Assistant Director of Special Education

Department of Instruction

In Albemarle County Public Schools, we work together as a team to end the predictive value of race, class, gender, and special capacities for our children's success through high-quality teaching and learning for all. We seek to build relationships with families and communities to ensure that every student succeeds. We will know every student!

General Definition of Work: The Assistant Director of Special Education implements innovative, evidence-based strategic actions to support attainment of the Division and Department of Special Education's vision, mission and goals. The Assistant Director has direct responsibility for facilitation and building curriculum, assessment, and instructional and intervention methods that support the division's strategic plan. The Assistant Director of Special Education assists the Director in being responsible for maintaining and improving the efficacy of special education programs by supporting teachers' professional learning. Through building relationships with key leadership and staff, the Assistant Director facilitates the continued development of world class special education services in Albemarle County Public schools.

Essential Functions: Provides leadership to develop, implement and assess the Albemarle County special education programs, policies, and procedures, to ensure they are aligned with Federal, State and local regulation. May create, review and implements policies and procedures to ensure alignment with the division's mission, vision and goals; Collaborates with division and school staff to support the implementation of high yield strategies for specialized instruction, legally sound practices for the development and implementation of Individualized Education Programs, and the development of programs that meet the needs of students with disabilities; Participates in state and national organizations; stays informed on the latest research, best practices and benchmarks in special education; disseminates relevant information; and serves as a resource to parents, staff, the School Board, and community stakeholders; Works with teacher staff and instructional support staff to ensure the alignment of special education services, specialized and related services with state Standards of Learning and Standards of Accreditation, and division goals; Assists the Director of Special Education in implementing, administering and evaluating special education instructional and related services programs of the school division; Supervises Special Services staff to include related service staff, special education teachers, special education teaching assistants; Provides special education guidance regarding instruction/programming/regulations to central office staff, school based administrators/staff; Reviews IEPs for legal compliance and oversees the implementation of those IEPs for all students in buildings assigned; Provides reflective coaching, guidance and expertise to multidisciplinary teams which determine special education eligibility; Provides reflective coaching to multidisciplinary school based team meetings to problem-solve issues related to individual student programs; Actively and reflectively provides expertise and guidance in coordinating activities related to the participation of children with disabilities in the various assessment programs; Ensures collaboration with school staff so that students with disabilities receive instruction in the Standards of Learning and Albemarle County Curriculum, when appropriate; Provides expertise, facilitation and support in identifying the need for determination meetings; Ensures all students with disabilities have an appropriate student placement by securing appropriate records are in place, students are assigned to particular classes, transportation is arranged, communication between all appropriate personnel is coordinated, etc.; Provides leadership to parents/citizen advisory groups or interagency groups as the special education designee for the school division; Creates, leads and supports division staff training by providing professional development opportunities; Develops/provides specialized knowledge about adaptive equipment; restraint techniques, or other topics as assigned by the Director; Upon request of principals, arranges demonstration lessons for teachers; Serves on interagency teams that provide services to children; Serves on interview teams for special services positions and makes recommendations for the best candidate to hire; Works collaboratively with others on the special education team to develop division wide educational programming; Recruits, hires, supports, develops, and retains effective and caring special education teachers and other professional staff, and form them into an educationally-effective faculty; Creates and sustains positive, collaborative, and productive relationships with families and the community for the benefit of students; Leads with interpersonal and communication skills, social-emotional insight, and understanding of all students' and staff members' backgrounds and cultures; Performs other duties as assigned by the Director of Special Education Provides expertise in special consultations and case conferences with special education and related services staff; Serves as liaison with community mental health clinics, special schools/services and other resources offering therapeutic services; Monitors the student information systems and special education management systems used in the division to ensure appropriate information is accurate; Directs all data collection, data management, and production of local and State reports; Summarizes and reports student performance data to the Director of Special Education; Directs and/or consults with others on the collection and management of data, and submits reports to the Director of Special Education; Uses appropriate student database management systems, spreadsheets, and statistical analysis packages for collection and analysis of data; Uses appropriate student database management systems, spreadsheets, and statistical analysis packages for collection and analysis of academic performance of students who require special education services;

Knowledge, Skills and Abilities: Comprehensive knowledge of state and federal laws, regulations and procedures related to special education (the Individuals with Disabilities Education Act), Section 504 and the Americans with Disabilities Act; exhibits strong leadership attitude in support of school division goals; demonstrated ability to write clear and concise reports; ability to establish and maintain effective working relationships with school division personnel; demonstrates the ability to coach others towards meeting established goals; demonstrates conceptual skills and problem solving capabilities; ability to present highly complex and technical information in a clear and meaningful way to a wide variety of audiences in a style that is decisive and direct as well as collegial and approachable; high level of energy; and enthusiastic commitment to student learning.

Education and Experience: Master's degree in appropriate area of study and considerable professional and successful administrative experience (3 or more years) is required. School based administrator experience preferred. Must hold or be eligible for license in special education or related services; endorsement in administration and supervision preferred. Thorough knowledge of best practices regarding instructional strategies and practices including the integration of available technologies for students with disabilities. Knowledge of state and federal laws, regulations, and requirements regarding special education programs in Virginia.

Physical Conditions and Nature of Work Contacts:

Work is typically performed in an office setting primarily sitting at office equipment and files. Frequent operation of computer office equipment is required. Frequent travel to school sites throughout the county and occasional statewide, regional, or national travel is required. Attendance at meetings outside the normal duty hours is frequently required. There is regular involvement with the superintendent, assistant superintendents, directors, coordinators, principals, and teachers. Usually there is need to motivate, establish rapport, gain support, persuade or influence individuals or groups. Contacts often require tact and discretion. Contacts with state and federal agencies, the Albemarle County School Board, advisory councils, faculties, students, parents, and the general public are regularly required. Occasional debate is often characteristic of the contact and may be non-cooperative. There is a requirement to provide crisis prevention training which requires being physically able to engage in hands on physical intervention training and restraint modeling.

Evaluation: Performance will be evaluated on the ability and effectiveness in carrying out the above responsibilities.

PG 20 2025-26