CLASSIFICATION DESCRIPTION. Assistant Director of Special Education, Specialized Programs Title of Immediate Supervisor: Director of Special Education

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1 Title of Immediate Supervisor: Director of Special Education Department: Special Education FLSA Status: Exempt Accountable For (Job Titles): Classroom Teacher, Itinerant Teacher, School Nurse, Secretary, Health Assistant, Program Assistant, Pupil Support Assistant Pay Grade Assignment: Assistant Director Agreement General Summary or Purpose Of Job: Provides leadership and support for specialized special education programs. Specialized programs include TESA, a transitional program; DASH, a program for severely multiplyhandicapped students; and, PACES, an autism program. DUTY NO. ESSENTIAL DUTIES: (These duties are a representative sample; position assignments may vary.) FRE- QUENCY 1. Lead, Trains, Supports, Evaluates and Disciplines Staff: Serves as the program leader for assigned programs. Organizes school functions. Evaluates probationary and tenured teachers, as well as classified employees. Takes appropriate action regarding staff performance or other issues. Attends various staff meetings with program staff and specialists. Communicates with program sites by visiting, and through written and telephone communication. Provides specialized staff development activities for those working with special education students, including training for school bus drivers and assistive technology. 2. Supports Special Education Due Process: Attends Individual Education Plan (IEP) meetings as the administrative designee, as required by law. Participates in due process meetings. Provides for regular communication with parents and other caregivers regarding due process meetings. 3. Guides and Disciplines Students: Meets, or otherwise communicates, with students, on an individual or group basis, as well as with teachers and parents regarding arranging for student consequences, including suspensions, conducting functional behavior assessments, and developing behavioral intervention plans. 30% 15% 15%

2 4. Personnel Management and Administration: Recruits, interviews and, in conjunction with the director of special education, hires staff for school-year and summer program positions. These staff include special education teachers, licensed support staff, pupil support assistants, and health assistants (LPN). In conjunction with the director of special education, approves purchase requisitions, and manages program budgets. Provides for safety and emergency procedures, including medical and evacuation procedures. Coordinates building issues. Provides for good public relations with member districts, staff, parents, the Minnesota Department of Children, Families, and Learning, as well as the general public. Participates in such projects as the Continuous Improvement Monitoring Plan (CIMP), the North Central Accreditation (NCA) process, and the Child Mental Health Collaborative Committee.. Arranges for the summer or extended school year programs, including facilities, transportation and equipment. Serves as the District s Human Rights Officer, as well as the ADA and 504 coordinator. 5. Supervises the curriculum, classroom instruction and the learning environment. Provides for curriculum design and revision, including graduation standards and assistive technology. Conducts research, holds meetings, coordinates services, develops schedules, and makes classroom visits. Oversees instruction and the learning environment. Ensures that licensed coverage is available for students. 6. Conducts classroom tours and intake meetings for new student referrals. Attends numerous meetings with member district special education directors and/or coordinators. Provides for tours and meetings with families. Conducts intake meetings to collect essential information needed to serve students with special needs in a new setting. 7. In order to analyze and solve problems, provides for daily communication with families and member district personnel, such as special education directors and coordinators, building principals and teachers. Participates in the TESA Parent Advisory Committee meeting. Responds to complaints filed with the Minnesota Department of Children, Families and Learning. Takes preventative action to avoid such complaints. Daily 8. Performs other duties of a comparable level or type. As required Minimum Qualifications: (necessary qualifications to gain entry into the job not preferred or desirable qualifications) Requires a minimum of a graduate degree in special education administration, education administration or a closely-related field, and at least two years of special education teaching experience; or an equivalent combination of education, training and/or experience necessary to successfully perform the essential functions of the work.

3 Certification or Licensing Requirements (prior to job entry): Director of Special Education license issued by the Minnesota Department of Children, Families and Learning (Required) Any special education license (Preferred) Knowledge Requirements: Requires knowledge of: Management and supervisory principles, practices and techniques. General familiarity with school policies and procedures relating to special education and the administration of school district programs, including student suspensions. State and federal laws, rules, regulations, due process and requirements relating to special education, including data privacy. Multi-categorical groups. Writing and evaluating Individual Education Plans, and conducting functional behavioral assessments. Adult learning models regarding staff development. Teaching principles, best practices, trends and approaches in education, as well as curriculum. The Total Special Education System (TSES), which includes information regarding appropriate laws, transportation, due process, and so forth. General knowledge of student safety procedures. Skill Requirements: Skilled in: Working with autistic, severely multiply-handicapped, and transition-age students. Communication and interpersonal relations, especially with colleagues, staff, member districts, agencies and the general public; excellent presentation and public speaking skills. Organization, judgment and problem analysis. Planning, supervising and monitoring and evaluating the work performance of staff. Conflict management. School district budgeting and budget management processes. Implementing and planning instructional programming and curriculum; creating effective service delivery models. Ability to travel to many school district sites over many square miles.

4 Physical Requirements: Indicate according to the requirements of the essential duties/responsibilities Employee is required to: Never 1-33% Occasionally Stand Walk Sit Use hands dexterously (use fingers to handle, feel) Reach with hands and arms Climb or balance Stoop/kneel/crouch or crawl Talk and hear Taste and smell Lift & Carry: Up to 10 lbs. Up to 25 lbs. Up to 50 lbs. Up to 100 lbs. More than 100 lbs. General Environmental Conditions: 34-66% Frequently % Continuously Work is performed under normal office or classroom conditions and there are minimal environmental risks or disagreeable conditions associated with the work. Occasionally, work is performed in shop areas where fumes or other airborne particles may be present, and in outdoor weather conditions when traveling between school or program sites. The typical noise level is considered to be moderate. General Physical Conditions: Work can be generally characterized as: Medium Work: Exerting up to 50 pounds of force occasionally, and/or up to 20 pounds of force frequently, and/or up to 10 pounds of force constantly to move objects. Computers and training materials occasionally need to be lifted and carried. Vision Requirements: Check box if relevant Yes No No special vision requirements Close Vision (20 in. of less) Distance Vision (20 ft. of more) Color Vision Depth Perception Peripheral Vision

5 Job Classification History: Classification reviewed and revised by Penn, Inc., Human Resource Management Consulting