Gary Lighthouse Upper Academy is seeking a Special Education Coordinator.

Lighthouse Academy (LHA) Special Education Coordinators are more than compliance officers, instructional staff members and program managers. They help transform children’s lives by creating opportunities for a brighter future. We are seeking special education coordinators who will make the commitment to lead and teach with determination, integrity and purpose, embodying these essential qualities: 

• Past experiences and actions reflect a commitment to the LHA mission, vision, core values 
• A passion and ability to build and sustain the LHA K-12 model in a high need, urban environment
• Work in schools that demonstrates a sense of urgency and the relentless pursuit of high academic student achievement
• Reflective, self-aware and adaptable to communication and work styles of others
• Critical thinker and problem solver who takes initiative
• Belief in the power of collaboration and works to build a collaborative culture with LHA network, community, staff, families and students

ESSENTIAL FUNCTIONS 
A Lighthouse Academy Special Education Coordinator works to create and enhance a culture of achievement and respect where high expectations and results are the norm. All special education coordinators are responsible for demonstrating significant and measurable academic gains, each year, with the students they teach. All special education coordinators’ actions must always be aligned with our mission, vision, core values and education program. The essential functions for our special education coordinators are as follows:

COORDINATION and MANAGEMENT

• Ensure that the school is in compliance with the requirements of IDEA, the No Child Left Behind Act of 2001 and the Rehabilitation Act of 1973; complete all required reports with accuracy by identified submission dates; ensure confidentiality of student files.
• Create and supervise the school’s referral system for students who are struggling academically and/or socially; maintain pre-referral intervention process; coordinate referral system with local, state and federal requirements.
• Develop and oversee the case management system for all students on IEPs and 504 Plans, including overseeing manifestation hearings.
• Manage, with others, the procurement of 3rd party services needed to support special education services; monitor and evaluate the effectiveness of these services.
• Support the development and implementation of special education grants with others.
• Develop and manage the reporting system for all special education and related services programs.
• Coordinate the testing and assessment programs for students with identified accommodations as outlined in the IEP or 504 Plan with the school site staff coordinating assessments.
   

PROFESSIONAL DEVELOPMENT

• Ensure that all staff have receive mandated professional development for working with students with IEPs and 504 Plans, as well as additional professional development that meets the differentiated instructional needs of individual students to fully support the academic and emotional growth of all students.
• Collaborate with other special education coordinators and related staff in the network to share best practices and knowledge.
• Coordinate all training with school leadership team.
• Collaborate with the Director of Instruction to provide strategies to General Education and Special Education teachers regarding differentiation for all learners within the classroom setting.
   

TEACHING

• Provide direct instruction and services in and out of the classroom to assigned students with IEPs and 504 Plans including, but not limited to, writing goals and objectives, administering and interpreting individual formal and informal assessments.
• Work with other instructional staff members to plan for and modify instruction of students with IEPs and 504 Plans.
• Consult with other professionals; consult and discuss issues with parents; plan, deliver, and evaluate instructional outcomes; and conduct the research needed to perform essential functions of the position.

FAMILY and COMMUNITY RELATIONS

• Communicate respectfully and thoughtfully with parent/guardians remaining sensitive to different families’ cultures, values and needs.
• Initiate and maintain timely communication with all parents/guardians (through daily/weekly folders, notes home, progress reports, meeting notifications, in-person meetings) concerning student progress and to provide a clear picture of the curriculum and high expectations.
• Work collaboratively with families and other members of the community to involve them in academic activities, to support the success of a diverse student population and to bring in volunteers and additional resources.
   

PROFESSIONALISM

• Collaborate with colleagues (grade level and school-wide meetings, professional development days, the professional development institute) to continuously improve personal practice, classroom instruction, assessment, and student achievement, as well as the overall goals and mission of the school and the network.
• Access meaningful learning experiences (current theory, research, and developments in relevant academic disciplines, professional development opportunities, and ideas from colleagues and supervisors) and exercises judgment in accepting findings as valid for application in classroom practice and teacher improvement.
• Reflect critically upon experience; identify areas for further professional development as part of a professional development plan that is linked to grade level, school, and network goals; access meaningful learning experiences; and listen thoughtfully to other viewpoints and respond constructively to suggestions and criticisms.
• Use feedback to update Individual Professional Development Plan.
• Fulfill all outlined and related functions professionally, timely and thoroughly.

EDUCATION: Master’s Degree in Special Education, or a related field, preferred 
SUCCESSFUL CANDIDATES WILL POSSESS:

• Five (5) years teaching experience in special education, including instructional and supervisory experience
• Required state teaching certification in special education; Highly Qualified status under No Child Left Behind
• Knowledge of IDEA, the No Child Left Behind Act of 2001, the Rehabilitation Act of 1973, as well as state and local special education programs and systems.
• Proven track record of closing the achievement gap with students with special needs
• Training in and implementation of LHA curriculum programs, as well as intervention programs
• Turning best practices into high quality, goal-driven results
• Special Education management systems, data managements tools, organizational tools, computer skills (Word, Excel, Access, PowerPoint and Outlook)
• Excellent written, oral and interpersonal skills to communicate effectively and professionally with varied audiences