Who We Are Our mission is to provide an exemplary educational program that includes all students. Our developmentally appropriate, student and family-centered educational approach nurtures students to expand their developmental skills, in order to build a foundation for life-long learning. Our Core Values are: Responsibility Engagement Acceptance Creativity Honesty

Overview of the Role The Director of Special Education Instruction (DSEI) participates actively in the life of the school to forward best practices and innovations to enhance student learning. Works with our school administrators and the Director of Special Education Services (DSES) to ensure that Bridges’ services for students with disabilities are not only compliant but also maximally effective. The DSEI is specifically responsible for supporting instruction in classrooms by training school staff on Universal Design for Learning (UDL) and best practices to support the learning of students with learning differences. The DSEI communicates with and trains staff in systems, programs, and instructional practices that serve students with disabilities at Bridges. In addition, the DSEI provides coaching support for the special education instructional program, evaluating lesson plans and observing classes on a regular basis to encourage the use of a variety of instructional strategies and materials consistent with research on students with a classified learning disability and child growth and development. The DSEI ensures the implementation of Universal Design for Learning (UDL) across the whole school to support the school’s efforts in integrating best practices for all students. The DSEI works directly with content specific Instructional Coaches to ensure lateral infusion of UDL Principles within the curriculum while supporting vertical alignment of implementation via direct coaching, training, and support to classroom teachers. The DSEI will support whole-school, grade-level specific, and individualized professional learning focused on the expansion and implementation of UDL Practices in all classrooms throughout the school. The DSEI work is to ensuring the sustainability of UDL practices within the school over time. The ideal candidate has experience teaching special education students and with the administration of a special education program. The candidate is knowledgeable about current IDEA, NCLB and 504 Legislation, local (DCMR) Special Education policies and procedures, as well as RTI. Exhibits superior organizational and communication skills; is compassionate; can provide effective collaborative and open-minded leadership; is flexible and Team-oriented with a collaborative approach to working with colleagues, administrators, and parents. Qualifications A Masters degree in early childhood special education, special education or a related field. Certification in special education, a plus. 5 years of experience with special education administration and teaching. Deep knowledge of Universal Design for Learning (UDL) and the ability to lead the implementation of the model. Knowledge of current IDEA, ESSA and 504 Legislation and local (DCMR) Special Education policies and procedures. Ability to write IEPs and use computer-based systems to manage the IEP and special education process. Demonstrate a superior ability to coach/supervise staff members with a variety of skill sets and educational experiences. Demonstrate excellent oral and written communication skills and the ability to communicate effectively with colleagues, parents, community members, and staff members. Ability to think strategically, translate thoughts to action, and follow-through with all details. Demonstrate strong skills in partnering with other team members and families. Be committed to meeting the needs of a diverse student population. Have a proven track record of being a team player and community minded. Be committed to his/her own learning. Have excellent time-management skills and detail oriented. Have a passion for urban public schools. Adhere to a high level of professional and ethical standards. Responsibilities Include: Collaborate with the Director of Special Education Services (DSES) with developing the appropriate infrastructures, systems and processes for implementation of the Individualized Education Program (IEP) with fidelity, ensure that compliance standards including instructional programs are designed to maximize student performance. Coach, supervise and evaluate special education staff to ensure high quality, research based instructional strategies and practices are implemented consistently for students with disabilities. Provides strong leadership in the implementation of the day-to-day operations of the special education programs. Assists with the development, publication, and use of new instructional procedures and/or techniques designed to enhance the special education department's programmatic goals. Maintains positive, cooperative, and mutually supportive relationships with the building principal, instructional staff, students, parents, and representatives of resource agencies within the community. Collaborates with instructional leadership team and special education teachers to assist with the overall evaluation of inclusionary practices to identify and develop strategies for continuous improvement. Collaborates with school leadership to conduct co-observations and instructional rounds to support academic and behavioral program improvements. Collaborates with Literacy Coordinator, Math Coordinator, and Instructional Coaches to develop plans and recommendations for the inclusion of students with disabilities in all aspects of the educational program. Provide on-going, regularly scheduled consultation to campus based special and regular education personnel. Determine whether instruction corresponds to goals and objectives of the student’s individualized education program (IEP) and the common core state standards. Analyze special education data. Confer with teachers to provide technical assistance for improvement of instructional skills and behavior management. Provide on-going consultative assistance, in conjunction with assigned special education teachers, regular education teachers serving students with disabilities. Supports effective teaching by providing relevant tools and resources to inclusion teaching teams, including co- teaching self-assessment tools/rubrics, planning templates, and collaborative relationship meeting protocols. Ensures curriculum renewal is continuous and responsive to student needs. Plans and delivers professional development sessions that model effective teaching practices for teachers during the summer institute and throughout the school year. Assist teachers with designing instruction based on assessment data when requested. Assist teachers with infusing UDL Practices into classroom activities. Assist teachers/content specific instructional coaches in creating UDL materials that are aligned with curriculum. Model effective UDL practices for teachers. Provide teachers with resources related to Universal Design for Learning. Provide assistance in researching instructional and/or curricular issues. Encourage ongoing professional growth for all teachers. Ensures that general education teachers understand their roles and responsibilities regarding special education. Work positively toward meeting identified district and building improvement goals. Collaborate with DSES to oversee special education budget, spending and inventory of equipment / materials. Support in the identification and development of appropriate curriculum to help students with IEPs. Collaborates with the Assessment, Data, and Accountability Coordinator to ensure IEP accommodations and modifications are provided to students during testing. Provides training to special education teachers and related service providers in areas identified through observation (e.g., IEP goal-writing, using assessment to drive instruction, etc.). Collaborates with DSES to develop plans and recommendations for the inclusion of students with disabilities in all aspects of the educational program. Collaborate with instructional assistant principals, assessment coordinator, and coaches to develop, sustain and participate in the MTSS framework to analyze data and provide robust interventions, and conduct problem-solving data cycles. Collaborate with instructional coaches to facilitate/participate in PLC conversations around teaching, learning and assessment. Collaborate with coaches to Facilitate/Participate in PLC conversations around teaching, learning and assessment. Collaborate with Assistant Principals to analyze and support special education teachers in ensuring the consistent implementation of high-quality, research-based instructional strategies and practices for students with disabilities. Coach, supervise, and evaluate the instructional SPED coach, Social Worker / School Counselor, Dean of Student Culture and BCBA. Maintains a high level of knowledge regarding developing special education issues. Advocates for special education with school leadership. Serve as an active member of the Wellness Team coordinating and connecting Family Engagement, Attendance and Behavior. Facilitate workshops / meetings for parents, as well as identify resources for parents of students with special and / or for the school in the community. Collaborate with DSES to ensure students are supported instructionally in the classroom or in pull out settings. Attend and participate in school events outside of regular school hours. Engage parents and families in their student’s learning and acting as an ambassador for the school in the community. Professional Responsibilities Adhering to the 8:00 a.m.-4:00 p.m. workday Regularly attends work and adheres to all attendance policies. Be on time for duties, team meetings and professional development activities. Communicate about and plan for absences in advance. Facilitate/participate in weekly Professional Learning Community (PLC) meetings. Seek out additional opportunities for professional development that will lead to achieving personal and school-wide professional development goals. Reading provided school information and adhering to all deadlines. Respond to all emails within 24 hours or the next business day. Other professional duties as assigned. SALARY & BENEFITS Salary is based on educational level, certification(s), and years of experience. The successful candidate will be contracted yearly. Employment will be renewed according to evaluations and staff interest. Child care and health savings plans, pre-tax deduction for Metro, bike racks, and regular staff engagement and wellness activities. Staff lounge and lactation room for nursing mothers. Health benefits (medical & dental), disability insurance, and a retirement plan: 401 (k) with a 4% match or the continuation of the DCPS retirement plan. To ensure safety for all students, all staff members may be fingerprinted. Background checks will be conducted on all school staff prior to their service as employees.

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