An incumbent in this position is responsible for assisting with the overall supervision and successful operation of the school program. Responsibilities include supervision, mentoring and training of teaching staff in areas of program development, staff management and development, and scheduling staff training. An important aspect of the job is ensuring students are making progress through effective implementation of their Individual Education Plan.
In addition, the incumbent is responsible for assisting in the implementation of our charter school goals in their entirety, and tracking data to ensure successful outcomes. General supervision is received from the School Principal.
In accordance with the federal wage-hour laws, this is a salaried position and is not subject to the Fair Labor Standards Act’s (FLSA) minimum wage and overtime pay requirements.
Other Performance Measures
Creativity, initiative, and effective problem solving is also important to the success of the incumbent. The incumbent should model an enthusiastic outlook for student success in the classroom and encourage innovation in teaching. An open dialogue for programs that lead to success should be encouraged and fostered. Successful performance on the job requires following safety guidelines and policies to reduce accident or injury to self or students, school dress standards, proper attendance and leave policies, and compliance with other policies set forth in the Employee Handbook.
Examples of Essential Functions
- Assist with the supervision and operation of the school in conjunction with the principal and assumes responsibility for the daily operation of assigned houses in the absence of the Principal.
- Assist in the admissions process of students to the school program.
- Responsible for supervision, observation and evaluation of teaching staff, providing support and resources to improve school programs and individual job performance.
- Provide opportunities for faculty to participate in planning the general school program including curriculum, materials, schedules, meetings, staff development, field trips, etc.
- Assist in planning, organizing and conducting training, in-service and staff development activities.
- Educate faculty and staff in all school policies and procedures, especially policies related to behavioral management providing specific suggestions and advice as needed.
- Recommend, select, train, supervise and evaluate teaching staff relative to program objectives and observe and document performance.
- Ensure lesson plans, theme planning, and appropriate education instruction is scheduled in classrooms including periodic classroom visits to support the instruction process.
- Maintain Staff Development and Operations manuals.
- Ensures that state standards are adapted and applied appropriately to the program’s educational curriculum at all age levels to meet Adequate Yearly Progress or other measures of student performance so designated by the District of Columbia .
- Serve as administrator in IEP meetings as needed.
- Provide crisis management assistance and support as needed.
- Represent SCGW at various DCPS, LEA, and community activities.
- Actively participate in parent organizational or trainings for parents.
- Oversee the professional licensing process for assigned teaching staff, both initial and renewal; confirm that licenses are current.
- Refer students as needed for psychological, neurological, vocational, and/or behavioral testing.
- Educate parents on school policies and procedures and their rights to view and/or alter their child’s student records.
- Oversee school committees including staff assignments and ensuring that goals and objectives are met.
- Assist in the renewal process for all required jurisdictional operational licenses.
- Conduct regularly scheduled staff meetings.
- Provide for student and parent participation in school matters that directly affect them.
- Ability to exert moderate physical effort in light work, typically involving some combination of bending, stooping, squatting, reaching, kneeling, crouching, crawling and brisk walking, and which may involve lifting, carrying, pushing and/or pulling of objects and materials of moderate weight (45 lbs.).
- Ability to lift and position physically disabled individuals may be required.
- Most tasks require oral communication, visual and hearing perception, and the ability to get around the classrooms, cafeteria, gym, campus, etc.
- The ability to keep up with running children and or to lift or assist with lifting students is essential.
- Maintain confidentiality of parent, student and staff personal identifiable information.
- Other duties as assigned.
- Extensive knowledge and understanding of students with intellectual disabilities, autism and multiple disabilities
- Extensive knowledge of the principles and practices of teaching and instructional methods applicable to the field of special education.
- Extensive knowledge of current literature trends and sources of information in the field of special education.
- Working knowledge of procedures, equipment, legal requirements, and practices of instruction for a student population with intellectual and physical disabilities.
- Working knowledge of human behavior and performance; individual differences in ability, personality, and interests; learning and motivation; psychological research methods; and the assessment and treatment of behavioral and affective disorders.
- Working knowledge of principles and methods for curriculum and training design, teaching and instruction for individuals and groups, and the measurement of training effects.
- Skill in accessing and evaluating students with special needs.
- Ability to work with parents, aides and specialists in developing a constructive and healthful learning environment.
- Ability to keep abreast of current special education curriculum and instructional practices and trends.
- Ability to assess and evaluate both programs and personnel.
- Ability to maintain cooperative working relationships among school personnel, parents, and community agencies.
- Requires strong interpersonal skills and the ability to communicate verbally and in writing.
- Successful completion of the required training courses within a specified period of time.
- Tuberculosis screening to assure no significant risk to the health and safety of others.
- Successfully passing a criminal background investigation and pre-employment and random drug screenings.
Examples of Knowledge, Skills and Abilities
- Extensive knowledge of modern principles, techniques and methods of teaching, particularly as applied to special education.
- Extensive knowledge of the needs and requirements of working with students with disabilities.
- Working knowledge of the principles and methods of educational research.
- Skill in assessing and evaluating students with special needs.
- Ability to supervise, train and discipline assigned staff
- Ability to maintain records, and prepare reports and correspondence related to the work.
- Ability to communicate effectively with others.
- Ability to write routine reports and correspondence using English grammar and spelling.
Most tasks require visual perception and discrimination. Some tasks require oral communications ability. Some tasks require the ability to perceive and discriminate sounds.
Minimum Acceptable Education and Experience
Master’s degree in Special Education, or related field, with appropriate endorsements, District of Columbia teaching certification preferred, and five (5) years teaching/instructional experience with individuals with special needs.