Special Education Coordinator
The Children’s Aid College Prep Charter School is a community school whose mission is to prepare elementary school students for success in middle school, high school, college and life by providing them with a rigorous instructional experience; addressing their physical, emotional and social needs; fostering a sense of pride and hope; and serving as a safe and engaging community hub.
The Children’s Aid College Prep Charter School will offer a robust and rigorous curriculum and strategies, fully aligned with the Common Core of State Standards, for students in small class-sizes and with structured behavioral and emotional supports. Special Education Coordinator will ensure that all special education students meet and/or exceed grade level standards beyond set IEP academic goals/objectives and other developmental appropriate goals. The Coordinator holds primary responsibility for the development, implementation, and assessment of all specialized services, including special education, academic interventions, counseling, and other related services for the school. The Coordinator will be a valued member of the Leadership Team –reporting to and working with the Principal: to incorporate exemplary instructional practices, work hard to meet the high accountability demands and close achievement gaps, and commit themselves to a holistic developmental school community which aims to lay a solid foundation for the path to success in college, career and life for some of the most vulnerable children of The Bronx.
The Special Education Coordinator will collaborate with various stakeholders of the school community by embedding supports needed to address barriers to enable students to take full advantage of the excellent instruction. He/she will function as a servant leader working with the Principal to cultivate a professional learning community to thrive because of guidance and multiple supports and for staff and students –alike to meet and rise to the demands of excellence.
• Be accountable for students’ mastery of academic and behavioral standards;
• Implement curricula and learning strategies and activities aligned to Common Core Standards including a vertical scope and sequence through continuous review of assessments, unit plans, and lesson plans;
• Set ambitious quarterly and yearly goals for student progress and achievement in collaboration with the Principal, Community School Director and Life Coaches, Deans and Teachers;
• Design, develop, and coordinate a long term Special Education program for the school with instructional teams;
• Model high quality instruction by leading, co-teaching, and pushing-in to classrooms as needed for support in best instructional practices and school culture;
• Clearly articulate benchmark student performance goals for grade levels and work with teachers to set clear, measurable student performance goals in their individual classes to ensure student achievement;
• Ensure that CACPCS in full compliance with federal and state special education laws;
• Support school to ensure that students who are at-risk for academic underperformance due to academic, emotional, or physical challenges succeed in a rigorous academic environment;
• Liaise with city, state, and national entities involved in providing support and services to students with disabilities;
• Manage the Teaching & Learning support of SPED services in accordance to the Accountability Plan and other governing bodies
• Observe and coach special education and general teachers and provide feedback to continually improve curriculum and pedagogical techniques;
• Train and monitor best practices of use of intervention materials, techniques and related assessment tools;
• Promote dialogue and peer learning among special and general educators and co-teaching teams;
• Create instructional coherence by aligning key aspects of special education reform with citywide instructional work on integrating the Common Core standards and providing meaningful feedback to teachers;
• Foster cooperative learning dialogue with teaching teams as issues surface and engage in collaborate consultancy, promote robust special and general education partnerships, develop teacher facilitators and coaches, and assist school communities in developing problem-solving strategies;
• Develop procedures, forms, and templates for the provision of all special education services; and
• Work with and support school-based SPED entities as per SES and SED protocols and policies.
• Provide academic remediation and enrichment intervention instruction and model best practices;
• Develop and monitor progress-monitoring systems for interventions, counseling, and special education programs;
• Advocate for changes in practice that will support improved performance of Students with Disabilities and English Language Learners;
• Identify special services providers for school psychology, speech and language therapy, physical therapy and occupational therapy and other services; and
• Ensure that student records and documentation for special education issues are accurate, timely, and meaningful.
• Co-plan and participate as a facilitator and thought-partner in curriculum planning and instruction during the summer staff orientation and school year PD workshops;
• Work with grade teams to analyze student data and use it to drive conversations to plan, reteach, and strategize;
• Coordinate on-going professional development opportunities to increase effectiveness and/or add to the professional learning community; and
• Design and facilitate professional development to help school practitioners understand and implement the key aspects of the special education reforms, including flexible programming, Universal Design for Learning, Response to Intervention, and the design of meaningful IEPs.
Parent and Community Support:
• Serve as a thought-partner to co-plan and/or co/facilitator parent workshops;
• Work with parents, teachers and life coaching colleagues to develop comprehensive academic supports for special education students through goal-setting and reflection sessions; and
• Facilitate parental movement to ensure full compliance with federal and state special education laws.
• A true grit for accountability and belief that all children can achieve at high levels;
• Hold incredibly high expectations as a school leader in a college preparatory community, charter school;
• Belief in and alignment with Children’s Aid College Prep’s mission, core values and approach;
• Demonstrated commitment to the continuous assessment of students’ academic, social and behavioral progress in order to effectively observe, plan with, model for, and co-teach with teachers
• Demonstrated expert ability to tailor and offer instructional strategies and intervention programs;
• Demonstrated ability to support a positive and nurturing school culture and climate through effective classroom management skills as indicated by the ability to create a respectful, results-driven and focused learning environment;
• Relentless focus and foresight on improving the academic performance of all;
• Proven track-record of high achievement in the classroom;
• Demonstrated leadership and team competencies and socio- emotional intelligence;
• Strong management and communication skills of one who is dedicated and flexible;
• Minimum of five years as a teacher and minimum of 2 years of teacher coaching experience;
• Master’s degree Education Specialist degree in Special Education or related field is required; and
• Possess a valid New York State certificate in School Administration/Supervision (SAS), School District Administrator (SDA), or School Building Leadership (SBL), a Certificate of Eligibility for Supervisory Placement or currently be in direct pursuit of a School Administration/Supervision (SAS), School District Administrator (SDA), or School Building Leadership certification/license.
Please upload a cover letter and resume below:
Only candidates selected for interviews will be contacted
Children's Aid Society is an equal opportunity employer