Job Postings

Director: Special Services

North Santiam School District 29J
Job Description
Director: Special Services JobID: 1782 
  • Position Type:
      Admin (Certified)/Director of Special Services
  • Date Posted:
  • Location:
  • Closing Date:
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    START DATE: July 1, 2024
    WORK DAYS: 240
    SALARY: Administrative - $130,000 - $135,000
    In addition, we pay your PERS (retirement) contribution.

    Job Summary: 
    The Director of Special Programs oversees all aspects of Special Education, including Federal Title programs, Titles I & III, English Language Learners (ELL), and Talented and Gifted (TAG) Programs.  The Director oversees the Student Health Services, Positive Behavioral Interventions and Supports Leadership Team, school counselors, school psychologists, and behavior specialists. 
    Job Goal: 
    To use leadership, supervisory, and administrative skills to promote and coordinate the educational development of each special needs student and Special Education staff, in conformation with district, state, and federal objectives; providing written support and/or conveying information; serving as a resource to other school personnel, the Board and other districts; and maintaining adequate programs to ensure that objectives of programs and services within budget guidelines.
    Essential Requirements: 
    To perform this job successfully, an individual must be able to execute each requirement satisfactorily. The requirements below represent the knowledge, skill, and/or ability needed for the position. 
    • Master’s Degree with a minimum of five years of successful teaching experience; special needs students preferred
    • Five years of teaching experience and/or administrative experience in one or more of the following: supervision, second language acquisition, special education, curriculum development, and second language/multicultural education
    • Appropriate Administrative License
    • Experience in various aspects of Special Education and other qualifications the Board and/or Superintendent may find appropriate and acceptable
    • Working knowledge of current Oregon laws, special education law, policies, administrative rules, and model programs related to curriculum, instruction, assessment and evaluation
    • Knowledge of Oregon Special Education program evaluation (S.P.R.&I.) and required reporting.
    • Working knowledge of Federal Programs, requirements, and reporting
    • Knowledgeable about and experienced in the use of response to intervention and PBIS strategies
    • Supervise and evaluate assigned licensed, certificated, and classified staff and follow the adopted District Staff Professional Development and Evaluation Plan
    • Ensure that staff meets requirements and timelines for referral, evaluation, eligibility meetings, and I.E.P. Development
    • Plan, implement, and evaluate staff development activities based on identified staff needs, changes in state/federal laws, and projected trends in regular and special education
    • Oversee personnel changes, recruit, interview, and recommend for hire staff according to the District staff selection process as needed or requested
    • Work cooperatively with community, regional, and state agencies to appropriately implement and coordinate student services
    • Establish and monitor procedures for the selection and purchase of evaluation instruments, protocols, adaptive equipment, instructional materials, and curriculum for assigned programs
    • Participate in ongoing professional growth activities to enhance knowledge and skills related to instructional service delivery models, accommodations, and adaptations for students with disabilities and supervisory practices
    • Observe student(s) and document behavior/instructional concerns for staff
    • Confer with and consult with school district administrators and other school district personnel, social service agencies, and parents/guardians
    • Attend administrative meetings, staff meetings, IEP meetings, or others as requested
    • Provide support to teams in collecting data and designing interventions based on student behavior
    • Develop expertise in facilitating effective meetings, providing results-oriented staff development, promoting collaborative team processes, and coaching teams through conflict
    • Serve as a resource person to staff on techniques for tracking and interpreting academic/behavioral data
    • Demonstrates strong personal and professional integrity
    • Possesses excellent interpersonal skills in dealing with students, parents, staff, and the public
    • Possesses strong communication skills – verbal and written
    • Maintain a high level of ethical behavior and confidentiality when dealing with student, staff, and/or parent information
    • Maintain satisfactory job attendance record
    • Perform other professional duties as assigned by Superintendent
    • Perform physical requirements, which may include:
      • A.  Moderate to extensive degree of physical and emotional stamina
      • B.  Frequent and prolonged standing, walking, and sitting
      • C.  Frequent and prolonged talking/hearing conversations
      • D.  Ability to restrain a student
      • E.  Possible exposure to bodily fluids due to student injury or illness
    • Such alternative to the above requirements as the School Board or the Administration may deem appropriate and acceptable
    Essential Duties and Responsibilities (including other duties as assigned):
    1. Recommend and implement the district’s policies and procedures in the area of Special Programs (Special Education, TAG, ELL, Health services, and PBIS)
    2. Manage curriculum and special services administrative functions to maintain safe and efficient school operations within district guidelines
    3. Maintain a high level of ethical behavior and confidentiality when dealing with student staff and/or parent information
    4. Prepare various written documents (e.g., correspondence, reports, analyses, etc.) to provide written support and/or convey information as required
    5. Keep abreast of changes and developments in the profession by attending professional meetings, reading professional journals and other publications, and discussing Special Education services and professional development issues of mutual interest with other professionals in the field as it pertains to assigned areas of responsibility
    6. Participate in administrative meetings, board meetings, and other such meetings as required or appropriate
    7. Prepare applications for funds and related reports for all programs that pertain to assigned areas of responsibility
    8. Submit referrals to other agencies whose services complement or extend those of the district
    9. Manage Special Education service’s administrative functions to maintain safe and efficient school operations within district guidelines
    10. Attend IEP and 504 meetings, assisting spec. in ensuring IEP and 504 guidelines are followed and services requiring costs are being approved and/or applied appropriately- these meetings include SPR&I, some of the Initial Placement meetings of the Private Schools, or those that may include very contentious IEP meetings that could result in a complaint or the parents are stating before the meetings that the IEP is not being followed
    11. Develop and evaluate the district’s programs that pertain to assigned areas of responsibility to ensure conformance to federal, state, and school board standards
    12. Ability to assist the Associate Superintendent in the preparation and administration of the budgets for assigned areas of responsibility
    13. Serve as a consultant to staff/principals regarding all programs that pertain to assigned areas of responsibility
    14. Participate in parent conferences when requested by other administrators or teachers
    15. Represent the district at local, county, and state levels in matters that pertain to assigned areas of responsibility
    16. Recommend policies and procedures essential to programs that pertain to assigned areas of responsibility
    17. Communicate to school administrators and staff information about each program and information about changes or developments within each ongoing program
    18. Visit regularly all physical sites within the boundaries of the school district at which special programs are conducted during hours when the programs are in operation
    19. Supervise and coordinate home instruction for home-bound or hospitalized students on IEPs as needed
    20. Arrange for the transportation of all children placed in specialized programs
    21. Perform other tasks (which may require knowledge of other job descriptions) that may seem appropriate to the Board or Administration.
    Minimum Qualifications:
    To be considered, all applicants must meet the minimum standards described below: 
    1. Hold a Master's Degree in some Education relegated field, preferably Education Leadership or Special Education
    2. Hold or be eligible to hold an appropriate Oregon Professional administrative license by the first assigned workday
    3. A minimum of three years of K-12 educational administrative experience with demonstrated results in improving academic achievement for students with special learning needs
    4. Submission of all requested professional application materials
    5. Ability to provide three letters of recommendation, including one from your current or most recent supervisor
    Preferred Qualifications: 
    1. Experience implementing the AVID College Readiness System and willingness to participate in AVID Summer Institute
    2. Experience overseeing state and federal reporting and funding sources
    3. Five or more years of successful education leadership in special education or related field
    4. Bilingual (English/Spanish).
    Certificates, Licenses, Registrations, Bonding and/or Testing Required:
    1. Appropriate Administrative License (emphasis in educational administration and/or Special Education, and/or (Language acquisition endorsement preferred)
    2. Possess a valid First Aid card if required
    3. Possess a valid Oregon Driver’s License
    4. Bloodborne Pathogens Training/Hepatitis B Shot Series Training if required
    Physical Demands:  The physical demands described here represent those that an employee must meet to perform the essential functions of this job successfully. Reasonable accommodations may be made to enable individuals with disabilities to perform basic functions. 
    While performing the duties of this job, the employee is regularly required to talk or hear. The employee must frequently walk, sit, and use hand dexterity for computer work and keyboarding skills at a minimum of 45 words per minute, handle or feel, and reach with hands and arms. The employee is frequently required to stand for extended periods. The employee must lift and move up to 30 and occasionally up to 50 pounds. Specific vision abilities required by this job include close, distance, peripheral vision, depth perception, and ability to adjust focus.
    Work Environment: The Director of Special Programs will work beyond an eight-hour day and a five-day week to manage daily work and attend meetings, conferences, and district/school activities. The Director must have excellent communication, problem-solving, and small-group process skills. Much of the work will involve conflict management and sensitive situations with staff, parents, and patrons. Confidentiality is crucial. Workloads are heavy, and timelines can be unreasonably short. Requests and issues are often received which require immediate attention and conflict with other priorities. 
    The work environment characteristics described here represent those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions. 
    The employee is occasionally exposed to wet or humid outdoor weather conditions. The noise level in the work environment is usually low to moderate.
    Terms of Employment: Days and hours to be arranged, with salary according to current schedule
    Evaluation:  Following the probationary period, performance of this job will be evaluated annually in accordance with provisions of the Board’s policy on evaluation of licensed staff.

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