• Educationcrossing
  • $83,790.00 -171,010.00/year*
  • Boulder , CO
  • Education - Excluding Post Secondary
  • Full-Time
  • 670 Logan Mill Rd


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Jeffco Public Schools, Colorado's largest K-12 school district, with 85,000 students and approximately 14,000 employees, has provided educational excellence for more than 60 years. Nearly 10 percent of all Colorado K-12 students attend a Jeffco school and our employees benefit from partnerships with experienced, dynamic school leaders throughout our district. Our Jeffco Generations vision document and strategic plan map out with focus and clarity what we expect our schools to accomplish with our graduates. Come join us! Director - Special Education Location Golden, CO, United States Posted on May 09,2019 Apply for this job your email: upload resume: Profile ABOUT THE DISTRICT ****rel=no-follow> Jeffco Public Schools, Colorado's largest K-12 school district, with 85,000 students and approximately 14,000 employees, has provided educational excellence for more than 60 years. Nearly 10 percent of all Colorado K-12 students attend a Jeffco school and our employees benefit from partnerships with experienced, dynamic school leaders throughout our district. Our Jeffco Generations vision document and strategic plan map out with focus and clarity what we expect our schools to accomplish with our graduates. Come join us! ABOUT THE SCHOOL/DEPARTMENT The Special Education Department falls within the Student Success Division overseeing special education services district wide. The department is designed to efficiently support schools in serving the needs of students with disabilities. HOURS AND DAYS WORKED Desired Start Date: 07/01/2019 Director - Special Education Annual Position FLSA: Exempt FTE: 1.00, Hours/Day: 8.00, Year Round Position Salary Plan, Grade, Step: JCA - Administrator - 229 days, G10, 1 Min-Mid Annual Salary Range: $87,433- $104,832 RESPONSIBILITIES SUMMARY Responsible for the development, implementation, administration, supervision, maintenance, monitoring and evaluation of special education policies, procedures, and services to students with disabilities. Ensure that policies and procedures set forth for the District to follow are in compliance with federal and state laws, rules and regulations. Responsible for following board and District policy regarding leadership and guidance of the Special Education Department. Collaborate with central department leaders to implement a District-wide system of data review and effective instructional strategies that support the needs of all students. ESSENTIAL DUTIES AND RESPONSIBILITIES include the following. Other duties may be assigned. Provide special education administrative leadership and management functions for all programs and staff within the department and District. Participate in the planning, coordination and implementation of District-wide initiatives, including professional development; emphasis on data, effective instructional strategies, problem solving and response to invention. Provide direct supervision and/or evaluation of Special Education of district level personnel and itinerant teams. Provide leadership in the implementation of inclusive practices for students with disabilities. Direct, interpret, coordinate, negotiate, mediate, and respond to legal questions, complaints, and situations (e.g., Due Process, Office of Civil Rights (OCR) complaints, Federal complaints, etc.). Assist in the monitoring and review of grant and general fund budgets. Responsible for hiring, allocating, and assigning district level Special Education staff. Represent and provide leadership for the District with outside agencies on state-wide legislative and regulatory task forces and state directors meetings. Perform other duties as assigned. 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. EXPERIENCE 3-5 years' experience in school and/or central administration programming for students that include special needs. Preferred building principal or assistant principal experience. Strong skills in data analysis, effective instructional practices, planning, organization, supervision, project management, evaluation of instructional programming and services, and professional development. Strong oral and written language skills. Ability to work respectfully with diverse groups in the community. Demonstrated skills in facilitation, problem solving, conflict management and mediation. Knowledge of laws and regulations relating to special education. EDUCATION AND TRAINING Master's degree plus additional course work required for certification or licensure. CERTIFICATES, LICENSES, REGISTRATIONS Colorado Administrative Director of Special Education License or will actively pursue license. SKILLS, KNOWLEDGE, & EQUIPMENT Strong skills in planning; organization; supervision; project management; evaluation of instructional programming and services; and professional development. Strong oral and written language skills. Ability to work respectfully with diverse groups in the community. Demonstrated skills in facilitation, problem solving, conflict management, and mediation. Knowledge of laws and regulations regarding to special education. DECISION MAKING Requires comprehensive knowledge of District, state, and federal policies, procedures, and regulations regarding special education. Must make detailed analysis of situation quickly and in times of crises, and ensure decisions are in compliance with regulations. Errors in decision making could involve under/over funding programs, inappropriate placement of students, or due process or legal action against the District. Use system wide and school level data to make decisions and assist staff in making decisions. Errors could lead to additional cost and/or embarrassment to the District. COMMUNITY RELATIONS Frequent contact with licensed and classified staff to handle routine matters as well as to negotiate controversial matters. Frequent contact with Community Superintendents to review and set policy and procedures; with parents to discuss problematic issues and building principals, re: staff supervision, team functioning, professional development needs and allocation of resources, program development. Regular contact with legal counsel, mediators, advisory committees and public agencies. Ongoing contact with Directors from other districts at State Directors meetings. May be in contact with State Legislature to set policy and develop legislation, and with the media. SPAN OF CONTROL Directly supervises up to 5-10 employees in the Special Education Department. Positions supervised include one or more of the following: Assistant Director, Special Education, member of District itinerant teams, Area Coordinators, support staff, and related services staff. Carries out supervisory responsibilities in accordance with the organization's policies and applicable laws. Responsibilities include interviewing, hiring, and training employees; planning, assigning, and directing work; appraising performance; rewarding and disciplining employees; addressing complaints and resolving problems. Responsible for budget development and accountability. EDUCATIONAL DELIVERY Supports schools and students by allocating staff, providing legal consultation and conflict resolution, and developing and implementing District programs/goals/objectives to support the success of diverse learners. Provide support services for educational resources, professional development training, and special education. Provide direct services for implementation of instructional programs, evaluation of teachers and administrators, supervision and evaluation of personnel who work with students on a regular basis, implementation and supervision of curriculum design/delivery/assessment and a multi tiered intervention model. Must travel across the district to various locations. COMPLEXITY OF WORK Requires independent thinking, problem solving, interpretation, facilitation skills, and crisis management within the District, federal, and state policies, procedures, and laws that guide the education, programs, and rights of disabled students. Requires judgment to meet varying conditions and to resolve situations where procedures, laws, or guidelines are not applicable. Requires working in an integrated fashion with other central departments. The physical demands, mental functions, and work environment characteristics 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. PHYSICAL DEMANDS While performing the duties of this job, the employee is regularly required to talk or hear. The employee frequently is required to sit and use hands to finger, handle, or feel. The employee is occasionally required to stand, walk, and reach with hands and arms. The employee must frequently lift and/or move up to 10 pounds and occasionally lift and/or move up to 25 pounds. Specific vision abilities required by this job include close vision, distance vision, and ability to adjust focus. MENTAL FUNCTIONS While performing the duties of this job, the employee is regularly required to analyze, communicate, coordinate, synthesize, evaluate, use interpersonal skills, and negotiate. The employee is frequently required to compare, instruct, and compile. The employees is occasionally required to copy and compute. WORK ENVIRONMENT The noise level in the work environment is usually quiet. SALARY ****target=_blank rel=no-follow>Jeffco Salary Schedules BENEFITS ****target=_blank rel=no-follow>Jeffco Benefits EQUAL EMPLOYMENT OPPORTUNITY The Jefferson County School District does not discriminate on the basis of disability, race, color, creed, religion, national origin, age, sexual orientation, marital status, political affiliation, pregnancy, or gender.,identifier:{name:**MEMBERS ONLY**SIGN UP NOW***.,value:2891,@type:PropertyValue},datePosted:2019-05-10 00:07:00 00:00,validThrough:2019-06-09 22:59:00 00:00,employmentType:OTHER,hiringOrganization:{name:**MEMBERS ONLY**SIGN UP NOW***.,@id:683997,url:****CO, US,address:{addressCountry:US,addressLocality:Golden,addressRegion:Colorado,@type:PostalAddress},@type:place},@type:JobPosting,@context:****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. EXPERIENCE 3-5 years' experience in school and/or central administration programming for students that include special needs. Preferred building principal or assistant principal experience. Strong skills in data analysis, effective instructional practices, planning, organization, supervision, project management, evaluation of instructional programming and services, and professional development. Strong oral and written language skills. Ability to work respectfully with diverse groups in the community. Demonstrated skills in facilitation, problem solving, conflict management and mediation. Knowledge of laws and regulations relating to special education. EDUCATION AND TRAINING Master's degree plus additional course work required for certification or licensure. CERTIFICATES, LICENSES, REGISTRATIONS Colorado Administrative Director of Special Education License or will actively pursue license. SKILLS, KNOWLEDGE, & EQUIPMENT Strong skills in planning; organization; supervision; project management; evaluation of instructional programming and services; and professional development. Strong oral and written language skills. Ability to work respectfully with diverse groups in the community. Demonstrated skills in facilitation, problem solving, conflict management, and mediation. Knowledge of laws and regulations regarding to special education. DECISION MAKING Requires comprehensive knowledge of District, state, and federal policies, procedures, and regulations regarding special education. Must make detailed analysis of situation quickly and in times of crises, and ensure decisions are in compliance with regulations. Errors in decision making could involve under/over funding programs, inappropriate placement of students, or due process or legal action against the District. Use system wide and school level data to make decisions and assist staff in making decisions. Errors could lead to additional cost and/or embarrassment to the District. COMMUNITY RELATIONS Frequent contact with licensed and classified staff to handle routine matters as well as to negotiate controversial matters. Frequent contact with Community Superintendents to review and set policy and procedures; with parents to discuss problematic issues and building principals, re: staff supervision, team functioning, professional development needs and allocation of resources, program development. Regular contact with legal counsel, mediators, advisory committees and public agencies. Ongoing contact with Directors from other districts at State Directors meetings. May be in contact with State Legislature to set policy and develop legislation, and with the media. SPAN OF CONTROL Directly supervises up to 5-10 employees in the Special Education Department. Positions supervised include one or more of the following: Assistant Director, Special Education, member of District itinerant teams, Area Coordinators, support staff, and related services staff. Carries out supervisory responsibilities in accordance with the organization's policies and applicable laws. Responsibilities include interviewing, hiring, and training employees; planning, assigning, and directing work; appraising performance; rewarding and disciplining employees; addressing complaints and resolving problems. Responsible for budget development and accountability. EDUCATIONAL DELIVERY Supports schools and students by allocating staff, providing legal consultation and conflict resolution, and developing and implementing District programs/goals/objectives to support the success of diverse learners. Provide support services for educational resources, professional development training, and special education. Provide direct services for implementation of instructional programs, evaluation of teachers and administrators, supervision and evaluation of personnel who work with students on a regular basis, implementation and supervision of curriculum design/delivery/assessment and a multi tiered intervention model. Must travel across the district to various locations. COMPLEXITY OF WORK Requires independent thinking, problem solving, interpretation, facilitation skills, and crisis management within the District, federal, and state policies, procedures, and laws that guide the education, programs, and rights of disabled students. Requires judgment to meet varying conditions and to resolve situations where procedures, laws, or guidelines are not applicable. Requires working in an integrated fashion with other central departments. The physical demands, mental functions, and work environment characteristics 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. PHYSICAL DEMANDS While performing the duties of this job, the employee is regularly required to talk or hear. The employee frequently is required to sit and use hands to finger, handle, or feel. The employee is occasionally required to stand, walk, and reach with hands and arms. The employee must frequently lift and/or move up to 10 pounds and occasionally lift and/or move up to 25 pounds. Specific vision abilities required by this job include close vision, distance vision, and ability to adjust focus. MENTAL FUNCTIONS While performing the duties of this job, the employee is regularly required to analyze, communicate, coordinate, synthesize, evaluate, use interpersonal skills, and negotiate. The employee is frequently required to compare, instruct, and compile. The employees is occasionally required to copy and compute. WORK ENVIRONMENT The noise level in the work environment is usually quiet.
Associated topics: behavior health, dhh, difficult, disabilities, disorder, impair, mental health, psychiatric, special need education, substance abuse

* The salary listed in the header is an estimate based on salary data for similar jobs in the same area. Salary or compensation data found in the job description is accurate.

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