Exceptional Children’s Coordinator

WORKING TITLE Exceptional Children’s Coordinator

SCHOOL/DEPARTMENT Exceptional Children

LOCATION Pender County Schools

PAY GRADE  NC State Salary Schedule 

FLSA STATUS Exempt

REPORTS TO Director of Exceptional Children’s Programs

WORK WEEK SCHEDULE 37.5 Hours a week

 

WORK HOURS 8:00 AM- 4:00 PM MONTHS/YR 11

 

POSITION PURPOSE

The Exceptional Children (EC) Coordinator will provide support to schools in the

development and implementation of the Individualized Education Program (IEP). They

will work with multiple schools in collaboration with an interdisciplinary team to provide

coaching and modeling support to EC Teachers in data-based decision making for the

development and implementation of IEPs The EC Coordinator provides their assigned

schools and departments with the differentiated support needed to implement the

continuous improvement process in order to impact student outcomes.

 

MINIMUM QUALIFICATION STANDARDS

KNOWLEDGE, SKILLS, AND ABILITIES

• Data Conception: Requires the ability to compare and/or judge the readily

observable, functional, structural or composite characteristics (whether similar or

divergent from obvious standards) of data, people or things.

• Interpersonal Communication: Requires the ability to speak and/or signal people to

convey or exchange information. This includes giving instructions, assignments or

directions to subordinates or assistants.

• Language Ability: Requires the ability to read a variety of correspondence, reports,

forms, using prescribed formats and conforming to all rules of punctuation, grammar,

diction, and style. Requires the ability to speak before groups of people with poise,

voice control and confidence.

• Intelligence: Requires the ability to apply principles of 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, to follow oral and written instructions. A candidate must be able to

communicate effectively and efficiently in Standard English. Speak to individuals or

groups of people with poise, voice control and confidence. Respond adequately to

inquiries or complaints. Speak to individuals or groups of people with poise, voice

control and confidence.

• Numerical Aptitude: Requires the ability to utilize mathematical formulas; to add and

subtract; multiply and divide; utilize decimals and percentages; 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 office equipment.

• Manual Dexterity: Requires the ability to handle a variety of items such as office

equipment and hand tools. Person must have minimal levels of eye/hand/foot

coordination.

• Interpersonal Temperament: Requires the ability to deal with people beyond giving

and receiving instructions. Must be adaptable to performing under stress and when

confronted with emergency situations.

• Physical Communication: Requires the ability to talk and hear: (Talking: expressing or

exchanging ideas by means of spoken words. Hearing: perceiving nature of sounds by

ear.) Person must be able to communicate via telephone.

• Interpersonal Temperament: Requires the ability to deal with people beyond giving

and receiving instructions. Must be adaptable to performing under average levels of

stress. Ability to relate well to diverse groups of people. Ability to prioritize and

manage multiple tasks in a fast-paced environment, to remain calm and professional

in an environment with shifting properties. Perform under stress, deal with persons

acting under stress, and adapt when confronted with emergency situations. Be

sensitive to cultural differences among individuals and groups of persons.

• Technology: Working knowledge and proficient level of experience with Microsoft

Office programs such as Word, Excel and PowerPoint. Operate/use a variety of

automated office machines and other office equipment.

• Other:

? Thorough knowledge of federal, state and local policies and procedures

regarding exceptional children.

? Must have considerable knowledge of School Board policies, procedures, and

standards regarding education.

? Considerable knowledge of 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 exceptional child education.

? Ability to use common office machines and popular computer driven word

processing, spreadsheet and file maintenance programs.

? Ability to maintain complete and accurate records and statistics and to

develop meaningful reports from that information.

? Ability to interpret educational policies and procedures.

? Ability to effectively express ideas orally and in writing.

? Ability to make oral presentations before large groups of people.

? Ability to establish and maintain effective working relationships as

necessitated by work assignments.

 

EDUCATION, TRAINING, AND EXPERIENCE

• Minimum of 5 years teaching Special Education
• Minimum of 1 year of school based leadership
• Meet all licensure requirements as stated by the NC Department of Instruction for

a Special Education Teacher

 

SPECIAL REQUIREMENTS

• Must possess a valid North Carolina driver's license.

 

ESSENTIAL DUTIES AND RESPONSIBILITIES

• Assists the EC Director and/or EC Department to work in conjunction with the State Department of Public Instruction, the Office of Civil Rights, the Office for Special Education Programs, and various other state and local agencies to meet the needs of students; and ensure compliance of programs with federal, state and local regulations.
• Consult when needed with school based staff and central office staff including the offices of Accountability, Transportation, Technology, and Facilities on individual cases and the interpretation of federal, state and local policies and procedures.
• Serve as an active member of the EC leadership team by articulating a clear philosophy and shared vision of learning.
• Advance the district’s professional image, promote the district’s mission, philosophy, and vision, uphold board policies, and implement administrative guidelines/procedures.
• Assist the EC Director and/or EC Department in preparing and organizing data for NCDPI, OSEP, Board of Education, Superintendent, media, and various other departments as given direction.
• Builds internal/external partnerships that support district goals and enhance student learning.
• Maintains open/effective communications, uses problem-solving techniques to tactfully address and resolve questions/concerns, and encourage innovations.
• Serves as an informational resource, engender staff enthusiasm, and teamwork. Promote a safe, efficient, and effective work/learning environment.
• Advance the change process and implement strategies and time-frames to accomplish organizational objectives.
• Serve on local professional growth committees as directed.
• Promote professionalism. Implements state mandated and locally developed personnel appraisal standards. Participate in the collaborative planning of effective staff development programs that improve teaching outcomes and student learning (e.g., methods, skills, commitment, etc.).
• Monitor procedures related to educational law, rules and regulations, as well as state and district level policies. Maintains current with state academic content standards, benchmarks, and indicators. Promote the continuity of instructional programs.
• Monitor, arrange, and organize working files and confidential files while assuring compliance with DPI audit process/forms.
• Maintain current with writing IEP’s/BIP’s and all other forms and policies that govern Exceptional Children.
• Attends state and/or regional meetings when requested.
• Perform other duties and responsibilities as assigned by the Superintendent and/or EC Director.

 

WORKING CONDITIONS

 

PHYSICAL DEMANDS

• Essential duties require, but are not limited to, the following physical abilities:
• Sit at a desk, table, on low chairs, on the floor or on mats, or in classrooms of various

configurations for extended periods of time.

• See, read and distinguish colors, a computer screen, educational materials, books and

other printed matter, with or without vision aids.

• Manual dexterity to enter data into a computer, and to perform assigned classroom

tasks using both hands.

• Hear and understand speech at normal classroom levels and outdoors, and to hear

and understand speech on the telephone.

• Speak in audible tones so that others may understand clearly in normal classrooms,

outdoors, and on the telephone.

• Physical agility to lift up to 25 pounds to shoulder height and 50 pounds to waist

height; and to bend, stoop, sit on the floor, climb stairs, walk and reach overhead.

• Mental acuity to perform the essential functions of this position in an accurate, neat,

and timely fashion; to make good judgments and decisions; and to evaluate the results of decisions and judgments.

 

WORK ENVIRONMENT

• Must be able to work in office and public school environments, and come into direct

contact with staff and students

 

DISCLAIMER: The above statements are intended to describe the general purpose and responsibilities assigned to this position. They are not intended to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and skills that may be required of the employees assigned to this position. This description may be revised by the supervisor, with HR review and approval, at any time.

 

VERSION DATE(S) 07/09/2024