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Director of Special Education JobID:

6871

Position Type:

Administration/ DIRECTOR Date Posted:

9/10/2026

Location:

Perry Township Education Center Director of Special Education Position Purpose:

To serve as the district's visionary leader for inclusive education. This role empowers staff through innovative professional learning, builds systemic capacity to meet the diverse needs of all learners, and ensures that every student in Perry Township Schools—regardless of ability—achieves high-level educational and post-secondary outcomes Essential Job Functions 1.

Instructional Leadership & Strategy Inclusive Excellence:

Lead the district-wide shift toward inclusive practices, ensuring students with disabilities have meaningful access to the general education curriculum through Universal Design for Learning (UDL) .

MTSS Integration:

Partner with the Curriculum and Instruction department to align special education services within a Multi-Tiered System of Supports (MTSS) framework.

Data-Driven Outcomes:

Analyze longitudinal achievement and behavioral data to identify gaps, shift resources, and improve the Results-Driven Accountability (RDA) standing of the district. 2.

Organizational Oversight & Compliance Federal & State Stewardship:

Author and monitor the Special Education Federal Grant (IDEA), ensuring fiscal responsibility and alignment with district strategic goals.

Legal Advocacy:

Manage all aspects of due process, mediation, and state complaints with a "proactive-first" mindset, focusing on conflict resolution and family partnership. 504

Coordination:

Oversee the district's Section 504 programs to ensure consistent identification, accommodation, and support across all buildings. 3.

Capacity Building & Talent Development Leadership Mentorship:

Provide high-level guidance and delegation to special education supervisors, fostering a pipeline of future district leaders.

Modern Professional Development:

Design and facilitate "best practice" PD that moves beyond compliance to focus on evidence-based interventions, co-teaching models, and trauma-informed care.

Building Partnerships:

Collaborate with building principals to evaluate the effectiveness of special education staff and provide coaching that elevates the quality of instruction. 4.

Community & Transition Engagement Family Partnership:

Serve as a liaison to families and community stakeholders, ensuring transparent communication and building trust between the district and the community.

Post-Secondary Success:

Strengthen PK-12+ transition programs to ensure students are prepared for competitive employment, higher education, or independent living.

Non-Public Liaison:

Coordinate with non-public school leadership to ensure equitable services and support for students at all Perry Township sites. Equipment Use standard office equipment such as personal computers, printer, copier and fax machines, calculator, and telephone. Travel Requirements Travel to school district buildings and professional meetings as required. Pay Rate Administrative Pay Schedule. Work Schedule 260 days per year. Knowledge, Skills and Abilities Articulate and communicate with all stakeholders in a highly professional timely manner. Ability to objectively evaluate effectiveness of programs openness to making changes to increase effectiveness and support of staff and service delivery. Provides timely support to administrators and staff High level of knowledge in regards to effective instruction and ability to support growth of teachers. Proven ability to problem solve using the insights of relevant others and creating solutions that have the optimal benefit. Provides resources to leaders and staff. Physical and Mental Demands, Work Hazards Seldom = Less than 25% Occasional = 26 to 50% Often = 51 to 75% Very Frequent = Greater than 75% Physical Requirement Percentage of Time Ability to stand for extended periods of time. Occasional Ability to lift 25 pounds. Seldom Ability to carry 25 pounds. Seldom Ability to work at a desk, conference table or in meetings of various configurations. Very Frequent Ability to see for the purpose of reading laws and codes, rules and policies and other printed matter. Very Frequent Ability to communicate so others will be able to clearly understand a normal conversation. Very Frequent Ability to operate job-related equipment. Very Frequent Ability to reach in all directions.

Very Frequent License/ Registration/ Certification District Level Administrator:

Exceptional Needs License. Education Master's degree in Education or Leadership District Level Administrator Exceptional Needs approved program Experience Prefer experience as a Director of Special Education Must have a minimum of two years' experience holding one of the following licenses: A content area in

Exceptional Needs A Building Level Administrator License A School Psychologist License A Communications Disorder License FLSA Status:

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