Job Description

POSITION TITLE

SENIOR ADMINISTRATOR

Senior Administrator-Elementary Schools Instructional Programming

Special Education Services (SES)

Crossroads II, Cary, NC

Senior Administrator-Band 3

Exempt

Director-General Curriculum

10 Coordinating Teachers; 3 Kindergarten Support Teachers

Monday-Friday (occasional evenings and weekends)

8:00-5:00

12

POSITION PURPOSE:

Provides leadership at district and school level in the development, coordination, and implementation of special education and related services to identified exceptional children. Serves as the liaison between the central office andschools and promotes the development and improvement of programs for all exceptional children.

MINIMUM QUALIFICATIONS:

KNOWLEDGE, SKILLS, AND ABILITIES

• Extensive knowledge of state and federal regulations and school laws and policies related to special education;
• Extensive knowledge of curriculum and curriculum design including practices for Universal Design for Learning (UDL);
• Extensive knowledge of general content standards-K-5;
• Extensive knowledge of specially designed instruction and services for K-5 students with disabilities;
• Extensive knowledge of district and state assessment data tools related to program planning and student progress;
• Considerable knowledge of special education dispute resolution processes;
• Considerable knowledge in facilitative leadership skills;
• Considerable knowledge of effective professional development;
• Considerable knowledge of Microsoft Office specifically Word, Excel, and PowerPoint; Google Apps;
• Effective time management skills;
• Ability to communicate clearly and concisely both in oral and written form using a variety of communication techniques and tools to ensure the appropriate flow of information, collaborative efforts,and feedback.
• Ability to design and deliver professional development to adult learners;
• Ability to evaluate trainings and professional development to ensure topics and information are being implemented;
• Ability to work in a team environment and/or independently without close supervision;
• Ability to establish and maintain effective working relationships with school system staff, students, external agencies, and the community.

EDUCATION, TRAINING, AND EXPERIENCE

• Master's degree from a regionally accredited college or university in Special Education, Curriculum and Instruction, Educational Administration, or directly related field;
• Five years of successful teaching experience or related school-based professional experience;
• Leadership experience in assessing student needs.
• Experience planning, developing, and implementing programs, evaluating program effectiveness, and designing and conducting staff professional development.

CERTIFICATION AND LICENSE REQUIREMENTS

• Hold or be qualified to hold a North Carolina Professional Educator’s License in one of the license areasfor Exceptional Children or a directly related field;
• Hold or be qualified to hold a North Carolina Professional Educator’s License for School Administrator- Principal, Curriculum Instructional Specialist or Exceptional Children’s Program Administrator;
• Must hold and maintain a valid motor vehicle operator’s license according to the State of NC requirements.

PREFERRED QUALIFICATIONS

• Administrative/Supervisory experience at the school or central services level.

ESSENTIAL DUTIES AND RESPONSIBILITIES:

1. Leads and works collaboratively with other district administrators in the development and implementation of elementary school instructional programming.
2. Works collaboratively with administrators of district teams in the development and implementation of elementary school programming.
3. Collaborates with administrators to develop a process for collection of data to measure the effectiveness of student progress at the elementary school level and effectively monitor the least restrictive environment for students.
4. Leads Special Education Services in the deployment of professional learning, coaching, modeling, and check of fidelity of implementation for special education processes and procedures.
5. Develops and deploys resources for implementation of elementary school instructional programming (i.e., Learning Central, Canvas, etc.).
6. Designs, delivers, evaluates, and monitors the effectiveness of professional development on the instructional process, student achievement, and system goals.
7. Provides assistance to school-based elementary contacts and administrators in the development of professional activities as it relates to implementation of elementary school instructional programming and inclusive practices.
8. Works collaboratively with central services administrators to implement developed goals and measure the effectiveness of elementary school instructional programming and processes for transitioning students to and from middle school.
9. Works collaboratively with central service administrators in the identification and deployment of evidence- based intervention strategies focusing on early intervention for students identified at-risk of academic failure.
10. Attends meetings, conferences, and activities to continue professional growth, including activities that support and promote system initiatives.
11. Performs other related duties as assigned.

WORKING CONDITIONS:

PHYSICAL ENVIRONMENT:

Must be able to use a variety of office equipment such as computers, scanners, and copiers. Must be able to communicate effectively. At times requires the ability to lift, carry, push, pull or otherwise move objects up to ten pounds. Due to the amount of time spent standing and/or walking, physical requirements are consistent with those for sedentary work.

WORK ENVIRONMENT:

Must be able to work in an office environment and come into direct contact with school system staff, outside advocacy groups, external agencies, vendors, parents, and students. This position involves working in a normal office setting and school environment.

EFFECTIVE DATE : 4/2022

DISCLAIMER: The above statements are intended to describe the general purpose and responsibilities assigned to this position. They are not intended to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and skills that may be required of the employees assigned to this position. This description may be revised by the supervisor, with HR review and approval, at any time.

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