Foxborough Regional Charter School
District-Wide Coordinator of Special Education (COSE)/Student Services Team Chai
Foxborough Regional Charter School, Oklahoma City, Oklahoma, United States
District-Wide Coordinator of Special Education (COSE)/Student Services Team Chair
Reports to:
Director of Student Services, or Designee
Work Year:
195 days
This is a non-aligned position (non-Union)
Salary Range:
$75K to $90K
Starts:
Immediately
Foxborough Regional Charter School District is committed to creating a work environment that celebrates and promotes diversity, and is proud to be an equal opportunity employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, gender, gender identity or expression, sexual orientation, national origin, genetics, disability, age, or veteran status.
District / School Overview Foxborough Regional Charter School District (FRCS) is a unique and diverse school serving students from across southeastern Massachusetts. Approximately 1500 students and families come from urban and suburban communities and represent various backgrounds, ethnicities, and experiences. Families in our three vibrant school communities (Elementary, Middle & High School) speak over 20 languages and live in more than 20 sending districts. Diversity is one of our greatest strengths, and it drives positive student learning and life at our school. At FRCS, we value equity, teamwork, respect, and growth, and have made a commitment to hire and retain a diverse staff and employees who are committed to an antiracist curriculum and ideals.
Job Summary The Coordinator of Special Education (COSE), a highly qualified and knowledgeable professional, is invited to join our community of teachers, learners, and leaders. This is an exciting opportunity for teachers who desire to serve in a way that makes a meaningful impact. In FRCS, teachers and leaders are committed to the vision of high expectations for achievement, equal access to high‑level instruction, achieving academic proficiency for all students, and closing the achievement gap among subgroups within the schools. FRCS is an excellent place for those who seek to work in an environment that supports their creativity and innovation, and respects their skills and abilities as a teacher.
Responsibilities
Support the improvement of student outcomes and strengthen the engagement of families as partners
Collaborate with the Principal of the school to provide a respectful and engaging school environment for all students
Ensure that students with disabilities participate in the general education environment with their non‑disabled peers per the IEP
Provide and/or arrange professional development and support for special education teachers and related service providers
Coordinate and support the continuum of settings and services for students with disabilities and students placed at risk
Serve as liaison to and coordinate the work of outside agencies providing services to students in those schools without a Student Development Coordinator
Engage families as partners in planning, problem‑solving, and provide assistance with school assignments
Support the development of culturally competent practice at all levels
Collaborate with the Principal or designee in providing FAPE, LRE, and specialized instruction and services for students with disabilities, and differentiated instruction for all students
Provide support to special education teachers regarding research‑based and effective instructional and social‑emotional‑behavioral practices
Provide expertise and assistance regarding the implementation of a Code of Conduct for students with disabilities
Support the maintenance and improvement of regulatory compliance
Process referrals for and chair all original and re‑evaluation meetings; develop Individual Educational Plans (IEPs) for these students, including transition for students with disabilities beginning at age 14; secure parent signatures for these plans; chair annual review meetings and provide teachers and other service providers with copies of IEPs at the beginning of each year and when changes occur thereafter
Chair Section 504 eligibility meetings and develop 504 accommodation plans
Collaborate with the Principal or designee in aligning student schedules with IEPs and 504 plans
Collaborate with the Principal or designee, the teachers, and related service providers, to manage activities relating to compliance with all state and federal special education regulations and Section 504 of the Rehabilitation Act (scheduling of assessments and meetings; consents from parents; notices and invitations to families and providers; presenting and tracking IEPs; monitoring for parent signatures; progress reports from teachers and service providers; management reports and other required reports; older transfer and maintenance)
Participate in dispute resolution meetings, hearings, and mediation settlement meetings as needed
Medicaid reimbursement activities
Perform other duties related to this job description as required by the Director of Student Services, the school Principal, or other immediate supervisor
Participate in regular organizational meetings and professional development activities provided by the Student Services Department/Teaching and Learning
Core Competencies Accountability for Student Achievement
Sets ambitious learning goals for all students, uses instructional and clinical practices that reflect high expectations for students and student work; engages all students in learning
Consistently defines high expectations for student learning goals and behavior
Assesses student learning regularly using a variety of assessments to measure growth and understanding
Effectively analyzes data from assessments, draws conclusions, and shares them appropriately
Communicating Professional Knowledge
Exhibits strong knowledge of child development and how students learn and behave, and designs effective and rigorous plans for support with measurable outcomes
Demonstrates knowledge of students’ developmental levels by providing differentiated learning experiences and support that enable all students to progress toward intended outcomes
Equitable & Effective Instruction
Builds a productive learning environment where every student participates and is valued as part of the class community
Uses instructional and clinical practices that are likely to challenge, motivate, and engage all students and facilitate active participation
Consistently adapts instruction, services, plans, and assessments to make curriculum/supports accessible to all students
Cultural Proficiency
Actively creates and maintains an environment in which students’ diverse backgrounds, identities, strengths, and challenges are respected
Parent/Family Engagement
Engages with families and builds collaborative, respectful relationships with them in the service of student learning
Consistently provides parents with clear expectations for student learning behavior and/or wellness and shares strategies to promote learning and development at school and home
Professional Reflection & Collaboration
Regularly reflects on practice, seeks and responds to feedback, and demonstrates self‑awareness and commitment to continuous learning and development
Consistently collaborates with colleagues through shared planning and/or informal conversation to analyze student performance and development, and to plan appropriate interventions at the classroom or school level
Regularly provides advice and expertise to general education teachers and the school community to support the creation of appropriate and effective academic, behavioral, and social/emotional learning experiences for students
Qualifications - Required
Valid MA DESE Teaching License in Special Education (Moderate or Severe Disabilities), MA DESE License in School Social Worker/School Adjustment Counselor, or MA DESE License in School Psychologist, or MA DESE License in Speech‑Language Pathology
Comprehensive knowledge of and professional experience with Department of Elementary and Secondary Education (DESE) Regulations, the Individuals with Disabilities Education Act (IDEA), and Section 504 of the Rehabilitation Act
Knowledge of and professional experience in special education, including the IEP process, special education instructional programs, collaboration with special education professionals, and building positive, supportive relationships with parents of students with special needs
Ability to meet the FRCS Standards of Effective Practice as outlined above
Demonstrated capability to work collaboratively with school administrators, direct service providers, families, students, and outside partners
Three years of successful experience in an urban school system or urban human service setting
Excellent problem‑solving, communication, and organizational skills
Five years (5) of experience as a special education classroom teacher or administrator
Qualifications - Preferred
Master’s Degree in Special Education or a related field
Administrative/supervisory certification and experience in educational setting(s), preferably special education
Urban special education teaching or related service experience
Experience using a Student Information Management System
FRCS values linguistic diversity and believes candidates who speak another language add value to the classroom, school, and district culture and diversity. FRCS is particularly interested in candidates who are fluent in one of its official languages: Spanish, Creole (Cape Verdean), Creole (Haitian), Chinese, Vietnamese, Portuguese, or Somali
Work Environment & Physical Requirements The majority of work is performed in a school or classroom environment, which usually has a moderate noise level. Regular attendance is necessary; absences should be rare and in alignment with district attendance and punctuality standards.
While performing the duties of this job, the teacher is frequently required to kneel, stoop, bend, and crouch. The teacher is periodically required to stand while talking and listening. The teacher is occasionally required to sit, walk, lift, or carry.
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Director of Student Services, or Designee
Work Year:
195 days
This is a non-aligned position (non-Union)
Salary Range:
$75K to $90K
Starts:
Immediately
Foxborough Regional Charter School District is committed to creating a work environment that celebrates and promotes diversity, and is proud to be an equal opportunity employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, gender, gender identity or expression, sexual orientation, national origin, genetics, disability, age, or veteran status.
District / School Overview Foxborough Regional Charter School District (FRCS) is a unique and diverse school serving students from across southeastern Massachusetts. Approximately 1500 students and families come from urban and suburban communities and represent various backgrounds, ethnicities, and experiences. Families in our three vibrant school communities (Elementary, Middle & High School) speak over 20 languages and live in more than 20 sending districts. Diversity is one of our greatest strengths, and it drives positive student learning and life at our school. At FRCS, we value equity, teamwork, respect, and growth, and have made a commitment to hire and retain a diverse staff and employees who are committed to an antiracist curriculum and ideals.
Job Summary The Coordinator of Special Education (COSE), a highly qualified and knowledgeable professional, is invited to join our community of teachers, learners, and leaders. This is an exciting opportunity for teachers who desire to serve in a way that makes a meaningful impact. In FRCS, teachers and leaders are committed to the vision of high expectations for achievement, equal access to high‑level instruction, achieving academic proficiency for all students, and closing the achievement gap among subgroups within the schools. FRCS is an excellent place for those who seek to work in an environment that supports their creativity and innovation, and respects their skills and abilities as a teacher.
Responsibilities
Support the improvement of student outcomes and strengthen the engagement of families as partners
Collaborate with the Principal of the school to provide a respectful and engaging school environment for all students
Ensure that students with disabilities participate in the general education environment with their non‑disabled peers per the IEP
Provide and/or arrange professional development and support for special education teachers and related service providers
Coordinate and support the continuum of settings and services for students with disabilities and students placed at risk
Serve as liaison to and coordinate the work of outside agencies providing services to students in those schools without a Student Development Coordinator
Engage families as partners in planning, problem‑solving, and provide assistance with school assignments
Support the development of culturally competent practice at all levels
Collaborate with the Principal or designee in providing FAPE, LRE, and specialized instruction and services for students with disabilities, and differentiated instruction for all students
Provide support to special education teachers regarding research‑based and effective instructional and social‑emotional‑behavioral practices
Provide expertise and assistance regarding the implementation of a Code of Conduct for students with disabilities
Support the maintenance and improvement of regulatory compliance
Process referrals for and chair all original and re‑evaluation meetings; develop Individual Educational Plans (IEPs) for these students, including transition for students with disabilities beginning at age 14; secure parent signatures for these plans; chair annual review meetings and provide teachers and other service providers with copies of IEPs at the beginning of each year and when changes occur thereafter
Chair Section 504 eligibility meetings and develop 504 accommodation plans
Collaborate with the Principal or designee in aligning student schedules with IEPs and 504 plans
Collaborate with the Principal or designee, the teachers, and related service providers, to manage activities relating to compliance with all state and federal special education regulations and Section 504 of the Rehabilitation Act (scheduling of assessments and meetings; consents from parents; notices and invitations to families and providers; presenting and tracking IEPs; monitoring for parent signatures; progress reports from teachers and service providers; management reports and other required reports; older transfer and maintenance)
Participate in dispute resolution meetings, hearings, and mediation settlement meetings as needed
Medicaid reimbursement activities
Perform other duties related to this job description as required by the Director of Student Services, the school Principal, or other immediate supervisor
Participate in regular organizational meetings and professional development activities provided by the Student Services Department/Teaching and Learning
Core Competencies Accountability for Student Achievement
Sets ambitious learning goals for all students, uses instructional and clinical practices that reflect high expectations for students and student work; engages all students in learning
Consistently defines high expectations for student learning goals and behavior
Assesses student learning regularly using a variety of assessments to measure growth and understanding
Effectively analyzes data from assessments, draws conclusions, and shares them appropriately
Communicating Professional Knowledge
Exhibits strong knowledge of child development and how students learn and behave, and designs effective and rigorous plans for support with measurable outcomes
Demonstrates knowledge of students’ developmental levels by providing differentiated learning experiences and support that enable all students to progress toward intended outcomes
Equitable & Effective Instruction
Builds a productive learning environment where every student participates and is valued as part of the class community
Uses instructional and clinical practices that are likely to challenge, motivate, and engage all students and facilitate active participation
Consistently adapts instruction, services, plans, and assessments to make curriculum/supports accessible to all students
Cultural Proficiency
Actively creates and maintains an environment in which students’ diverse backgrounds, identities, strengths, and challenges are respected
Parent/Family Engagement
Engages with families and builds collaborative, respectful relationships with them in the service of student learning
Consistently provides parents with clear expectations for student learning behavior and/or wellness and shares strategies to promote learning and development at school and home
Professional Reflection & Collaboration
Regularly reflects on practice, seeks and responds to feedback, and demonstrates self‑awareness and commitment to continuous learning and development
Consistently collaborates with colleagues through shared planning and/or informal conversation to analyze student performance and development, and to plan appropriate interventions at the classroom or school level
Regularly provides advice and expertise to general education teachers and the school community to support the creation of appropriate and effective academic, behavioral, and social/emotional learning experiences for students
Qualifications - Required
Valid MA DESE Teaching License in Special Education (Moderate or Severe Disabilities), MA DESE License in School Social Worker/School Adjustment Counselor, or MA DESE License in School Psychologist, or MA DESE License in Speech‑Language Pathology
Comprehensive knowledge of and professional experience with Department of Elementary and Secondary Education (DESE) Regulations, the Individuals with Disabilities Education Act (IDEA), and Section 504 of the Rehabilitation Act
Knowledge of and professional experience in special education, including the IEP process, special education instructional programs, collaboration with special education professionals, and building positive, supportive relationships with parents of students with special needs
Ability to meet the FRCS Standards of Effective Practice as outlined above
Demonstrated capability to work collaboratively with school administrators, direct service providers, families, students, and outside partners
Three years of successful experience in an urban school system or urban human service setting
Excellent problem‑solving, communication, and organizational skills
Five years (5) of experience as a special education classroom teacher or administrator
Qualifications - Preferred
Master’s Degree in Special Education or a related field
Administrative/supervisory certification and experience in educational setting(s), preferably special education
Urban special education teaching or related service experience
Experience using a Student Information Management System
FRCS values linguistic diversity and believes candidates who speak another language add value to the classroom, school, and district culture and diversity. FRCS is particularly interested in candidates who are fluent in one of its official languages: Spanish, Creole (Cape Verdean), Creole (Haitian), Chinese, Vietnamese, Portuguese, or Somali
Work Environment & Physical Requirements The majority of work is performed in a school or classroom environment, which usually has a moderate noise level. Regular attendance is necessary; absences should be rare and in alignment with district attendance and punctuality standards.
While performing the duties of this job, the teacher is frequently required to kneel, stoop, bend, and crouch. The teacher is periodically required to stand while talking and listening. The teacher is occasionally required to sit, walk, lift, or carry.
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