Job Description

Job Description

Job Description

Salary: 62,000 through 92,000, salary and title is based upon experience

The Special Education (SPED) (Coordinator, Dean OR Director) plays a critical leadership role in ensuring that all students with disabilities ensuring that scholars receive high-quality, legally compliant, and individualized services that support their academic and social-emotional success. Working in alignment with New York State Education Department (NYSED) regulations and the Individuals with Disabilities Education Act (IDEA), the SPED (Coordinator, Dean OR Director) manages the development, implementation, and monitoring of Individualized Education Programs (IEPs), coordinates related services, and supports inclusive instructional practices across the school.

• Ensure timely and compliant development, implementation, and annual review of all IEPs in accordance with NYS Part 200 regulations.
• Schedule and chair Committee on Special Education (CSE) meetings in collaboration with district representatives.
• Maintain accurate and up-to-date special education records and documentation as required by NYSED and the Charter School Office.
• Monitor compliance timelines and communicate regularly with staff and families to ensure transparency and consistency.
• Partner with general education teachers to support the implementation of IEP goals, accommodations, and modifications in inclusive settings.
• Coordinate MTSS AND RTI programming for the school.
• Support 504 development as needed.
• Provide coaching and professional development on differentiated instruction, Universal Design for Learning (UDL), and behavior supports.
• Observe instruction and provide feedback to ensure students with disabilities have equitable access to rigorous curriculum.
• Coordinate and oversee related service providers (e.g., speech, OT, PT, counseling), including scheduling, service tracking, and documentation.
• Support the administration of progress monitoring assessments and analyze data to adjust services and supports.
• Serve as a liaison between the school and the local Committee on Special Education (CSE).
• Communicate regularly with families about student progress, services, and concerns.
• Lead family meetings and provide guidance on IEP processes, rights, and advocacy.
• Ensure families feel valued as partners in the support of their childs education.
• Serve as a member of the schools instructional team and collaborate with school leadership to promote inclusive school culture.
• Train and support staff in legal compliance, instructional accommodations, and effective strategies for students with disabilities.
• Coordinate and lead special education audits or reviews conducted by NYSED or authorizing bodies.

Destine Preparatory

• Perform other duties as outlined by Coach.
• Join grade team meetings monthly.
• Committed to furthering anti-racism, equity, and racial justice in all our efforts, and expect all our stakeholders to participate in this work so that we can create a future without limits for our students together.
• Complies with all charter, federal, state, and local laws and regulations, including the NYS Department of Education, Department of Health, and NYS Office of Children and Family Services.
• Adheres to organization policies and procedures; promotes and supports mission, vision, and values, including developing and participating in internal surveys and data collection for continuous improvement initiatives.

Core Competencies

• Deep understanding of NYSED Part 200 regulations, IDEA, and Section 504.
• Skilled in ensuring timely, compliant, and accurate IEP development and service implementation.
• Maintains up-to-date documentation and prepares for audits or reviews with precision.
• Strong foundation in evidence-based instructional practices and accommodations for students with disabilities.
• Supports inclusive classroom strategies and Universal Design for Learning (UDL).
• Collaborates with general education teachers to differentiate instruction based on student needs.
• Uses IEP progress monitoring, academic assessments, and behavioral data to inform interventions and service adjustments.
• Identifies trends and gaps in student performance and recommends targeted supports.
• Guides staff in collecting and using data for continuous improvement.
• Communicates clearly and empathetically with students, families, staff, and district partners.
• Leads IEP meetings and other discussions with professionalism and clarity.
• Facilitates productive collaboration across interdisciplinary teams and external service providers.
• Manages complex caseloads, timelines, and compliance systems with high attention to detail.
• Balances multiple deadlines and responsibilities, ensuring no compliance risk or service interruption.
• Maintains confidentiality and secure recordkeeping in accordance with FERPA and state laws.
• Builds trust with families, ensuring they are informed and involved in decision-making.
• Explains procedural safeguards and student rights in accessible language.
• Advocates for students needs while supporting a collaborative team approach.
• Holds a deep belief in the potential of all students, including those with disabilities.
• Promotes a school culture of belonging, accessibility, and high expectations.
• Proactively addresses systemic barriers to learning and inclusion.
• Demonstrates reliability, discretion, and a commitment to ethical practice.
• Seeks feedback, engages in ongoing professional learning, and stays current on best practices.
• Models resilience, adaptability, and solution-oriented thinking in a dynamic school environment.

Education and Experience

• Bachelors degree required; Masters or higher in Special Education, Educational Leadership, or related field preferred.
• Required: Valid New York State Certification in Students with Disabilities (Grades B-6) or (Grades K-12)
• Preferred NYS Certification as a School District Leader (SDL) or School District Administrator (SDA).
  
• Teaching or special education experience required; coordination or leadership experience preferred.
• Deep understanding of NYS Part 200 regulations, IDEA, and Section 504.
• Strong organizational, communication, and interpersonal skills.
• Commitment to equity, inclusion, and the success of all learners.

The physical demands described here represent those that an employee must meet to perform the essential functions of this job successfully. Reasonable accommodations may enable individuals with disabilities to perform essential functions.

• Prolonged periods were spent sitting at a desk and working on a computer.
• Must be able to access and navigate all areas of the school and other facilities as needed.
• Specific vision abilities required by the job include close vision, distance vision, color vision, peripheral vision, depth perception, and the ability to adjust focus.
• The employee needs to read, write, and speak English fluently.
• While performing the duties of this job, the employee is required to stand, walk, sit, use fingers to type, handle or feel objects, tools, or controls, reach with hands and arms, climb stairs, balance; stoop/bend and reach, kneel, crouch or crawl; talk, hear.
• Dexterity requires writing and operating standard office machines such as computers, printers, copiers, fax machines, phones, and calculators.
• Ability to occasionally lift and move up to 20 pounds.

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