Director, Special Education Services: School District of Philadelphia

Posted November 20th, 2014 at 10:54 am.

The Director, Special Education Services delivers high quality substantive training and consultative support to building teams and administrators on instructional best practices and interventions, Individuals with Disabilities Education Act (IDEA) rules and regulations, and transition services to ensure foundational understanding of IDEA and adherence to the goals and objectives of the annual Intermediate Unit Plan and the State and local special education plan.

Essential Functions

  • Works with school teams to ensure that appropriate processes and procedures are being utilized to provide students with opportunities to engage in learning in the least restrictive environment and that instructional changes and supplementary aids and services are employed prior to the use of restrictive services and placements.
  • Utilizes data to monitor the behavioral and academic progress of special education students and to identify areas where educations require additional support.
  • Serves as a liaison between the Pennsylvania Department of Education Bureau of Special Education (PDE/BSE) and school teams to ensure compliance with federal and state regulations and District policies and practices
  • Provides accurate and timely information on building specific programs to support large scale operational functions including but not limited to student transitions, Extended School Year (ESY) programming, program and population forecasting.
  • Performs other duties as assigned to support with the advancement of student learning.

Knowledge and Abilities

Demonstrated Knowledge of:

  • the current instructional strategies for students with disabilities and grade standards (particularly in literacy and math)
  • inclusive practices and supplementary aids and services
  • special education regulations IDEA Part B and those provisions in Part C pertaining to school age transition
  • current trends and research-based strategies related to special education service delivery including data collection; progress monitoring and use of data to inform instructional shifts
  • strategies to support student learning in a variety of learning environments, from the least restrictive to the most restrictive environment
  • Pennsylvania grade standards and application and access for the student with disabilities

Demonstrated Ability to:

  • Provide training to school-based personnel on IDEA rules, regulations and high quality instructional practices
  • Collect, analyze, interpret, and utilize data and information from multiple sources at the student and building levels in order to: connect compliance activities and requirements to substantive delivery and monitoring of special education services and student progress; support school teams in the identification of the appropriate type and level of supports for students
  • Facilitate improvements in the implementation of the special education instructional program and improve student outcomes
  • Provide information relevant to state complaints, resolution sessions, due process hearings and settlements and the use of highly restrictive settings and supports at the classroom, building and Learning Network levels
  • Make recommendations regarding budgeting and resource allocations
  • Meet state, federal and legal data reporting requirements
  • Assess compliance and program efficacy and provide recommendations on appropriate actions
  • Provide technical assistance and consultation on IDEA topics, in consultation with District-assigned counsel, to support schools in those matters involving parents represented by legal counsel
  • Testify, as needed, in federal matters relating to IDEA
  • Work with District administrators and supervisors from other support departments to promote, establish, and maintain effective special education programs in the least restrictive environment
  • Stage, plan and execute multiple step programmatic and/or compliance-oriented process responsive to needs of staff and students in a single or in multiple buildings
  • Function on a team in a non-lead capacity to accomplish the articulated goal
  • Effectively problem-solve and mediate among parties
  • Use a personal computer and software applications (e.g. Microsoft Word, Excel, etc…)
  • Work in a fast-paced environment with multiple demands and priority shifts
  • Communicate effectively, both orally and in writing

How to apply

Qualified candidates must have:

  1. a Master’s degree from an accredited college or university;


1b. three years of full-time, paid, experience as an appointed school professional in the area of special education which has included experience outside of the classroom in a leadership role (e.g. mentor teacher, AA, or AP);


2a. a Juris Doctor (JD) degree from and American Bar Association (ABA) accredited law school


2b. three years of full-time, paid, professional experience representing a large urban District in IDEA matters.


  • Valid Commonwealth of Pennsylvania Level II Instructional certificate in Special Education and a Principal certificate.


  • Valid Commonwealth of Pennsylvania Special Education Supervisory certificate.

Application Process

Interested applicants should email a current resume and cover letter detailing the extent to which they meet the above criteria, along with a copy of the required certifications to:

Office of Talent


Documents must be received by close of business Tuesday, November 11, 2014.

Selection Process

Selected candidates will participate in an interview process. Please note that not all qualified candidates may be selected for an interview. The selected candidate must have no anecdotal record on file and have not been subject to any disciplinary action within the past eighteen (18) months, and have an excellent record of attendance and punctuality during the last three (3) years (defined as no more than eighteen (18) occasions of lateness or absence for personal illness in the last three years (3) years with the exception of one extended long-term absence).


The above statements are intended to describe the general nature and level of work being performed by people assigned to this classification. They are not to be construed as an exhaustive list of all responsibilities, duties, and skills required of personnel so classified.

Filed under: Executive Level by Margie DuBrow

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