KINGSVILLE ISD
Salary: $76,660.00-$93,488.00 (commensurate with documented experience)
PRIMARY PURPOSE:
Direct and manage the district's special education program. Ensure that services are provided for special needs students and individualized education plans are provided to meet the needs of all students. Warrant compliance with all state, federal, and local requirements.
QUALIFICATIONS:
Shall have a Master's Degree in education administration with a valid Texas mid-management certificate and Special Education experience.
SUPERVISES:
Support, instructional and paraprofessional staff assigned to Special Education Department.
MAJOR RESPONSIBILITIES AND DUTIES:
I. Instructional Management Uses the findings of research and district studies to improve the content and sequence of the teaching/learning process and its outcomes. Involves the staff in developing, maintaining, and revising curriculum documents based on systematic review and analysis of needs. Encourages and supports the development and implementation of effective instructional programs to achieve identified needs. Is effective in involving instructional staff in evaluating, selecting, or developing instructional materials to meet student-learning needs. Cooperates with school staff in scheduling instructional activities to maximize learning outcomes. Facilitates the use of existing technology in the teaching/learning process.
II. School/Organizational Climate
Uses formal and informal feedback from others to maintain or create a positive climate. Ensures special education staff supports positive climate on assigned campuses. Demonstrates high expectations of students and staff. Supports the district-wide goals and objectives for school and organizational climate. Encourages the involvement of specialists, teachers, parents, and/or students, when appropriate. Relates to staff, students and parents in ways that convey equality and mutual respect. Demonstrates skill in conflict resolution with administrators, parents, teachers, staff, and/or the community. Responds appropriately to situations that could impair the teaching/learning process or could threaten safety and the well being of students and staff.
III. School/Organizational Improvement
Works cooperatively with others in developing the mission and articulating a vision for the school/district program. Appropriately involves others in attaining district and program goals and objectives in support of the district's mission and Campus Performance Objectives (Academic Excellence Indicators). Systematically monitors the effectiveness of special education programs and services. Demonstrates appropriate use of student achievement data in interpreting, reporting, and acting on results. Ensures that staff implements school improvement efforts that are consistent with federal and state law. IV. Personnel Management
Uses effective methods in the recruitment, screening, selection, assignment, and orientation of faculty and staff. Assists district in developing unique teacher appraisal methods to improve teacher effectiveness with handicapped students. Effectively uses the district's appraisal system with other staff members supervised. Conferences regularly with assigned staff to discuss performance; jointly develops improvement objectives, and identifies professional development and training opportunities. Is effective in "coaching" staff, providing technical assistance to principals, teachers, and encourages improved overall performance. Secures consultants, specialists, and other community resources for principals and instructional staff to assist in attaining objectives.
V. Administration and Fiscal/Facilities Management
Ensures that federal and state laws and regulations concerning the education of handicapped students are observed. Offers constructive suggestions to ensure that policies, state and federal regulations support the teaching/learning process for handicapped students. Defines the program and fiscal needs in the budget development process, ensuring that fiscal resources address the needs of special education programs and services. Standard and special reports indicate responsible fiscal control over program budgets. Ensures that facilities and equipment needs are identified and appropriate action taken. Assists Board of Governors chairman in developing meeting agendas.
VI. Student Management
Ensures that support services for handicapped students are effective in achieving their objectives. Supports district and campus rules for student conduct. Ensures that rules and procedures for the discipline of special education students are effective and conform to federal and state laws. Ensures that the consequences for student conduct are uniformly and consistently applied.
VII. Professional Growth and Development
Uses information provided through formal and informal assessment data and a professional development plan to improve administrator performance. Participates in professional development and training programs. Actively seeks and uses evaluative feedback from peers, subordinates, and superordinate's regarding performance. Participates in professional organizations, disseminates ideas and information to other professionals, and provides leadership in identifying trends and opportunities, as well as solving problems facing the profession. Performs duties in a professional, ethical, and responsible manner as defined in the TEA Code of Ethics for educators. VIII. School/Community Relations
Effectively involves students, parents (parent advisory committee), and others in serving the school's program as volunteers, advisors, and aides. Demonstrates openness and willingness to feed back from parents and community members. Communicates effectively with parents and community members. Effectively uses the district's procedures for communicating with the media. Demonstrates a commitment to the mission of the district as it is communicated to the public.
WORKING CONDITIONS:
Mental Demands/Physical Demands/Environmental Factors:
Maintain emotional control under stress. Regular district-wide travel to multiple
work locations as needed; moderate lifting and carrying. Attend out of town
meetings.
The foregoing statements describe the general purpose and responsibilities assigned to this job and are not an exhaustive list of all responsibilities and duties that may be assigned or skills that may be required.
PRIMARY PURPOSE:
Direct and manage the district's special education program. Ensure that services are provided for special needs students and individualized education plans are provided to meet the needs of all students. Warrant compliance with all state, federal, and local requirements.
QUALIFICATIONS:
Shall have a Master's Degree in education administration with a valid Texas mid-management certificate and Special Education experience.
SUPERVISES:
Support, instructional and paraprofessional staff assigned to Special Education Department.
MAJOR RESPONSIBILITIES AND DUTIES:
I. Instructional Management Uses the findings of research and district studies to improve the content and sequence of the teaching/learning process and its outcomes. Involves the staff in developing, maintaining, and revising curriculum documents based on systematic review and analysis of needs. Encourages and supports the development and implementation of effective instructional programs to achieve identified needs. Is effective in involving instructional staff in evaluating, selecting, or developing instructional materials to meet student-learning needs. Cooperates with school staff in scheduling instructional activities to maximize learning outcomes. Facilitates the use of existing technology in the teaching/learning process.
II. School/Organizational Climate
Uses formal and informal feedback from others to maintain or create a positive climate. Ensures special education staff supports positive climate on assigned campuses. Demonstrates high expectations of students and staff. Supports the district-wide goals and objectives for school and organizational climate. Encourages the involvement of specialists, teachers, parents, and/or students, when appropriate. Relates to staff, students and parents in ways that convey equality and mutual respect. Demonstrates skill in conflict resolution with administrators, parents, teachers, staff, and/or the community. Responds appropriately to situations that could impair the teaching/learning process or could threaten safety and the well being of students and staff.
III. School/Organizational Improvement
Works cooperatively with others in developing the mission and articulating a vision for the school/district program. Appropriately involves others in attaining district and program goals and objectives in support of the district's mission and Campus Performance Objectives (Academic Excellence Indicators). Systematically monitors the effectiveness of special education programs and services. Demonstrates appropriate use of student achievement data in interpreting, reporting, and acting on results. Ensures that staff implements school improvement efforts that are consistent with federal and state law. IV. Personnel Management
Uses effective methods in the recruitment, screening, selection, assignment, and orientation of faculty and staff. Assists district in developing unique teacher appraisal methods to improve teacher effectiveness with handicapped students. Effectively uses the district's appraisal system with other staff members supervised. Conferences regularly with assigned staff to discuss performance; jointly develops improvement objectives, and identifies professional development and training opportunities. Is effective in "coaching" staff, providing technical assistance to principals, teachers, and encourages improved overall performance. Secures consultants, specialists, and other community resources for principals and instructional staff to assist in attaining objectives.
V. Administration and Fiscal/Facilities Management
Ensures that federal and state laws and regulations concerning the education of handicapped students are observed. Offers constructive suggestions to ensure that policies, state and federal regulations support the teaching/learning process for handicapped students. Defines the program and fiscal needs in the budget development process, ensuring that fiscal resources address the needs of special education programs and services. Standard and special reports indicate responsible fiscal control over program budgets. Ensures that facilities and equipment needs are identified and appropriate action taken. Assists Board of Governors chairman in developing meeting agendas.
VI. Student Management
Ensures that support services for handicapped students are effective in achieving their objectives. Supports district and campus rules for student conduct. Ensures that rules and procedures for the discipline of special education students are effective and conform to federal and state laws. Ensures that the consequences for student conduct are uniformly and consistently applied.
VII. Professional Growth and Development
Uses information provided through formal and informal assessment data and a professional development plan to improve administrator performance. Participates in professional development and training programs. Actively seeks and uses evaluative feedback from peers, subordinates, and superordinate's regarding performance. Participates in professional organizations, disseminates ideas and information to other professionals, and provides leadership in identifying trends and opportunities, as well as solving problems facing the profession. Performs duties in a professional, ethical, and responsible manner as defined in the TEA Code of Ethics for educators. VIII. School/Community Relations
Effectively involves students, parents (parent advisory committee), and others in serving the school's program as volunteers, advisors, and aides. Demonstrates openness and willingness to feed back from parents and community members. Communicates effectively with parents and community members. Effectively uses the district's procedures for communicating with the media. Demonstrates a commitment to the mission of the district as it is communicated to the public.
WORKING CONDITIONS:
Mental Demands/Physical Demands/Environmental Factors:
Maintain emotional control under stress. Regular district-wide travel to multiple
work locations as needed; moderate lifting and carrying. Attend out of town
meetings.
The foregoing statements describe the general purpose and responsibilities assigned to this job and are not an exhaustive list of all responsibilities and duties that may be assigned or skills that may be required.