MINIMUM TRAINING AND EXPERIENCE

Master’s degree in special education, psychology, curriculum instruction or school administration with 5 to 7 years as a special education teacher or Exceptional Children’s Program Specialist/Administrator with training and experience in district implementation of initiatives.

MINIMUM QUALIFICATIONS OR STANDARDS REQUIRED TO PERFORM ESSENTIAL JOB FUNCTIONS

Physical Requirements: Must be physically able to operate a variety of automated office equipment and tools including computers, calculators, printers, copiers, etc. Must be physically able to operate a motor vehicle. Must be able to exert up to 30 pounds of force occasionally and/or negligible amount of force frequently or constantly to lift, carry, push, pull, or otherwise move objects including the human body. Light work usually requires walking or standing to a significant degree.
Data Conception: Requires the ability to compare and/or judge the readily observable, functional, structural or composite characteristics (whether similar to or divergent from obvious standards) of data, people or things.
Interpersonal Communications: Requires the ability to speak and/or signal people to convey or exchange information tailoring the message for the audience, context and mode of communication. Includes receiving instructions, assignments and/or directions from supervisors and giving instructions, assignments or directions to others.
Language Ability: Requires the ability to read a variety of correspondence, reports, forms, etc. Requires the ability to prepare correspondence, forms, evaluations, budgets, purchase orders, etc. using prescribed formats and conforming to all rules of punctuation, grammar, diction and style. Requires the ability to read statutes, regulations, procedures, reports, presentations, etc. Requires the ability to speak before groups of people with poise, voice control and confidence.
Intelligence: Requires the ability to apply logical or scientific thinking to define problems, collect data, establish facts and draw valid conclusions; to interpret an extensive variety of technical instructions in mathematical or diagrammatic form and to deal with several abstract and concrete variables.
Verbal Aptitude: Requires the ability to record and deliver information, to explain procedures and to follow oral and written instructions. Must be able to communicate effectively and efficiently in standard English.
Numerical Aptitude: Requires the ability to utilize mathematical formulas; to add, subtract, multiply and divide; to utilize percentages and decimals and to apply the principles of descriptive statistics and statistical inference.
Form/Spatial Aptitude: Requires the ability to inspect items for proper length, width and shape.
Motor Coordination: Requires the ability to coordinate hands and eyes rapidly and accurately in using automated office equipment or tools.
Manual Dexterity: Requires the ability to handle a variety of items, office equipment, hand tools, etc. Must have minimal levels of eye/hand/foot coordination.
Color Discrimination: Requires the ability to differentiate between colors and shades of color.
Interpersonal Temperament: Requires the ability to deal with people beyond giving and receiving instructions. Must be adaptable to performing under stress, when confronted with persons acting under stress and in emergency situations.

KNOWLEDGE, SKILLS AND ABILITIES

Thorough knowledge of federal, state and local policies and procedures regarding services for students with disabilities.
Thorough knowledge of Guilford Preparatory Academy policies, procedures and standards regarding the education of students with disabilities.
Expert knowledge of the ethical guidelines applicable to the position as outlined by professional organizations and/or federal, state and local laws, rules and regulations.
Considerable knowledge of the current literature, trends and developments in the field of educating students with disabilities.
General knowledge of the North Carolina Standard Course of Study and extended content standards. Considerable knowledge of the principles of supervision, organization and administration. Skill in counseling and developing staff.
Ability to use common office tools, machines, computer programs and web-based applications and platforms.
Ability to maintain complete and accurate records and statistics and to develop meaningful reports from that information.
Ability to develop and implement appropriate programs for students with disabilities. Ability to assess the effectiveness of programs and activities.
Ability to interpret system policies and state procedures.
Ability to establish and maintain effective working relationships as necessitated by work assignments.

DISCLAIMER

The preceding job description has been designed to indicate the general nature and level of work performed by employees within this classification. It is not designed to contain or be interpreted as a comprehensive inventory of all duties, responsibilities and qualifications required of employees to this job

Work in conjunction with the North Carolina Department of Public Instruction, the Office of Civil Rights, the Office for Special Education Programs and various other state and local agencies to implement standards, policies, and procedures related to meeting the needs of students with disabilities while ensuring compliance of program with federal, state and local regulations.
Provide direction, consultation and supervision to other exceptional children services personnel by conducting personnel administration duties for staff, including hiring and terminations, evaluating, assigning special duties, monitoring attendance and travel reports, and granting leave.
Prepare, organize and submit required local, state and federal reports.
Engage in professional development, including reviewing professional literature and attending conferences, workshops and seminars to continuously upgrade professional knowledge and skills.
Collaborate with administrator of related services for implementation and programming for students receiving special education services.
Leads Teachers in implementation of special education services to include placement decisions for specialty programming classes and determining assigned class locations.
Coordinates with partner departments in instructional programming efforts related to the provision of instructional and support services to students with disabilities.