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Job Description
Special Education Program Coordinator
North Andover Public Schools
ABECC-Bradstreet School - North Andover, Massachusetts This job is also posted in North Andover Public Schools
Job Details
Job ID:
5792654
Application Deadline:
Posted until filled
Posted:
Yesterday
Starting Date:
To Be Determined
Job Description
Special Education Program Coordinator
Location:
Anne Bradstreet Early Childhood Center (ABECC)
Work Year:
210 days
Salary:
$131,040.00 (Unit B)
General Description
North Andover Public Schools is seeking a highly skilled, collaborative, and nurturing Early Childhood Special Education Program Coordinator to provide administrative leadership for special education programming at the Anne Bradstreet Early Childhood Center (ABECC). This role involves supervising and evaluating early childhood special education staff, overseeing program development and service delivery for preschool and kindergarten students, and ensuring full compliance with state and federal regulations.
The successful candidate will focus on the unique developmental needs of the early childhood population, specifically emphasizing early intervention, foundational skill development, and play-based learning. A key component of this role is collaborating closely with community-based Early Intervention (EI) providers to transition toddlers into the public school system, as well as partnering with elementary school leadership to facilitate seamless transitions for students moving from ABECC into first grade.
Essential Duties and Responsibilities
Leadership & Supervision:
Provide administrative oversight of special education programming at the early childhood level; supervise and evaluate ABECC special education teachers, therapists (SLPs, OTs, PTs), and paraprofessionals.
Early Intervention Transition (Ages 2.6-3): Lead the intake and transition process for children transitioning out of state-funded Early Intervention programs, ensuring timely evaluations, eligibility determinations, and IEP implementation by the child's third birthday.
Elementary School Transition:
Work in close partnership with district elementary school principals and special education teams to coordinate the transition of kindergarten students moving into first grade, ensuring data sharing, family orientation, and continuity of care.
IEP Leadership:
Chair complex IEP meetings, including initial eligibility from Early Intervention, re-evaluations, and extended school year (ESY) determinations.
Foundational Assessment:
Oversee the administration of age-appropriate, play-based developmental assessments and ensure the implementation of accommodations tailored to preschool and kindergarten learners.
Service Delivery Models:
Support the implementation of diverse early childhood service models, including integrated/inclusive classrooms, substantially separate developmental programs, and itinerant therapy services.
Scheduling & Placement:
Partner with ABECC administration on scheduling special education services, therapy blocks, and classroom placements within an early childhood environment, making data-driven student decisions.
Family-Centered Communication:
Act as a primary liaison for parents and advocates, recognizing that for many families, this is their first experience with public school special education; ensure warm, clear, and supportive communication regarding early childhood pathways.
Compliance:
Ensure consistent compliance with
IDEA, MA
DESE, and 603 CMR 28.00, with a specific focus on strict early childhood timelines (e.g., the indicator 12 timeline for children transitioning from Early Intervention).
Professional Development:
Plan and deliver instructional coaching for staff on early childhood modifications, positive behavior support strategies, play-based instruction, and assistive technology for young learners.
Resource Management:
Commit district resources in accordance with early childhood special education planning, equipment needs (e.g., adaptive toys, specialized seating), and fiscal responsibility.
Working Conditions
Early childhood center and office settings with occasional travel within the district for transition meetings.
Regular use of computers, student information systems, and IEP management software.
Physical ability to navigate an early childhood environment, which may include bending, kneeling, and interacting dynamically with preschool and kindergarten-aged children, families, and multi-disciplinary teams.
