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Executive Director of Exceptional Childrens Services & AIG

NATURE OF WORK
The Executive Director of Exceptional Children's Services & AIG Program facilitates the overall EC and AIG instructional programs in accordance with local, state and federal guidelines, policies, regulations, and laws through visionary and strategic leadership. The role includes the ability to motivate, influence, and shape individuals in order to assure continuous organizational development and improvement. Indicators of competency fall in the areas of leadership, planning and improving curriculum and instruction, policy and procedures, community relations, personnel practices, and fiscal management. The Executive Director of Exceptional Children's Services and AIG Program is part of the Academic Services & Instructional Support Division and works under the general supervision of the assistant superintendent. He or she maintains a collaborative relationship with a variety of personnel (including administratos, teachers, and support staff), related service agencies, and parents.
MINIMUM TRAINING AND EXPERIENCE
Hold a valid North Carolina Professional Educator's License in Special Education/ Exceptional Children
Must be able to qualify for North Carolina Professional Educator's License as Execptional Children's Program Administrator
5+ years of district-level leadership (perfereably as as a director, coordinator, or specialist) or other similiarly related experience
Master's Degree in Special Education, Curriculum and Instruction, School Administration, or a relevant degree
Experience as a special edication teacher, classroom teacher, and administrator perferred
PERFORMANCE RESPONSIBILITIES
Provides effective leadership in developing comprehensive program plans and implementing and evaluating the planned programs.
Develops and monitors the instructional program for EC and AIG students utilizing the NC Standard Course of Study, the NC Extended Content Standards and the Occupational Course of Study.
Assists/prepares budgets, coordinates with other department and agencies to assure maximum services, maintains records/reports/inventories in accordance with local/state/federal policies.
Shares information about programs with various stakeholder groups, serves as a liaison between the school system and other agencies and assists in the development of in-service staff development.
Directs and supervises programs and services for students in the system who are identified as having special needs or are academically gifted.
Coordinates the efforts of federal, state and local agencies, private specialists, parents, and division personnel to provide the services needed by county students.
Monitors the overall effectiveness of programs, ensuring all the implemented within federal, state and local regulations.
Plans, develops, and implements a comprehensive program for students with disabilities, which assesses needs of students, establishes objectives and priorities, delegates responsibilities to staff, develops strategies to achieve objectives and evaluates programs
Provides direction, consultation, and supervision to program supervisors; consults with centrally-based staff and school-based staff on individual cases and on interpretation of federal, state, and local policies and procedures
Develops and implements standards, policies and procedures related to exceptional child services; develops short and long range goals for the division; monitors the progress of various services; makes recommendations for changes.
Works in conjunction with the State Department of Public Instruction, the Office for Civil Rights, and various other agencies to meet the needs of students; prepares and monitors contracts with individuals and agencies for special services not available through the school system; ensures compliance of programs with federal, state and local regulations.
Coordinates with local agencies, parents and school personnel to resolve problems and secure needed resources and services.
Responds to calls and correspondence regarding programs and services offered.
Supervises staff, assisting in the development of professional development; staff hiring and evaluation processes, monitoring attendance and travel reports.
Assists in the preparation of budgets for the programs; coordination with other departments of agencies to ensure maximum services; monitors expenditures of approved budget.
Performs additional duties as assigned.
MINIMUM STANDARDS REQUIRED TO PERFORM RESPONSIBILITIES
Physical Requirements: Must be physically able to operate a variety of automated office machines including computers, typewriters, copiers, facsimile machines, etc. Must be able to exert a negligible amount of force frequently or constantly to lift, carry, push, pull or otherwise move objects. 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 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. Includes giving instructions, assignments or directions to subordinates or assistants.
Language Ability: Requires the ability to read a variety of correspondence, reports, forms, articles, manuals, etc. Requires the ability to prepare correspondence, reports, forms, meeting minutes, speeches, etc., 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. Must be able to communicate effectively and efficiently in standard English.
Numerical Aptitude: Requires the ability to utilize mathematical formulas; to add and subtract; multiply and divide; utilize decimals and percentages; and to understand and 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.
Manual Dexterity: Requires the ability to handle a variety of items such as office equipment. 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 and when confronted with persons acting under stress.
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.) Must be able to communicate via telephone.
KNOWLEDGE, SKILLS, AND ABILITIES
Thorough knowledge of local, state and federal policies and procedures regarding exceptional children
Considerable knowledge of the county and school board policies, procedures and standards regarding education
Considerable knowledge of the organization and communication channels of the school system
Considerable 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, methods and developments in the area of exceptional children
Considerable knowledge of the principles of supervision, organization and administration
General knowledge of the NC Standard Course of Study, the NC Extended Content Standards and the Occupational Course of Study
Demonstrated ability to lead and supervise others in the field of special education
Thorough knowledge of NCDPI rules, regulations and requirements pertaining to EC programs
Skill in counseling and developing staff
Ability to assess the needs of students
Ability to develop and implement policies, procedures and standards
Ability to evaluate the effectiveness of existing programs and make recommendations for improvement
Ability to motivate, influence and shape individuals in order to assure continuous organizational development and improvement
Ability to maintain complete and accurate confidential records and statistics and to develop meaningful reports from that information
Ability to interpret educational policies and procedures
Ability to work with the Executive Director of Elementary Instruction/ Federal Programs, the Executive Director of Secondary Instruction, and the Chief Academic
Ability to create, implement and monitor annual budgets and long range plans
Ability to effectively express ideas orally and in writing
Ability to make oral presentations before large groups of people
Ability to use a computer and current word processing programs, create spreadsheets, and access online tools
Ability to establish and maintain effective working relationships as necessitated by work assignments
TERMS OF EMPLOYMENT
Full-time for twelve months
Salary based on state and local salary schedules
DISCLAIMER
The preceding job description was 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.


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