collaborate with the Principal and Asst. Principal in all such matters. Coordinate with the building clerk to ensure that discipline and special education data is accurate
Serve as a resource to the principals, teachers, and other staff members, as well as with parents, regarding special education processes and services, and behavioral procedures
Coordinate and disseminate information via student/parent handbooks
Collaborates and coordinates with school and district leadership team(s), teachers, and parents to review and monitor students’ performance, analyze student performance data, and work collaboratively to examine various facets of school programs to determine trends and appropriate directions and/or interventions, in particular for those students moving between buildings and/or may require program elements different than those currently in place
Assists in the collection and preparation of data and documentation related to district and/or Department of Elementary and Secondary Education (DESE) reporting requirements for coordinated and mid-cycle reviews.
Plans for and provides periodic and as-needed training and professional learning for special education aides, general and/or special education teachers, either in groups or as individuals, on various topics related to the special education process, disability types, instructional and/or behavioral/ motivational strategies, and other pertinent topics at the discretion of the Director of Pupil Services and/or the building Principal.
Will conduct the evaluation of all paraprofessionals in the building unless otherwise directed by the building Principal or the Director of Pupil Services
Follows professional practices consistent with the district's policies in working with students, parents, and colleagues
Attends and participates in faculty meetings and other assigned meetings and activities according to school policy
Maintains and improves professional competence through attendance at professional development events, and by self-generated activities that meet district expectations and the requirements for recertification
Maintains accurate and complete records as required by district policy and administrative regulation
Assists administration in implementing all policies and rules governing student life and conduct and, for the classroom, develops reasonable rules of classroom behavior and procedure, maintaining order in the classroom in a fair and just manner
Establishes and maintains open lines of communication with students, colleagues, and parents concerning both the broad academic and behavioral progress of assigned students
Promotes equity and appreciation of diversity to ensure equitable opportunities for student learning, including, implementing specific strategies for students with special needs, with 504 plans and/or English Learners (EL)
Participates in Leadership Team meetings to promote collaboration between general and special education and communicate the interests/needs of special education students and staff to ensure their needs are duly considered in district-level planning.
Performs other duties that may be assigned by the building principal/Director of Special Education
Assists the Director, and the Principal in special education matters requested
Attends required meetings with the office of Pupil Services and the Special Education department.