Description

• Clear California Special Education teaching credential to teach children with mild to moderate support needs and/or extensive support needs; or Related Service Provider License
• 5+ years of successful special education experience
• Experience in personnel management, including instructional coaching and leading team meetings is preferred

• Master’s Degree with emphasis on specialized training in special education curriculum and instruction is preferred

• Knowledge of special education laws and regulations, general education curriculum, alternative dispute methods and techniques, disabilities and appropriate curriculum, behavior management systems
• Demonstrated success teaching students from educationally underserved areas

• Results-oriented team player who is dedicated to getting the job done.
• Excellent organizational, planning, and implementation skills.
• Ability to manage the ambiguity and multiple priorities inherent in an entrepreneurial environment.
• Demonstrated ability to communicate and work well with others and to build relationships with multiple constituencies. 
• A deep passion for social justice and equity for all children; belief that all students can achieve at their highest potential, regardless of demography.

• Personnel Development
• Education Specialists: Collaborate with school site administrators to consult, coach, and assist Education Specialists in IEP development and implementation of high-quality instructional practices. Provide development and feedback to increase case management skills including IEP development and compliance, student progress evaluation, and collaboration with service providers and general education teachers. Program Specialists support Education Specialists during regular one on one meetings and ongoing consultation, to:
• Provide excellent case management for students on their caseload
• Develop compliant and effective IEPs 
• Develop programs for students with complex needs
• Develop, update, implement, and progress monitor IEPs and BIPs
• Facilitate IEP meetings efficiently and confidently
• Schedule and deliver appropriate services to achieve goals
• Support general education staff in providing accommodations and modifying curriculum
• Effectively support paraeducator development in support of students on their caseload
• Grow as a case manager in areas of teaching and learning, case management and stakeholder engagement using the KIPP case manager excellence rubric

• Teacher Credentialing & Mentoring: When assigned, act as mentor for education specialists participating in credentialing programs, such as intern credential, teacher induction, and KIPP Teacher Residency (KTR). The responsibilities of a mentor may include: instructional observations and coaching, case management observations and coaching, mentor professional development, regular one-on-one meetings, completion of credential program assessments and rubrics, and collaboration with education specialist school site managers.

• Paraeducators:  Support IEP teams in implementing KIPP’s paraeducator referral guidelines & process. Participate in hiring and training paraeducators.  Support education specialists to develop and document support including the development of fade plans, when appropriate.

• Professional Development:  Provide staff development for special education and general education staff and administrators to assure compliance with special education laws. In particular, collaboratively plan and lead a regular education specialist community of practice.

• IEP Program Development:  Assist education specialists and related service providers in planning and implementing individualized education plans for students with disabilities.  Serve as a resource and liaison to IEP teams regarding placement and programming considerations. Participates as a member of IEP teams, as appropriate.  Provide case management for non-public school (NPS) and residential treatment center (RTC) students.
• Consultation: Provide technical expertise and consultation to school site staff and administrators regarding student learning and adjustment problems, and organizational systems for meeting individual student needs.  Recommend remediation, educational placement, or referral, when appropriate.
• MTSS: Consult in the development of regional and/or school-based Multi-Tiered System of Supports, as appropriate. 
• Team Member:  Maintain relationships with school leaders, school site administrators, special education team members, and regional support office staff.  

• Provide support to LEAs & school teams to ensure Compliance, Quality Control, and Positive Parent relationships, including:
• Compliance:  Ensure compliance with state and federal regulations, state and SELPA reporting requirements, and KIPP Public Schools Northern California policies and procedures.   Maintain knowledge of current laws and regulations pertaining to individuals with disabilities.
• Quality Control:  Support systems to monitor student achievement and progress toward individualized education plan goals. Consults with regional and school site leaders in evaluating special education program effectiveness.  Work with other management personnel to develop and/or change district policies and procedures for maintenance of complaints, high-quality instructional programs, and effective support services in special education.
• Parent Relationships:  Support the development of positive relationships with students, parents, and school personnel.  Advocate for students with disabilities and their families.  Address concerns from students, parents, and staff.

• Physical: Ability to navigate office and school campuses, and hold meetings in different spaces. Traditionally, much of the day involves sitting. Ability to access and utilize technology. Occasional lifting/carrying of equipment 1-20 lbs. Physical agility to move self in various positions in order to execute duties effectively, which may include kneeling, walking, pushing/pulling, squatting, twisting, turning, bending, stooping and reaching overhead.

• Mental: Stress of deadlines and normal work standards, ability to analyze problems and generate alternatives, work with interruptions, concentrate for long periods of time, read, calculate, perform routine math problems, memorize and recall objects and people.

• Environmental: Office and/or classroom environment subject to constant interruptions and distractions. Frequent classroom/school environment and expected travel 60-80% of the time. KIPP adheres to health and safety guidelines as outlined by the CDC, CDE, and public health agencies’ recommendations.