Providence Public Schools District (PPSD) seeks an exceptional SPECIAL EDUCATION PROGRAM MANAGER AND INSTRUCTIONAL COACH; AUTISM AND EXCEPTIONAL CHILD SERVICES who is highly qualified and skillful to join our community of teachers, students and stakeholders. This is an exciting opportunity for teachers who seek a challenging yet rewarding teaching experience.
Under the direction and supervision of the Executive Director of Specialized Instruction and Services, the Special Education Program Manager & Instructional Coach; Autism & Exceptional Child Services will support students with autism and significant special education needs within the district using evidence based best practices and provide instructional coaching to teachers in order to support student’s progress on IEP goals and objectives, access to general education and transition into employment, higher education and independent living.
We serve approximately 22,000 students at 37 elementary, middle, and high schools. Approximately 55% of students come from homes where English is not the primary language spoken. Combined, our students and families speak 55 different languages and hail from 91 countries of origin.
In PPSD, the teachers and leaders set high expectations for academic achievement, provide equal access to differentiated instruction, and endeavor to close the achievement and opportunity gap among historically marginalized subgroups within the schools. PPSD is a great place for those who desire an environment that supports their creativity and ingenuity, and respects their credentials and abilities as a teacher.

EDUCATION, TRAINING & EXPERIENCE:

• Master’s Degree in Special Education Administration and/or Educational Leadership with relatedspecial education coursework.
• Experience as a special education teacher with students with autism and/or significant special education needs for at least 3 years
• Experience with students with autism and significant special education needs

RIDE CERTIFICATION REQUIREMENTS:

• Administrator of Sp. Ed. PK-12 Certificate or Building Administrator Certification

MINIMUM QUALIFICATION STANDARDS:

• Experience with curriculum/instructional design and adaptive technologies
• Knowledge of and well versed in federal, state and local policies, rules, laws, regulations, and legislation pertaining to special education and nonpublic schools
• Knowledge of the general education curriculum, program of study, alternate assessment, best practices for instruction for students with disabilities, and special education eligibilities, supports and services
• Ability to collaborate effectively with other offices, school staff, parents, and community members
• Demonstrated ability to facilitate group processes, build consensus and resolve conflict
• Knowledge of or willingness to learn about the developmental supports and strategies utilized to meet the needs of Multilingual Learners with disabilities
• Strong written and oral communication skills, including successful facilitation of diverse groups
• Must have the knowledge and skills to build positive relationships with people from diverse populations
• Commitment to the mission and vision of PPSD and the relevance of job functions to that mission and vision
• Must be able to maintain confidentiality
• Must possess and consistently model excellent interpersonal and customer service skills and the ability to maintain composure in a fast-paced and demanding environment

Collaborate with school and district level staff to continuously improve the academic achievement of students with autism and significant special education needs:

• Oversees all pre-k-post high school Autism and Exceptional Child Services classrooms across the district
• Coordinates school staff and other district staff to research and implement effective programs for students with autism and significant special education needs
• Provides instructional leadership and coaching to school sites in the development of quality specialized instruction and services for students with autism and significant special education needs that is transition focused, culturally responsive and evidence based
• Participates in the design, coordination, and implementation of collaborative research-based programs that support the least restrictive environment and individual needs for students
• Plans and supports professional development for educators the regarding instructional programs and supports for students with autism and significant special education needs
• Collaborates with Teaching & Learning administrators in the development and implementation of materials, programs, and training to enhance access to the core curriculum for students with autism and significant special education needs
• Oversees and provides administrative support with alternate assessments, such as Dynamic Learning Maps
• Participates and provides administrative support for the transition process, including attending statewide Transition meetings (such as TAC and TLS) and serving on Transition Boards as needed
• Analyzes data and applies the analysis in assisting educators in implementing age/grade appropriate programs and services for students with autism and significant special education needs
• Integrates research-based instructional programs and strategies for students with autism and significant special education needs that align with the district’s guaranteed and viable curriculum
• Plans, designs, and implements action plans related to state performance plan indicators, as well as, prepares documents and reports related to state and federal requirements and compliance reporting
• Provides guidance and support to school sites in the areas of compliance with state and federal law and district procedures, including evaluation, specialized instruction, legally compliant and effective IEPs, disciplinary procedures, manifestation determinations and Extended School Year (ESY)
• Develops a staffing plan for behavioral special education programming based on student needs on an annual basis
• Assist in the hiring and recruiting of special education educators and staff
• Provide academic support, communication, and interventions for students with disabilities and their families
• Plans and directly monitors transition services and programs to enable students with disabilities to achieve goals
• Plans and develops programming for Multilingual learners with disabilities
• Directs, supervises and evaluates the performance of assigned staff
• Participates and provides professional development and facilitated CPI training for Autism and ECS staff
• Other duties as assigne

Collaborate with school and district level staff to continuously improve the academic achievement of students with autism and significant special education needs:

• Oversees all pre-k-post high school Autism and Exceptional Child Services classrooms across the district
• Coordinates school staff and other district staff to research and implement effective programs for students with autism and significant special education needs
• Provides instructional leadership and coaching to school sites in the development of quality specialized instruction and services for students with autism and significant special education needs that is transition focused, culturally responsive and evidence based
• Participates in the design, coordination, and implementation of collaborative research-based programs that support the least restrictive environment and individual needs for students
• Plans and supports professional development for educators the regarding instructional programs and supports for students with autism and significant special education needs
• Collaborates with Teaching & Learning administrators in the development and implementation of materials, programs, and training to enhance access to the core curriculum for students with autism and significant special education needs
• Oversees and provides administrative support with alternate assessments, such as Dynamic Learning Maps
• Participates and provides administrative support for the transition process, including attending statewide Transition meetings (such as TAC and TLS) and serving on Transition Boards as needed
• Analyzes data and applies the analysis in assisting educators in implementing age/grade appropriate programs and services for students with autism and significant special education needs
• Integrates research-based instructional programs and strategies for students with autism and significant special education needs that align with the district’s guaranteed and viable curriculum
• Plans, designs, and implements action plans related to state performance plan indicators, as well as, prepares documents and reports related to state and federal requirements and compliance reporting
• Provides guidance and support to school sites in the areas of compliance with state and federal law and district procedures, including evaluation, specialized instruction, legally compliant and effective IEPs, disciplinary procedures, manifestation determinations and Extended School Year (ESY)
• Develops a staffing plan for behavioral special education programming based on student needs on an annual basis
• Assist in the hiring and recruiting of special education educators and staff
• Provide academic support, communication, and interventions for students with disabilities and their families
• Plans and directly monitors transition services and programs to enable students with disabilities to achieve goals
• Plans and develops programming for Multilingual learners with disabilities
• Directs, supervises and evaluates the performance of assigned staff
• Participates and provides professional development and facilitated CPI training for Autism and ECS staff
• Other duties as assigned