Indianapolis Public Schools
Director of Special Education Strategy
Indianapolis Public Schools, Indianapolis, Indiana, us, 46262
Purpose of Position/Summary
Establish a vision, expect continuous improvement, and develop a focused plan for achieving USS/SPED goals while performing a variety of supervisory, managerial, and administrative tasks to ensure a systematic approach to increasing academic outcomes for students with special needs. This is a 12-month position supervised by the USS Officer.
Essential Duties/Responsibilities
The Director of Special Education Strategy directly leads and manages USS SPED Special Program Coordinators, the USS Analytical Coordinator, and the PD and Data Specialist in the USS department. The Director is specifically responsible for the following:Singular focus on making and testing recommendations to improve academic outcomes for SPED studentsLaser focused on identifying and establishing plans for communicating and scaling culturally responsive instructional best practices that prioritize the learning needs of students with special needs and specifically, students of colorStrategically engage with other Academic departments (i.e. Teaching & Learning, Academic Strategy and Performance, etc.) as well as USS administrators to design professional development opportunities and remain on the forefront of curricular priorities in IPSUtilize a SWOT analysis by frequenting IPS schools, specifically co-taught classrooms, resource and basic skills classes, and more restrictive settingsUtilize data-based decision making to justify maintaining or eliminating current and future practicesAssist Senior Coordinators with strategic decision-making and problem-solvingDevelop and systematically review curricular options across the special education continuum, establishing the means to provide a comprehensive, integrated curriculumPerform other duties assigned by the Unified Student Supports OfficerCore Competencies
Critical core competencies for successful performance in this role are:
An understanding of the power of diversity, advocate for equity, and aspire to lead through inclusionUnwavering commitment to establishing systems, processes, partnerships, and curricular priorities that demonstrate a commitment to racial equityHighly-developed communications skills (written/verbal) and interpersonal savvyResults/action-orientation; project management skillsOrganizational agility; developed negotiation skillsUnquestionable personal code of ethics, integrity, diversity and trustAble to successfully navigate within varying degrees of ambiguity in a fast-paced environmentStrong strategic analysis skillsQualifications
This role provides privileged access to the inner workings of the IPS Unified Student Supports department, the IPS Academics team, and to highly sensitive information. The successful candidate will be discrete, high-energy, agile-minded, strategic, proactive, a direct communicator, highly-organized and committed to the vision and core values of Indianapolis Public Schools (IPS) and the IPS Unified Student Supports department. In addition, the following standards will generally define the successful incumbent:
Hold or eligible for Indiana administrator and/or special education director licenseSpecial Education certification or a Master's Degree in Education Administration (or similar)7-10 years of experience as a teacher, building, or systems leader, or any equivalent combination of training and experience which provides the required knowledge, skills, and abilitiesWorking knowledge of federal and state special education laws, rules, and practices; including IDEA and Article 7Thorough knowledge of Indiana and IPS special education policies, practices and programsAbility to utilize technology effectively to communicate, coordinate, and demonstrate critical informationUnderstanding of the IPS Academics team and Unified Student Supports department structuresAbility to be creative in developing alternatives to meet IPS Unified Student Supports needsA track record of developing and maintaining strong working relationships with and among a diverse group of actorsExcellent communication skills and strong analytical and writing capabilitiesClose attention to detail coupled with the ability to exercise good judgmentProactive nature; able to anticipate conflicts or challenges before they arise and effectively plan to overcome or avoid these obstaclesAbility to work well independently as well as collaborativelyAbility to execute meetings, calls and emails with professionalism, courtesy and accuracyPersonal qualities of maturity, humility, strong work ethic, sense of humor, and diligence; andAbility to effectively allocate and prioritize time to several tasks to ensure completion of all by the communicated timeline.
Supervisory Responsibilities/Direct Reports
The Director of Special Education Strategy directly leads and manages Senior Level Coordinators in the USS department and/or other roles as directed by the USS Officer.
Responsibility
This position requires professionalism, integrity, and high level strategic planning and execution skills (including project management).
Personal Work Relationships
The individual in this position works with a wide range of IPS school staff, district staff and service providers on routine and diverse problems encountered in special education efforts to fulfill its duties. The individual must possess and employ a variety of personal and interpersonal skills in the discharge of the position's responsibilities. This position requires a positive attitude when dealing with staff. Good judgment, discretion and individual initiative are necessary for the effective discharge of the position's significant responsibilities.
Physical Effort
The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. While performing the duties of this job, the employee is regularly required to use hands to finger, handle, or feel; talk or hear. The employee frequently is required to stand and walk. The employee is occasionally required to sit; reach with hands and arms; and stoop, kneel, crouch, or crawl. The employee must occasionally lift and/or move up to 20 pounds. Specific vision abilities required by this job include close vision, distance vision, peripheral vision, depth perception, and ability to adjust focus.
Working Conditions
The work environment characteristics described in this document are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. While performing the duties of this job, the employee is occasionally exposed to outside weather conditions. The noise level in the work environment is usually moderate. Frequent travel within the bounds of IPS and irregular travel to other IPS partner schools, organizations, or buildings (i.e. Marion County Jail, DAMAR, other physical locations providing service to students assigned to excess cost applications, etc.).
Establish a vision, expect continuous improvement, and develop a focused plan for achieving USS/SPED goals while performing a variety of supervisory, managerial, and administrative tasks to ensure a systematic approach to increasing academic outcomes for students with special needs. This is a 12-month position supervised by the USS Officer.
Essential Duties/Responsibilities
The Director of Special Education Strategy directly leads and manages USS SPED Special Program Coordinators, the USS Analytical Coordinator, and the PD and Data Specialist in the USS department. The Director is specifically responsible for the following:Singular focus on making and testing recommendations to improve academic outcomes for SPED studentsLaser focused on identifying and establishing plans for communicating and scaling culturally responsive instructional best practices that prioritize the learning needs of students with special needs and specifically, students of colorStrategically engage with other Academic departments (i.e. Teaching & Learning, Academic Strategy and Performance, etc.) as well as USS administrators to design professional development opportunities and remain on the forefront of curricular priorities in IPSUtilize a SWOT analysis by frequenting IPS schools, specifically co-taught classrooms, resource and basic skills classes, and more restrictive settingsUtilize data-based decision making to justify maintaining or eliminating current and future practicesAssist Senior Coordinators with strategic decision-making and problem-solvingDevelop and systematically review curricular options across the special education continuum, establishing the means to provide a comprehensive, integrated curriculumPerform other duties assigned by the Unified Student Supports OfficerCore Competencies
Critical core competencies for successful performance in this role are:
An understanding of the power of diversity, advocate for equity, and aspire to lead through inclusionUnwavering commitment to establishing systems, processes, partnerships, and curricular priorities that demonstrate a commitment to racial equityHighly-developed communications skills (written/verbal) and interpersonal savvyResults/action-orientation; project management skillsOrganizational agility; developed negotiation skillsUnquestionable personal code of ethics, integrity, diversity and trustAble to successfully navigate within varying degrees of ambiguity in a fast-paced environmentStrong strategic analysis skillsQualifications
This role provides privileged access to the inner workings of the IPS Unified Student Supports department, the IPS Academics team, and to highly sensitive information. The successful candidate will be discrete, high-energy, agile-minded, strategic, proactive, a direct communicator, highly-organized and committed to the vision and core values of Indianapolis Public Schools (IPS) and the IPS Unified Student Supports department. In addition, the following standards will generally define the successful incumbent:
Hold or eligible for Indiana administrator and/or special education director licenseSpecial Education certification or a Master's Degree in Education Administration (or similar)7-10 years of experience as a teacher, building, or systems leader, or any equivalent combination of training and experience which provides the required knowledge, skills, and abilitiesWorking knowledge of federal and state special education laws, rules, and practices; including IDEA and Article 7Thorough knowledge of Indiana and IPS special education policies, practices and programsAbility to utilize technology effectively to communicate, coordinate, and demonstrate critical informationUnderstanding of the IPS Academics team and Unified Student Supports department structuresAbility to be creative in developing alternatives to meet IPS Unified Student Supports needsA track record of developing and maintaining strong working relationships with and among a diverse group of actorsExcellent communication skills and strong analytical and writing capabilitiesClose attention to detail coupled with the ability to exercise good judgmentProactive nature; able to anticipate conflicts or challenges before they arise and effectively plan to overcome or avoid these obstaclesAbility to work well independently as well as collaborativelyAbility to execute meetings, calls and emails with professionalism, courtesy and accuracyPersonal qualities of maturity, humility, strong work ethic, sense of humor, and diligence; andAbility to effectively allocate and prioritize time to several tasks to ensure completion of all by the communicated timeline.
Supervisory Responsibilities/Direct Reports
The Director of Special Education Strategy directly leads and manages Senior Level Coordinators in the USS department and/or other roles as directed by the USS Officer.
Responsibility
This position requires professionalism, integrity, and high level strategic planning and execution skills (including project management).
Personal Work Relationships
The individual in this position works with a wide range of IPS school staff, district staff and service providers on routine and diverse problems encountered in special education efforts to fulfill its duties. The individual must possess and employ a variety of personal and interpersonal skills in the discharge of the position's responsibilities. This position requires a positive attitude when dealing with staff. Good judgment, discretion and individual initiative are necessary for the effective discharge of the position's significant responsibilities.
Physical Effort
The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. While performing the duties of this job, the employee is regularly required to use hands to finger, handle, or feel; talk or hear. The employee frequently is required to stand and walk. The employee is occasionally required to sit; reach with hands and arms; and stoop, kneel, crouch, or crawl. The employee must occasionally lift and/or move up to 20 pounds. Specific vision abilities required by this job include close vision, distance vision, peripheral vision, depth perception, and ability to adjust focus.
Working Conditions
The work environment characteristics described in this document are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. While performing the duties of this job, the employee is occasionally exposed to outside weather conditions. The noise level in the work environment is usually moderate. Frequent travel within the bounds of IPS and irregular travel to other IPS partner schools, organizations, or buildings (i.e. Marion County Jail, DAMAR, other physical locations providing service to students assigned to excess cost applications, etc.).