Special Education Supervisor

• Align practice and work with the agency mission, vision, guiding principles, the trauma-informed Sanctuary Model®, the Neurosequential Model and the Re-ED philosophy.
• Demonstrate knowledge of the nature and needs of the students served.
• Assist in setting, monitoring, and achieving program goals that reflect high standards for continuous quality improvement, compliance, performance, operations, and outcomes.
• Supervise and coach the processes and staff involved in the implementation of ODE and federal mandates, standards, and high-quality instruction that results in higher levels of achievement. (academic and related domains) and social-emotional growth and health for all students:
• Manage IEP compliance, development, and all related activities (data collection, specially designed instruction, ESY data and information, services, assessment activities, scheduling, district communication, etc.). Provide feedback and professional development for TCs using PEP IEP checklists and standards of practice.
• Manage and support ETR reviews in concert with school district staff (observations, data collection, etc.)
• Collaborate with principal to supervise and manage all High Quality Student Data collection and documentation activities, including any required eTPES usage.
• Support lesson planning alignment to IEP goals and objectives, along with state standards.
• Support Building Test Coordinator for Ohio’s State Tests
• Manage EMIS related data (course planning, Teacher of record, High School Credit Reporting Worksheets, etc.).
• Support the administrative teams and all staff in establishing and maintaining a physical, social, psychological, and morally safe environment for all that is conducive to and nurtures growth and learning as well as a sense of community.
• Promote individual and collaborative professional learning and shared leadership in the pursuit of effective practice and professional development:
• Manage staff training and deadlines (scheduling, training data & reports, etc.).
• Encourage IPDP development and appropriate licensure application activities, including Third Grade Reading Guarantee credentials for TCs in K-3 classrooms.
• Support as a secondary evaluator for OTES and other related performance evaluation activities
• Engage in group and individual supervision activities.
• With other support staff, lead and/or participate in center role group collaboratives (professional learning community activities), and committees.
• Engage parents, district personnel, and other community members, resources, and stakeholders to promote service satisfaction and to effectively partner on shared needs, goals, and activities.

• Dyslexia- K-3 and Dyslexia- 4-12 training
• 3rd reading guarantee.
• RIMP Compliance
• Transition planning.

• Dyslexia 4-12 training
• Transition planning.
• Graduation compliance
• Graduation Seals

• Demonstrate word processing skills and program navigation skills.
• Participate (and pass requirements where applicable) in all required trainings, including but not limited to, Vehicle Safety, First Aid, CPR, Therapeutic Crisis Intervention, Blood Borne Pathogens, and Standards of Practice.
• Participate in staff development activities, parent conferences, team meetings, and staff meetings as scheduled or assigned.
• Work respectfully with a culturally diverse population of clients.
• As a representative of the agency and profession, present self with decorum and in dress that is appropriate to the day’s activities.
• Knowledge of and adhere to ESC and PEP policies and procedures.

• Master’s Degree in Education.
• Minimally three years of successful teaching experience in the area of special education.
• Valid Ohio Principals’ Certificate/License, or Currently enrolled in Alternative Licensure Pathway
• Communicate accurately and effectively, both written and oral.
• Effective supervisory and coaching skills.
• Demonstrate effective decision-making skills, utilizing good judgment under routine and stressful conditions.
• Work professionally, effectively, and collaboratively with others.
• Evidence of successful leadership skills.
• Extensive knowledge of curriculum, instruction, and assessment.
• Role requires a dedicated individual committed to supporting the educational needs of students with special needs and willing to work/travel between multiple-day treatment center locations.

• Ability to participate in physical interventions, when necessary, and with fidelity to the methods taught through the Therapeutic Crisis Intervention model. Physical interventions are low in frequency but require intense physical exertion. The object is to safely control/maintain a struggling and aggressive young person ranging from 50 – 250+ pounds. Physical requirements include, but are not limited to: kneeling, possibly for extended periods of time on hard surfaces, bending, twisting, and holding.
• Ability to participate in therapeutic outdoor education/field trips which may involve hiking, biking, climbing, and swimming.
• Ability to use a computer and keyboard (eye-hand coordination and repetitive movements related to keyboarding).
• Ability to move around the classroom/center/community and sit and stand for more than an hour at a time.
• Ability to visually and auditorily assess and monitor the mental health status of students for safety purposes.
• Ability to meet driver eligibility standards and operate an agency leased vehicle.

Educational Service Center of Northeast Ohio