Reading School District

School District Position Description

Position Title: Supervisor of Special Education

Classification: RSAA

Reports To: Director of Special Education

Position Goal: Provides Services necessary to support the Director of Special Education in the Reading School District.

ESSENTIAL FUNCTIONS: Other duties may be assigned.

The essential functions of this position include, but are not limited to the following fundamental duties:

1. Directs Individualized Education Program (IEP) meetings as the Local Education Agency (LEA)

2. Participates in Individualized Education Programs (IEPs) outside the school district for students in placements outside the Reading School District and in the Early Intervention Program

3. Observes teachers in order to make practical suggestions for improving quality of instruction to determine curriculum needs and to determine effectiveness of instruction progress

4. Assists schools with questions and concerns for student placement, student services (i.e. Transportation, Occupational Therapy/Physical Therapy/Speech needs)

5. Works with agencies in supporting students programs (i.e. Service Access Management (SAM), Progression, Berks Youth Children Youth Services (BYCYS), Juvenile Probation Office (JPO) etc.)

6. Assists in budget preparation and policy issues

7. Tracks information in reference to compliance issues under Individuals with Disabilities Education Act (IDEA)

8. Performs other duties as assigned by the Superintendent or his/her designee. This job description does not constitute an exhaustive list of responsibilities and management may revise it at any time.

SUPERVISORY RESPONSIBILITIES:

Supervises all professional and support staff as assigned.

QUALIFICATION REQUIREMENTS: To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

EDUCATION and/or EXPERIENCE:

Pennsylvania Teaching Certificate in Special Education. Prior Special Education classroom teaching experience. Prior experience in writing Individualized Education Programs (IEPs). Prior experience with Individuals with Disabilities Educational Act (IDEA) regulations. Prior experience with knowledge of accommodations for Special Education students. Knowledge of Due Process.

CERTIFICATES, LICENSES, REGISTRATIONS:

Supervisory Certification in Special Education.

LANGUAGE SKILLS:

1. Ability to read, analyze, and interpret common professional and technical journals, governmental regulations and legal documents

2. Ability to respond to common inquiries from staff and regulatory agencies

3. Ability to write reports, correspondence and procedure manuals

4. Ability to effectively present information and respond to questions and concerns from administration, professional and support staff, federal, state and local government agencies, and the Board of School Directors

MATHEMATICAL SKILLS:

1. Ability to work with mathematical concepts as probability and statistical inference

2. Ability to apply concepts such as fractions, percentages, ratios, and proposition to practical situations

REASONING ABILITY:

1. Ability to define problems, collect data, establish facts and draw valid conclusions

2. Ability to interpret an extensive variety of instructions furnished in written, oral, diagram or schedule form

OTHER SKILLS and ABILITIES:

1. Ability to apply knowledge of current research in educational administration and management

2. Ability to establish and maintain effective working relationships with students, staff and the school community

3. Ability to communicate clearly and concisely both orally and in writing

4. Ability to assist in planning for future curriculum development

5. Ability to manage curriculum development in collaboration with staff

6. Ability to facilitate committee meeting

7. Ability to apply advanced problem-solving skills

8. Ability to work with staff to evaluate student progress and develop alternative assessment instruments

9. Ability to demonstrate a high degree of interpersonal skills as a representative of administration

PHYSICAL DEMANDS: 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 walk and talk or hear. The employee frequently is required to stand and sit. The employee is occasionally required to use hands to finger, handle, or feel objects, tools, or controls; and reach with hands and arms. Some driving is necessary. Specific vision abilities required by this job include close vision, distance vision, and depth perception. Occasionally, yet essential to this position, the individual must meet deadlines with severe time constraints. The position frequently requires the employee to work irregular or extended hours.

WORK ENVIRONMENT: The work environment characteristics described here 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.

The noise level in the work environment is usually quiet but may be moderate to loud at times. The employee is frequently required to interact with the parents, public, staff during and after the normal workday. The position requires the individual to meet multiple demands from several people and exhibit good human relation skills including courtesy, tact and patience. The employee is directly responsible for the safety, well-being and work output of subordinate staff.

EVALUATION:

The employee will be formally evaluated with regard to his/her duties on a regular basis by the Superintendent of Schools, in accordance with the provisions of the Act 93 agreement and Board Policy.

Prepared By: E. T. Butler, Jr. Date: 07/02

Rev. 12/05

Approved By: Date:

The position holder must be able to perform the essential job functions with or without reasonable accommodation. It is the responsibility of the employee to inform the school district administrator designated as immediate supervisor of the position, of any and all reasonable accommodations that will be required. The information contained in this job description is for compliance with the Americans with Disabilities Act (A.D.A.) and is not an exhaustive list of the duties performed for this position. Additional duties are performed by the individuals currently holding this position and additional duties may be assigned.

The Reading School District is an equal opportunity employment, educational and service organization.

ADM-Supervisor of Special Education